The landscape of international higher education has shifted dramatically in recent years, with British universities facing unprecedented challenges. A marked decline in international student numbers, particularly from China – the largest cohort of overseas students in the UK – has placed significant financial strain on institutions. According to the Office for Students, 43% of British universities are projected to be in deficit by July 2025, a figure that underscores the urgency of addressing recruitment and retention. Compounding this, economic uncertainty in China has driven a reduction in consumer spending, prompting students and their families to prioritise educational options closer to home, such as Malaysia, Singapore or Hong Kong. These destinations, once overshadowed by the allure of a British degree, are now viable competitors. For Chinese students and parents, the decision to study abroad hinges on a critical factor: the return on investment, measured by the promise of quality employment upon graduation. With youth unemployment in China remaining a persistent concern, the focus on employability has never been sharper.

British universities have long excelled in providing career guidance to domestic students, equipping them with the tools to navigate the UK job market. However, supporting Chinese graduates, particularly those returning to China, presents a unique set of challenges. Many institutions lack the expertise and resources to offer tailored career support in-country, leaving graduates to navigate a competitive and unfamiliar job market without sufficient guidance. Traditional alumni events, while valuable for networking among graduates and academics, often come at significant expense and fail to bridge the gap between education and employment in China’s dynamic economy.

Enter the China-Britain Business Council (CBBC), which has introduced an innovative solution to address this gap. As part of its membership package for British universities, CBBC organises four annual networking events across different Chinese cities, each centred on a specific industry theme, such as artificial intelligence. These events are designed to connect alumni from CBBC member universities, ranging from fresh graduates to seasoned professionals holding senior roles, with local companies in the relevant sector. The events strike a balance between formal and informal elements, offering industry updates and presentations alongside opportunities for casual networking, where attendees can exchange WeChat details and forge meaningful connections.

The thematic focus of each event adds a layer of relevance that resonates with China’s rapidly evolving economy. Take, for example, the most recent forum, co-hosted with Peking University HSBC Business School (PHBS) in Shenzhen in April 2025. It brought together nearly 100 alumni, entrepreneurs and academic experts from across China to discuss the commercial and strategic implications of AI, a sector that has captured global attention and is a priority for China’s economic strategy. Alumni attending such an event might hear from industry experts about the latest advancements in AI, participate in discussions about market demands, and connect with companies seeking talent in this high-growth field. The informal networking sessions that follow allow for personal interactions that are often the catalyst for job opportunities or mentorship relationships. By facilitating these connections, CBBC helps graduates translate their UK education into tangible career outcomes, addressing the return-on-investment concerns that dominate the decision-making process for Chinese families.

What sets these events apart is their inclusivity and strategic focus. By inviting alumni from diverse academic backgrounds and career stages, CBBC creates a vibrant ecosystem where recent graduates can learn from the experiences of their more established counterparts. The involvement of local companies ensures that attendees gain insights into industry trends and access to potential employers, directly addressing the employability concerns that dominate decision-making for Chinese students. For universities, the events are a cost-effective addition to their membership, eliminating the need to organise standalone alumni gatherings in China at considerable expense. Instead, they tap into a ready-made platform that amplifies their reach and impact.

The value of these events lies not only in their structure but also in their potential to reshape perceptions of a British education. As Chinese students weigh their options, the promise of robust post-graduation support can tip the scales in favour of UK institutions. Universities that actively promote these events to their alumni are already seeing higher engagement rates, with graduates eager to leverage the opportunities for networking and career advancement.

“Unlike traditional alumni events, this forum emphasised practical, industry-driven insights and created opportunities for meaningful connections that extended beyond the day itself,” says Xue Shanshan, President of the University of Sheffield Alumni Association in South China. “From a career development perspective, the forum offers tremendous value. It provides attendees with real insights into industry trends and challenges, along with opportunities to connect with leaders in their respective fields,” says Xue.

“What sets the CBBC UK University Alumni-Industry Forum apart from other alumni or professional events is its focus on the intersection of industry, academia, and alumni relations,” says Dan Wang Deputy Minister, Event Department UCL Alumni Shanghai. “The event featured tailored insights from guest speakers, and the final panel discussion offered strategic guidance and practical advice that directly addressed the needs of participants, helping to resolve specific challenges,” he says. Such testimonials highlight the transformative potential of this initiative, which aligns academic achievement with professional success.

For British universities, the benefits extend beyond employability. By participating in these events, institutions can strengthen their brand presence in China, demonstrating a commitment to their graduates’ long-term success. This is particularly crucial at a time when competition for international students is fiercer than ever. Universities that understand and engage with CBBC’s initiative are better positioned to communicate its value to prospective students, highlighting not just the quality of their academic programmes but also the practical support available after graduation. This dual focus on education and employability could prove a decisive factor in reversing the decline in Chinese student numbers.

The success of these events, however, depends on active participation from universities. Institutions that have invested time in understanding the CBBC model are reaping the rewards, with higher alumni turnout and more robust engagement.

The broader implications of this initiative are significant. By fostering connections between alumni and industry, CBBC is not only supporting individual graduates but also strengthening the ties between British universities and China’s economic ecosystem. These events create a virtuous cycle: as alumni secure meaningful employment, they become ambassadors for their universities, showcasing the value of a British education to prospective students. This, in turn, can bolster recruitment efforts, helping universities navigate the financial challenges posed by declining international student numbers.

For Chinese graduates, the CBBC events offer a lifeline in a competitive job market. The opportunity to network with industry leaders and fellow alumni provides a sense of community and support that is often lacking for those returning to China after studying abroad. The exchange of WeChat details, a cornerstone of professional networking in China, ensures that these connections endure beyond the event itself, fostering long-term relationships that can lead to career opportunities. For parents and students weighing the cost of a UK education, the knowledge that such support exists could make all the difference.

For universities willing to embrace this opportunity, the rewards are clear: a more engaged alumni base, a stronger presence in China, and a compelling case for why a British education remains a worthwhile investment.

The Alumni-Industry events are part of CBBC’s broader ‘Access Talent’ initiative, which aims to connect CBBC’s university members to employers and provide them with insights into China’s job market. CBBC recently held a training day event, aimed at university professionals who work in careers support or employability roles: ‘Future in Focus: China’s Hiring Landscape – Staying Ahead in a Dynamic Job Market.‘ This was hosted by UCL, and welcomed over 50 guests, including representatives of 18 different universities. The event included an employer panel discussion, with HR representatives from the Bank of China, BYD, ICBC and Tong Global; a student panel; presentations from recruitment agencies in China, and a panel focusing on how to support Chinese students who wish to find work in the UK.

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As a Chinese Computer Science student who grew up in the UK, I have had the privilege of navigating both Chinese and Western cultures. This dual perspective has given me insight into the challenges and opportunities faced by Chinese students in British universities. Recently, I made history by becoming the first Chinese student elected as President of the King’s College London Students’ Union (KCLSU). My election victory represents a personal milestone and highlights how Chinese students can engage meaningfully in university life when supported. However, it also underscores a broader issue: despite being the largest group of international students in the UK, Chinese students remain underrepresented in student politics and cultural spheres. Addressing this requires understanding the interplay of language barriers, cultural perceptions, and the absence of Chinese soft power.

Chinese students contribute significantly to the UK’s economy and universities, often paying triple the tuition fees of home students. Our parents view this as an investment in our education and exposure to a new culture, with the connections we forge often proving more valuable than the degree itself. Yet, many of us feel like little more than a revenue stream for universities. At King’s College London, Chinese students form the largest international demographic, yet our presence in the Students’ Union was historically negligible. This lack of representation meant our concerns, such as delays in receiving physical degree certificates, which can disrupt job applications or civil service exam deadlines in China, were struggling to be heard. My campaign for KCLSU President sought to change this by mobilising Chinese students, a group often politically apathetic, through targeted outreach on platforms like Rednote (Xiaohongshu) and Instagram, and by addressing issues like digital degree certificates, access to Chinese food, and hot water dispensers on campus. During my campaign, I worked alongside a fantastic team of students to reach out to the wider student community, with a particular emphasis on engaging Chinese students whose voices had historically been underrepresented. This sparked unprecedented engagement in a KCLSU election. I am deeply grateful to my campaign team and all those who supported and believed in the vision of making student representation more inclusive. Their efforts were invaluable in reaching and inspiring a broader range of students across King’s.

The underrepresentation of Chinese students extends beyond politics to the cultural fabric of universities. Japanese and Korean student societies attract diverse members, including British students, drawn by the global appeal of anime, K-pop, and other forms of soft power. In contrast, Chinese student societies are often homogeneously Chinese, reflecting a lack of broader interest in Chinese culture. This disparity raises questions about why Chinese culture struggles to resonate with Western youth. Part of the issue lies in soft power: while Japan and Korea export globally recognised bands, films, and stars, China’s cultural exports—like the success of Ne Zha 2 or interest in Chinese cuisine—remain less prominent. However, the appetite for Chinese culture exists, as seen in viral livestreams by creators like iShowSpeed. Universities could bridge this gap by fostering cultural exchange through inclusive events and encouraging Chinese student leaders to promote their heritage in ways that resonate with diverse audiences.

Language barriers also play a significant role in Chinese students’ isolation. Many of us arrive in the UK with English as a second language, making it challenging to integrate into the fast-paced, often outspoken Western university culture. Unlike the reserved and conservative social norms many Chinese students are accustomed to, British university life emphasises extroversion and social mixing, which can feel daunting. Current English proficiency tests like IELTS often fail to assess conversational fluency, leaving students unprepared for daily interactions. Universities could address this by reforming language assessments to focus on practical communication and by offering more robust integration programs, such as mentorship schemes or ice-breaking events led by student unions.

Geopolitical perceptions further complicate integration. The success of Japanese and Korean cultural exports is bolstered by positive national images, while China’s global reputation is often marred by political tensions. This can translate into subtle distrust or hostility toward Chinese students, who may feel unfairly judged based on their country’s image rather than their individual merits. British students, too, sometimes make insufficient efforts to engage with their Chinese peers, perpetuating a cycle of mutual misunderstanding. Universities, as microcosms of global interconnectedness, have a responsibility to counteract these biases by promoting dialogue and shared experiences. Mixed-group events addressing universal student concerns—like internships, cost of living, or campus social life—can foster common ground, as I emphasised during my personal campaign for the KCLSU Presidency.

The stakes are high for British universities, which rely heavily on Chinese students’ tuition fees. With growing competition from Chinese universities, particularly in STEM fields, and the appeal of studying at home, where students face no cultural shock, lower costs, and strong career prospects in China’s booming tech sector, UK institutions must act swiftly. Beyond enhancing STEM offerings, universities should leverage their comparative advantage in arts and humanities and invest in cultural integration initiatives. I believe the most effective step is to empower Chinese student leaders to advocate for their community within student unions. By giving Chinese students a voice, universities can ensure their needs are heard, fostering a truly two-way cultural exchange.

My election as KCLSU President demonstrates that Chinese students are ready to engage when given the opportunity. Through strategic use of social media and addressing relevant issues, my campaign contributed to a shift in how student elections were approached, moving from popularity contests to policy-driven campaigns. This model is already inspiring Chinese students at other UK universities to follow suit, signalling a potential wave of increased engagement. For British universities, the message is clear: embrace Chinese students not just as economic contributors but as cultural ambassadors who can enrich campus life. By addressing language barriers, countering geopolitical biases, and amplifying Chinese voices, we can build a university culture that reflects the globalised world our generation inhabits—one where every student’s voice matters.

The opinions in this article are solely those of Baiyu Liu, the president-elect of KCLSU, who will take office in August 2025. This article does not reflect the opinions of KCL, KCLSU, its staff or officers.

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Founded in 1994 through a partnership between the Chinese government and the European Union, CEIBS has grown into one of the world’s leading business schools, shaping the future of global business leadership.

Walking through the doors of CEIBS, students are met with a world-class faculty, cutting-edge research, and an extensive international network. The institution has expanded beyond its Shanghai base, establishing campuses in Beijing, Shenzhen, Zurich (Switzerland) and Accra (Ghana). This global footprint allows CEIBS to foster a truly international perspective while maintaining deep roots in China’s dynamic economy.

Education has long played a crucial role in fostering strong relations between the UK and China. Keeping educational channels open and away from the politics of the day is essential to ensuring long-term collaboration and mutual understanding. CEIBS’ engagement in global education and research underscores the importance of cross-border learning and exchange, providing a neutral space for dialogue and cooperation in an often complex geopolitical landscape.

CEIBS is deeply engaged in bridging businesses from China and Europe, fostering an environment where collaboration can thrive. Many of its alumni work in leadership positions within multinational corporations, leveraging their education to drive strategic collaborations between European and Chinese businesses. These initiatives are crucial in addressing future economic challenges and creating innovative solutions through cross-border cooperation. By strengthening these ties, CEIBS alumni help multinational companies expand their reach and integrate best practices from both markets.

At its core, CEIBS offers a range of programmes designed for professionals at every stage of their careers. The English full-time MBA, a flagship offering, is consistently ranked among the world’s best, attracting students from diverse backgrounds who are eager to immerse themselves in a rigorous, globally focused curriculum. The programme lasts either 12 or 16 months, catering to different professional needs. Subjects such as ESG and sustainability are increasingly popular, reflecting the growing demand for responsible business practices.

For professionals looking to gain in-depth knowledge of China while maintaining an international outlook, CEIBS provides an invaluable experience. Around 70%-80% of MBA students are Chinese, with 20-30% coming from international backgrounds, fostering a diverse and dynamic learning environment. Many students seek to build networks, gain insights into multinational corporations operating in China, or prepare for global roles. Others come from Africa, the US, Vietnam, and Korea, drawn by CEIBS’ strong focus on global leadership, multicultural management, and cross-regional business strategy. The Accra campus further strengthens CEIBS’ connections with African business leaders, creating a unique East-West-Africa exchange.

For those already in leadership roles, CEIBS’ part-time Global Executive MBA (GEMBA) is a sought-after programme that blends academic insight with real-world impact. Designed for senior executives, it offers a flexible schedule that allows participants to continue leading their organisations while sharpening their strategic thinking and leadership skills. The curriculum is steeped in cross-cultural management and global strategy, preparing business leaders to navigate the complexities of an interconnected world.

Beyond traditional degree programmes, CEIBS’ Executive Education offerings provide short-term, high-impact courses covering everything from digital transformation to finance and leadership. These programmes help professionals stay ahead in an era of rapid technological and economic change.

CEIBS has also produced an impressive roster of alumni who have gone on to make significant contributions in their respective industries. Other alumni have moved into leadership roles at multinational corporations, innovative start-ups, and influential policy-making institutions. Many alumni are actively working to foster deeper ties between Chinese and European businesses, ensuring that both regions benefit from shared knowledge, technological advancements, and market opportunities.

Co-Dean Zhang Weijiong recently reflected on the institution’s role in shaping the future of business, stating, “We see ourselves as a bridge between China and the rest of the world, providing insights that help business leaders understand the nuances of both markets.” His perspective highlights CEIBS’ commitment to fostering innovation, encouraging entrepreneurship, and ensuring that students remain adaptable in an ever-evolving global landscape.

CEIBS doesn’t just prepare students for the future; it actively engages in shaping global business discussions. The school’s ‘China and the World’ forum has become a major platform for discussing China’s role in international markets. In a world where economic relations between China and the West are continuously evolving, such discussions are invaluable.

Research at CEIBS is also at the forefront of understanding economic trends. A recent policy paper explored the challenges and opportunities facing China’s economy in 2025, asking the pivotal question: “Can bold policies drive a turnaround?” This kind of thought leadership positions CEIBS as a key player in global economic discourse, providing both students and industry leaders with crucial insights into China’s evolving market dynamics.

The school’s engagement in broader economic dialogues extends to international collaborations such as the UK-China Economic and Financial Dialogue. These initiatives highlight the importance of understanding China’s economic policies in the context of global markets and reinforce CEIBS’ role as a vital bridge between East and West.

With each passing year, CEIBS continues to evolve, ensuring that its graduates are not only prepared for the business world of today but are also equipped to shape the business world of tomorrow. As the global economy grows more interconnected, institutions like CEIBS will remain essential in developing the next generation of leaders who can navigate both the complexities and opportunities of an ever-changing world.

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In addition to undergraduate degrees, an increasing number of students are now considering second master’s programmes to further boost their employability. This trend coincides with a growing preference for universities ranked within the QS top 100, underscoring the importance of academic prestige and quality education. Amid rising tuition fees and a dynamic economic environment, Chinese students are adopting a more focused approach in their study-abroad decisions—sometimes opting for alternative destinations like Australia and Hong Kong for their initial studies before transitioning to UK institutions.

The “Decoding UK Education and Culture” series by CBBC delves into these shifting trends, offering insights on school selection, employability, and career planning. This series provides valuable guidance for students and families navigating the complex landscape of international education.

On 8 January 2025, CBBC held an event focused on the key themes of school selection and employability. Ms Sun Bo, Director of the UK and Ireland Division at EIC Education, shared insights from a professional study-abroad consultancy and data analysis perspective. She provided an overview of the current state of the UK study-abroad market, including observations on student preferences, tuition fee increases, and how employment rates influence Chinese students’ decisions to study at UK universities.

Study abroad trend 1: A more focused approach to study abroad, with a growing trend for second master’s degrees

Sun noted that the UK, Hong Kong, Australia, and the US are the primary destinations for Chinese students. Among these, Australia and Hong Kong have become increasingly preferable to Chinese students from 2019 to 2024, whilst the UK’s appeal has slightly declined in 2024 compared to 2023. In terms of application trends, particularly after 2021, there has been a noticeable increase in applications to universities ranked in the QS top 100, while applications to universities ranked outside the top 100 have decreased. The trend of applying to multiple countries peaked during the pandemic but has since then declined, indicating a more focused approach to selecting study destinations. Another notable observation is that 31.8% of students are considering pursuing a second master’s degree in the UK to enhance their employment competitiveness.

Study abroad trend 2: Course selection driven by employment prospects, with growing popularity of interdisciplinary studies

Over the past three years, there has been a significant shift in students’ selection of disciplines. Business-related programmes are no longer as popular among Chinese students, primarily due to changes in the employment market of China. As job prospects in the securities, banking, and finance sectors have evolved, students have gradually shifted towards STEM or Computing-related fields. An analysis of the top ten most popular programmes reveals that media studies has consistently remained a popular choice across undergraduate, postgraduate, and doctoral levels, followed by accounting, economics, and general management within business studies. At the postgraduate level, finance, education, and media studies have become especially sought after. This reflects the changing demands in the job market and the growing need for professionals in specific fields.

Additionally, the demand for business-related jobs does not align with the number of job seekers, while the demand for STEM and AI-related professionals is significantly higher, leading to a mismatch between job seekers and available positions. Research shows that 83.7% of students are considering interdisciplinary programmes, mainly because these areas are seen as more beneficial for future employment and align with social and economic trends.

Study abroad trend 3: Employers’ focus on QS rankings and an analysis of population and consumer trends in China

A report by EIC Education in collaboration with 51job revealed that 75% of employers place considerable importance on QS rankings during recruitment, and 43.8% of employers consult both overall and subject-specific QS rankings. Over the past five years, China has experienced significant consumer downgrading, reaching its lowest point in five years. Meanwhile, international student tuition fees in the UK have risen by 40%, second only to the US. In contrast, Asian countries have seen a significant increase in study-abroad resources in the past year. As these regions offer better cost-efficiency, they have become more attractive to Chinese students. Many students are now opting to complete their undergraduate studies in neighbouring Asian countries before pursuing further education in the UK. In response to the rising costs of studying in the UK and the uncertain economic environment, Malaysia has emerged as the top choice for many middle-class Chinese families looking for study-abroad bridge programmes.

How can UK universities enhance employment rates for Chinese students?

Research indicates that more than 67.3% of Chinese students intend to return to China after graduation. However, many face challenges when re-entering the job market, such as discrepancies in salary expectations and adjusting to the work environment in China. In light of this, CBBC would like to call UK universities’ attention to strengthening their employment services and focusing on improving the employment outcomes of Chinese students. The importance of employment rates in attracting Chinese students cannot be overstated. We recommend that universities closely monitor the employment status of Chinese graduates, enhance career services, and leverage strong academic programmes to improve their recruitment competitiveness in the Chinese market. It is also suggested that universities place greater emphasis on the combined strengths of UK education and British culture, offering more personalised choices for students, rather than solely relying on QS rankings for recruitment and evaluation.

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In 2023, China’s education technology (edtech) market reached approximately US$57.3 billion, marking a robust 14.17% year-over-year growth, writes Kristina Koehler-Coluccia, Head of Business Advisory at Woodburn Accountants & Advisors

The sector has experienced fluctuations over the past five years, including significant growth during the Covid-19 pandemic and a slowdown in 2021 due to regulatory pressures under the “Double Reduction” policy. However, recovery began in 2022 and continued through 2023, with the user base for online learning platforms expanding to 349 million users, an 11.14% increase from 2022.

This resurgence was driven by shifts in service offerings, including a focus on personal development, critical thinking, liberal arts and outdoor sports, alongside advancements in AI-powered learning technologies.

Leading companies in China’s edtech market

The combined market value of the top seven edtech companies in China reached US$30.7 billion by the end of 2023.

The five most profitable/well-known companies are as follows:

Chalk Technology, study support-test prep (market value US$ 13.31 billion): Civil service exams, public institution recruitment exams, teacher qualification exams, postgraduate entrance exams, and other training programmes.

Gaotu, online learning (K-12) (market value US$ 9.27 billion): Live streaming and tutoring for postgraduate exams, finance, accounting, civil service, teacher qualification, study abroad, and K-12 subjects.

NetEase Youdao, K-12; pre-school; higher education (market value US$ 4.85 billion): Language learning, AI-powered learning, and educational technology, including dictionary pens and other learning tools.

51Talk, K-12, pre-school (market value US$ 450 million): One-on-one online teaching with live foreign teachers, offering language learning and scenario-based lessons.

17 Education & Technology, K-12; virtual classroom (market value US$ 200 million): In-school and after-school integration with data-driven teaching and virtual classrooms, focusing on homework support.

Key sectors and trends

Edtech segments

China’s edtech market comprises three main categories:

• Online learning platforms: K-12, pre-school, higher education, adult education, and virtual classrooms.
• Technological learning devices: Dictionary pens, learning tablets, educational robotics.
• Study support software: Test preparation, language learning, and homework support.

Growth drivers

AI is revolutionising educational equity and teaching efficiency. Platforms like Fei Xiang Xing Qiu leverage AI for personalised learning experiences, including innovative tools such as AI writing assistance and intelligent homework solutions. In 2024, Fei Xiang Xing Qiu announced a RMB 100 billion (US$ 13.7 billion) investment over the next decade in AI-education integration.

Companies like NetEase Youdao have introduced retrieval-augmented generation (RAG) technologies for real-time knowledge-based Q&A systems.

Technological learning devices

Learning devices such as Xueersi’s xPad2, powered by AI models like MathGPT, are transforming the market. In 2024:

• AI learning device sales surged 136.6%.
• Online sales of learning tablets grew 79.9% year-over-year, reaching 689,000 units in Q1.

Language learning and homework support

Language learning applications reached a market size of US$478 million in China in 2023. Platforms like Zuoyebang integrate AI to provide advanced solutions for homework assistance, video tutorials, and learning hardware such as smartwatches and tablets.

Policy support

Government initiatives

• “Artificial intelligence empowering education” (2024): Aims to promote AI-driven innovation in education.
• 14th Five-Year Plan for National Informatization (2021): Focuses on educational equity, digital infrastructure, and lifelong learning services.
• “Balanced Basic Public Education Service System” (2023): Prioritises intelligent education platforms for rural and underserved regions.

Strengths and opportunities

Future prospects

AI-powered growth

AI technologies like large language models are expected to further personalise learning and improve outcomes. Companies integrating advanced analytics, tailored content, and interactive tools will dominate the market.

Immersive and hybrid learning

The adoption of VR and AR tools presents significant potential for transforming traditional teaching methods into dynamic, hybrid learning models.

Rural and underserved markets

Efforts to bridge urban-rural education gaps through intelligent platforms and affordable solutions will remain a priority, offering opportunities for scalable investments.

China’s edtech market is poised for sustained growth, driven by a combination of AI innovation, policy support, and the adaptability of key players. With its vast user base and focus on personalised, equitable education, the sector presents a dynamic investment opportunity. As edtech companies continue to innovate and align with government objectives, the market is set to redefine the future of education in China.

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BE Education’s story began when William Vanbergen, a British entrepreneur, came to China over 20 years ago. “Not long after I came to China, a friend asked if I could help a student apply for a British school,” says Vanbergen. “We succeeded, and from there, BE Education was born.”

Initially, the business was focused on helping Chinese students gain admission into top British boarding schools. This came at a time when the growing middle class in China was looking to send its children to study abroad – a new luxury they could now afford. And British schools, renowned for their holistic rather than exam-focused approach, were very much in demand.

As Vanbergen notes, “Chinese parents love the idea of British education. It has the best reputation globally, even compared to American schools. The way education is approached in the UK – challenging students to think critically – is different from the education system in China, which tends to emphasise knowledge through memorisation.” This cultural difference has driven many Chinese families to seek education abroad, especially for children whose future success they hope will come from a broader, more international perspective.

The allure of a British education

Over time, BE Education’s focus has expanded. It now operates schools in China that are modelled after British boarding schools. These schools – located in Changzhou, Hangzhou, Nanjing, and Hong Kong – serve over 2,500 students and have brought a new level of educational quality to China’s Jiangsu and Zhejiang provinces. “Over 30 percent of the graduates at Wycombe Abbey Changzhou have gone on to study at the world’s top 20 universities,” Vanbergen notes. The schools maintain a high student-to-teacher ratio of under 4:1, a hallmark of their commitment to delivering quality education.

While BE Education schools follow the British boarding model, they have adapted to local needs. For instance, China’s mandatory nine-year education system (from ages 6 to 15) requires adherence to national curricula. BE Education balances this by integrating British A-levels for students over 15s, while providing a rich extracurricular environment. “Our Changzhou school includes an exceptional boathouse and a boating lake, inspired by the holistic activities offered by a leading British boarding school,” says Vanbergen.

Many students in BE Education’s Chinese schools experience boarding commonly associated with British ones. “We operate a house system akin to UK boarding schools,” Vanbergen explains. “In China, many boarding school students must return home at weekends, whereas we offer a full boarding experience with weekend boarding, common in the UK, giving a deeper and more impactful, holistic education.”

Moving forward through challenges

BE Education has not been immune to challenges, particularly with the disruptions brought by the Covid-19 pandemic. Despite the difficulties in recruitment and restrictions, the company successfully opened two new schools in Hangzhou and Nanjing in 2021. “The timing was unfortunate, but we overcame the challenge,” Vanbergen says. “We had to adapt, particularly with online learning, but we maintained our standards, and our business continues to grow.”

The geopolitical tensions between the UK and China have also created hurdles. However, BE Education remains committed to its mission of building bridges between the two nations. “We aren’t massively impacted by these tensions, and we offer a great opportunity for British teachers who want to come to China. The children in China behave well, and we provide accommodation, flights home, meals, and many other benefits for the teachers. This is a good way to bring together the best of both countries,” Vanbergen explains.

BE Education’s growth has been fuelled by the rising Chinese middle class, many of whom are willing and able to invest in their children’s education. While the Chinese state school system has improved significantly in recent years, there remains a strong demand for internationally-minded education, especially among families who value a mixture of academic excellence and the broader traditional British educational ethos.

Looking forward, BE Education plans to expand further across Asia. “Our headquarters may be in Shanghai, but we are evolving into an international group,” Vanbergen states. The company has already begun exploring opportunities in Southeast Asia and beyond, aiming to replicate its success in China across the region.

Fostering cross-cultural communication

One of the key elements of BE Education’s success has been its ability to foster cross-cultural communication. The company offers a range of programmes designed to build bridges between the UK and China. For instance, BE Education has a scholarship programme that brings deserving students from the UK to study A-levels in China. “Last year, we had ten students in the programme, and next year, we expect to have 60. These scholarships cover tuition for all of them and, for the most deserving, flights and uniforms too,” Vanbergen explains. “It’s a way to share British and Chinese culture with each other, creating a more interconnected world.”

The company also runs summer camps that bring students from countries like the UAE and Thailand to China, further broadening its mission of cross-cultural education. “We had 90 students from the UAE this year,” Vanbergen adds. “Building bridges between different cultures is a core part of what we do.”

As BE Education looks to the future, its mission remains clear: to provide world-class education and foster better cross-cultural understanding. “Education is a tool that enables young people to understand each other better,” says Vanbergen. “The more interconnected the world is, the less room there is for conflict. Our job is to help children – whether in China, the UK, or elsewhere – become the kind of global citizens who can navigate the complexities of the modern world.”

Despite the challenges posed by global economic conditions and political tensions, BE Education remains optimistic about its future. As Vanbergen aptly puts it, “China is growing fast, and while there are ups and downs, the emphasis on education in Chinese culture is huge. We are proud to be a part of that, and we’re excited about the opportunities that lie ahead.”

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The Chinese government recently announced it will remove the requirement for foreigners with university degrees to have two years of work experience when applying for a work permit in Beijing, a policy that may soon be rolled out across the country.

The rule change is just one of a series of welcome recent measures aimed at tempting tourists, business travellers and students back to China post-Covid, including visa-free entry for a growing list of countries, relaxed requirements for visas on arrival, and easier payment options for foreign visitors.

These policies are a response to the sharp fall in the number of foreign nationals visiting as well as residing in China in recent years, and a recognition of the importance of reversing this trend to help strengthen people-to-people ties at all levels.

According to the most recent national census, Beijing’s foreign population fell from 107,000 in 2010 to around 62,000 in 2020. Meanwhile, the foreign population in Shanghai fell from 208,000 to 164,000 in the same period. Today, the numbers are likely even lower following the worst of the pandemic controls in 2022, which led to a large outflow of foreign nationals, particularly in Shanghai.

Crucially for young Brits, the pandemic effectively paused all the activity which had built up over the years – or in many cases decades – aimed at providing exchange opportunities. For three years, students were unable to visit China for study, and the arrival of graduates looking to develop their early careers in cities like Shanghai, Guangzhou, or Chengdu ground to a halt, save a few resourceful individuals who were able to navigate the visa and border restrictions.

Added to today’s challenges is the fact that the prevailing geopolitical environment has cooled enthusiasm among young Brits for exchanges with China. The trend was already drifting negative prior to the pandemic, with the problem compounded further by the sudden closing of China’s borders.

Meanwhile, the appetite for understanding of the UK in China remains strong, with student numbers around 150,000 last year and visitors beginning to return in large numbers. China not only has a sizeable trade surplus with the UK but also a knowledge surplus – and both will need to be addressed if we are to have a healthy, long-term relationship.

There are signs of light beginning to appear in the tunnel, however. Although recovering the full scale and scope of exchanges last seen in 2019 will take time, a growing range of institutions in the UK and China are taking encouraging steps to restart programmes, build new initiatives, or take existing programmes to the next level.

We have a lot of catching up to do after the last four years, and the need for two-way understanding is greater today than ever

The British Council is bringing a thousand British high school students to China in July 2024 as part of the Mandarin Excellence Programme. This is the first visit by the Mandarin Excellence Programme and will hopefully mark the start of a sustained effort to familiarise young Brits with Chinese language and culture.

A new initiative launched in 2023 by Engage with China saw 10 British pupils win A-level scholarships in China. The scholarships include both fully-funded and part-funded placements and are run in collaboration with Wycombe Abbey School in Changzhou (WASC).

Tom Simpson and his cohort on a gap year with Project Trust in 2004-05

Project Trust is also resuming its China programmes for gap-year students. PT will have its first cohort of volunteers coming out to China later this summer to work in rural schools in Sichuan, Jiangxi and Heilongjiang after a four-year hiatus. I personally spent my first year in China with PT back in 2004-05, teaching at a school in rural Xinjiang before going on to study Chinese at Leeds University.

UK universities that diverted their Chinese language studies cohorts to Taiwan during the pandemic are now offering places at Chinese universities again. The resumption of university courses will help to raise the number of British students in China, even if the overall number is likely to remain low. While we don’t know the exact number of British students in China today, for context, there are just 720 US students currently studying in China.

The long-running Schwarzman Scholar programme, which offers a one-year Master of Global Affairs degree at Tsinghua University, is open to British applicants too, with the deadline for 2025 scholars open until September 2024. Although primarily a US-led program, the University of Oxford also plays a central role, including providing faculty.

Furthermore, the British Council’s Generation UK, which was launched in 2013 with the aim of helping UK students and graduates to “develop a global mindset through study and work experience opportunities in China”, will hopefully return at some stage in a new format. Since its inception, Generation UK has built a network of over 4,000 participants and has been one of the most impactful initiatives aimed at building an understanding of China among Brits to date.

Another important route for young Brits to come and work in China has been through internships. CRCC Asia provides one, two and three-month internships in China and is a great way for graduates to experience life in Shanghai. The China-Britain Business Council also provides internship opportunities in Beijing and Shanghai on an ongoing basis.

Although designed for mid-career participants, a mention should also go to the Great Britain China Centre’s Future Leaders Programme, which aims to “build China literacy among rising civil servants, MPs and business representatives” with modules in the UK and China. The programme has just closed applications for its 2024 cohort and, given the success of previous years, will hopefully become a sustained initiative.

Leeds University Chinese degree graduation group, 2009

A large number of the British expats who have built careers or started companies in China started out as graduates or arrived early in their careers with a curiosity to learn about the country and experience its work culture. Most did not study Chinese and simply saw China as a place where they could develop themselves and have a rewarding experience.

Several current UK MPs took up the option to come to China in their younger years. Catherine West (MP for Hornsey and Wood Green) worked at a school in Nanjing in the 1990s, while Mark Logan (MP for Bolton Northwest) worked at the British Consulate in Shanghai in the 2010s. Neil Coyle (MP for Bermondsey and Old Southwark) also spent two years in China from 2001 as a 23-year-old.

A lot of work remains to be done to rebuild and reinvigorate activity to develop understanding of China among the next generation of Brits, whether through study, work, cultural exchange, travel or business connections. There is a role for us all to play, whether through developing internships or full-time roles, helping to spread the word about programmes such as those mentioned above, supporting the excellent work of the British Council, GBCC, Project Trust, Engage with China (and the many other organisations, too many to mention!) either financially, with your time, or developing new exchange programmes.

We have a lot of catching up to do after the last four years or so of disruption. Meanwhile, the need for two-way understanding is greater today than ever. I remain optimistic we will see the numbers of young Brits coming to China grow as the programmes listed above are reestablished and interest gradually returns. But what is clear is it will require a holistic and sustained approach from across businesses, NGOs, academic institutions and government if we are to be successful over the long term.

Photo by MD Duran on Unsplash

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In recent years, I have discovered a story that I should have known long ago. I am now aiming to tell it whenever I have the chance. Recently, when in China, I gave two lectures to university audiences about Michael Lindsay. Under his Chinese name, Lin Maike, he is known as someone who made a major contribution to the war of resistance against the Japanese occupation.

Lindsay went to China to work at Yenching University, a missionary university in Beijing. But it was not the importation of tutorial teaching, Oxford style, that ensured his legacy. During 1938, it was possible, quite easily, to make contact with the forces fighting the Japanese occupation in Hebei Province. Aiming to investigate for himself, Michael took his bicycle by train from Beijing to Baoding. Then, with two companions, he rode into the countryside for a couple of miles and crossed the Japanese frontline with little difficulty. A mile later, he encountered Chinese sentries and was welcomed. He then worked with the Chinese Communist army for seven years.

The sub-title of my lecture was “a story of commitment and courage”, and there was certainly plenty of both in play. It took courage for Michael to face the danger of working in occupied Beijing when he could easily have left China after a couple of years. This courage was matched by commitment, both to the anti-fascist struggle and also on a deeply personal level: Michael married a Chinese woman named Li Xiaoli (Hsiao Li) in 1941.

Michael’s study in a wing of the President’s house at Yenching University.

At Shanxi University in Taiyuan, I spoke to a group organised by the team responsible for international cooperation and exchange: around 30 young Chinese who were determined to improve their linguistic skills and regularly attend lectures in English. Taiyuan was a good place to deliver this lecture. Hsiao Li was from Shanxi Province and had attended high school in Taiyuan. She had involved herself in student protest, which led to her flight from the Shanxi capital.

In Shanghai, I presented to a very different group. At the National Accounting Institute, there was an audience of about 40 professionals, almost all from African countries and seconded from civil service posts. They were particularly attracted to the subject by the cross-cultural dimension.

I should have known the story because half my working life has been spent at Keele, the university founded by Michael’s father. Lindsay senior was both a distinguished academic leader at the University of Oxford for 20 years and a committed internationalist who stood as the Popular Front candidate in the Oxford by-election of 1938. By that time, Michael was in China, having travelled from Vancouver in late 1937. Dr Norman Bethune, the Canadian surgeon, was a passenger on the same boat. Bethune and Lindsay became friends, the former a committed communist and the latter a sceptic.

Like Dr Bethune, Michael is seen in China as a great example of international friendship. I initially came across Michael, lauded as “a true friend of China”, when I listened to President Xi’s London speech from 2015, given to an audience from both Houses of Parliament.

Michael wrote that he gave help “because it was clear that any thinking person had a duty to oppose the Japanese army”. He began by smuggling medicines and radio parts to the resistance forces. He imported a motorbike from Britain to travel around and, on occasion, his pillion passenger would be an activist who needed to make contact with the Communist underground in Beijing. During 1939 and 1940, Michael and Hsiao Li were developing a personal friendship based on political sympathy for the forces fighting against Japanese occupation. Both were inspired by concern for suffering rather than starting from a political manifesto. Being supporters of the anti-Japanese resistance movement took them close to the contemporary leaders of Chinese communism.

In the first hours after the news broke that Pearl Harbor had been bombed, Mr and Mrs Lindsay fled Yenching to avoid detention by the Kempeitai (Japanese military police) – the fate of almost all the staff at the university, including its president.

After driving about 50 miles from Beijing, the couple abandoned their car and walked to a safe area where the Chinese forces were in control. This took just over three weeks. They then made contact with the forces led by prominent military leader Nie Rongzhen.

Michael had mainly taught Economics at Yenching University, but it was his skill with radio communications that was the greatest help to the guerrilla forces. Hsiao Li explained the trust that was placed in Michael: “Michael met many dedicated people at the radio station. … Luckily, he had brought a test meter and a slide rule with him. … The army trusted Michael completely … he had been helping them since 1938.”

In the Jinchaji base area in the Hebei/Shanxi borderlands, Michael worked with General Nie (who was later Mayor of Beijing and then ran the Chinese nuclear weapons programme) to establish a two-year academic programme in wireless communications. There were 26 in the class; many later achieved high distinction in science in the PRC. In addition, Michael gave practical training to wireless operators.

Hsiao Li watches local troops communicate by radio. In the centre is the head of the local radio department. The sets were designed and built by Lindsay using whatever parts were available. Ji Jian district, Central Hubei province

In September 1943, with the Lindsays living in the village of Zhongbaicha in Hebei Province, there was news of another offensive. “The radio department hid all its equipment and when the offensive started in the middle of the month, we moved into the high mountains.” Weeks became months, as the fugitives sought refuge in one place after another, and crossings were made between Hebei and Shanxi. In her autobiography, Bold Plum: With the Guerrillas in China’s War Against Japan, Hsiao Li gives one of the chapters the title ‘Staying One Step Ahead of the Japanese’.

Eventually, Hsiao Li and Michael walked for three months with their baby, Erica, to Yan’an, the capital of the communist-controlled area. Life in the Communist capital was very different from the base area of Jinchaji. Although the city had been bombed by Japanese planes, it was relatively safe by 1944, with more supplies and much better facilities.

Shortly after their arrival, the Lindsays were entertained by Chairman Mao Zedong with “a magnificent feast”. He praised their courage, but Michael wanted action: “With nothing to do I became restless … we were invited to lunch with General Zhu De … I then went to his study to discuss my work and I was appointed technical adviser to the Eighteenth Group Army communications department.”

As technical adviser, Michael was able to build the first equipment that allowed the Communist capital to transmit internationally. Michael also became involved in writing and editing news stories for the New China News Agency.

After the surrender of Japan in August 1945, there were offers to stay in China, but the parents were concerned for the safety of their young family (by now there were two children). Moreover, Michael had seen his work as part of the Allied war effort; with the war over, he sought a new role as a source of first-hand information about the reality of the conflict in China.

Zhou Enlai arranged for US$3000 to be given to the family to help with their repatriation. Mao Zedong and his wife, Jiang Qing, hosted a private dinner for the Lindsays two days before their departure from Yan’an in November 1945. After three weeks of travel, the Lindsay family was able to reach Oxford, where Lord and Lady Lindsay welcomed them.

Michael Lindsay went on to become a distinguished scholar, spending most of his academic life as Professor of Far Eastern Studies at the American University in Washington DC. He died in 1994. After this, Hsiao Li spent most of the rest of her life in China as a guest of the Chinese government. She passed away in 2010.

Photos reproduced from boldplum.com, the website of Hsiao Li Lindsay’s autobiography, Bold Plum: With the Guerrillas in China’s War Against Japan

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China’s youth unemployment rate rose to a record high of 20.8% in May 2023, breaking the previous record high of 20.4% recorded in April. Over 11.5 million students are set to graduate in June, and many are likely to find themselves struggling to secure stable and fulfilling employment, leading to a growing sense of disillusionment.

China’s slower-than-expected post-Covid economic recovery has created a challenging environment for job seekers. Industries like education and real estate, which were once reliable sources of employment, have been curbed by government regulation, while emerging sectors like AI have yet to reach their full potential. This has left many graduates with limited options and a mismatch between their skills and the demands of the job market.

The Chinese government has responded to the problem by announcing subsidies for companies that hire unemployed graduates and by setting targets for state-owned enterprises to hire trainees. However, it has also criticised recent graduates as “self-indulgent” and emphasised the need to occasionally seek jobs that are below their expectations.

Economic factors aside, rising university enrolment rates are also thought to be contributing to high rates of youth unemployment by lowering the value of a degree. According to the Ministry of Education, the higher education enrolment rate hit 57.8% in 2021, compared to 30% in 2012.

Some have also criticised the universities themselves, arguing that they have failed to adapt curricula to meet the evolving needs of the job market. This disconnect between educational institutions and the demands of employers has resulted in graduates possessing skills that are not in high demand, further widening the gap between education and employment.

Chinese universities will need to follow in the footsteps of universities in the West – which have faced a similar problem with oversupply in recent years – by shifting the focus to practical, hands-on courses and bolstering career services. This could represent an opportunity for UK universities engaging in transnational education in China if they can create industry partnerships and tailor programmes that meet the needs of employers.

As a result, Chinese graduates are being forced to recalibrate their expectations. Chinese social media platforms like Weibo and Xiaohongshu are full of stories of graduates who have taken jobs below their skill level after months of failed job applications, for example, delivering for one of China’s many food delivery platforms. Others have resorted to “knowledge street vending,” setting up street stalls hawking services like copywriting, legal advice and psychological counselling, Sixth Tone recently reported.

Some have welcomed the reduced pressure that comes with more practical roles, viewing it as a chance to escape China’s notoriously punishing office hours. In recent years, many young Chinese people have been rejecting the high expectations placed on them by society, instead choosing to ‘lie flat’, i.e., not overworking, being content with more attainable achievements and taking time for themselves.

Nevertheless, the pressure is on to fix the youth unemployment situation, as the consequences extend beyond the individual and have broader implications for Chinese society. This cohort contributes heavily to consumer spending, a key driver of China’s post-Covid economic recovery.

However, perhaps more importantly for the Chinese government, unemployment among graduates can lead to reduced social mobility, increased social inequalities, and potential social unrest. The frustration and disillusionment experienced by unemployed graduates have already been evident through viral images and stories shared on social media platforms. The Chinese government must address these concerns to ensure stability and progress for the country’s future.

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And it’s no exaggeration to say that, in the case of Yao being allowed to travel, the world will quite literally be better off.

“Coming back this time is quite nostalgic for me” she says when asked whether she has a long history with the UK. From the moment she was handed an Oxford English textbook as a schoolchild, to studying geography at Cambridge “because it has a long tradition”, to finding inspiration in its Scott Polar Research Institute, the country should be flattered that it’s one of the first places Yao is visiting now she has the chance.

Yao is a pioneer in every sense of the word. Not only did she join 76 scientists on the largest ever all-female expedition to Antarctica in 2016, but the trip was so impactful that she wanted others to share her experience.

“I was the only Chinese in the first cohort and for the second cohort I helped fundraise so that more Chinese could go. Now we have around 20 women who have been on this journey,” she explains.

The trip was, unsurprisingly, life changing for Yao. She stayed on afterwards, acting as an expedition guide on cruise ships going to Antarctica and said she noticed that people were “completely transformed” when they made the journey, but that they were mostly older: “They would want to do something for the environment after their experience but usually they were quite late in their careers. I felt there weren’t enough young people appreciating and learning about these things, so I saw a huge need for that, especially in China.”

And this is where Yao differs from many of her contemporaries when it comes to taking action on the environment. Rather than allowing it to be an abstraction in most people’s lives, she knows that the key to real, lasting change is to get people to form a deep respect for nature from a young age, and for them to be keenly aware of their ability to make a difference.

So she founded WildBound, a company that initially set about creating learning journeys for school kids to Antarctica, Greenland, the Himalayas, Nepal, Qinghai and Bhutan, creating curriculums for them before they left and giving them projects to do in their communities when they returned. Paid for by a combination of parents’ money and scholarships, such trips weren’t cheap, with the Antarctica journey in particular costing north of $15,000 per child. And then came the pandemic. Like many businesses forced to pivot and refine their business models at the time, the changes for WildBound have also been long lasting.

“We sent lots of kids on these journeys but the feedback we would get was that once they were back in their classroom, back in their homes, everything was the same. They have these amazing life-changing experiences but they didn’t know what to do in their own communities or how to get people to share the passion they have, so now we work more on a systemic level.”

The goal was not necessarily to send more and more people to Antarctica, says Yao, but to inspire the next generation to care and take action for nature. The main pandemic switch her team made? Working directly with schools in a more holistic way to transform curriculums and engage in teacher and parents training.

“We help Chinese schools think about climate issues from many different perspectives – from campus operations to culture, the community that they’re engaged with, the messaging they give kids, teacher training programmes and information on energy use and school gardens, that kind of thing. Because we want to change the environments that young people are in. They need to be able to create change in their own environments.”

What’s impressive is that WildBound’s efforts are getting real world results. Older alumni have gone on to do environmental studies, climate change research projects and make documentaries on the subject, while the younger children do things like starting Meatless Mondays, or hold local supermarkets to account for poor environmental practices.

And if you think we’ll be waiting a while to see the results of this drive toward action that benefits the environment, you’d be wrong. The beauty of WildBound’s work is that it can touch people in unexpected ways.

“We actually helped a Chinese company in the luggage and bags business,” says Yao. “We helped them completely change their strategy. They closed hundreds of shops after the pandemic and the group instead adopted a sustainability strategy, launching new products made of recycled materials and totally overhauling their operations.”

The founder of the bag business? A parent who went on two of WildBound’s trips to Greenland and Antarctica with her son. “She already knew about sustainability before she left, but these trips were so meaningful for her that after the pandemic and through further collaboration with us, her and the whole team shifted towards a sustainable strategy.”

Multinationals including Unilever have also worked with WildBound to educate its staff, and Yao says it’s important that businesses aren’t engaging in greenwashing, which is all too easy to do. “I honestly think a lot of businesses have to change in a very fundamental way and we also probably will need new businesses to emerge or new ways of working [to really see a difference],” she reflects.

“We think education is the missing piece in all these solutions, because nowadays everyone just wants an electric car or some other rapid way to reduce emissions. And of course those are all very important, but you need to change people’s mindsets. Education is a long term and very powerful tool that often gets neglected in a lot of the policy conversations…”

And what of collaboration with the West on these issues going forward? Does Yao think China can rebuild such relationships post pandemic, or is all the mudslinging from both sides getting in the way of progress?

“It’s making it harder because of the noise it creates. When we’re facing these global challenges we really need collaboration and we don’t just need one player to solve all the problems.”

This reminds me of something she brings up earlier in our conversation – a book she gathered stories for in 2021. Although the book (in Chinese and titled The Self We Choose) was about leadership, it featured the voices of all 20 of the women who had made the journey to Antarctica, all of whom are now in climate or nature-related jobs.

“That’s very rare in leadership books. Usually they’re about one story or one person’s success, and how they’ve monetised that. You know, like Bill Gates or Ray Dalio – it’s never about a collective.

“I think it’s quite special to think about the power of community, and to know that we don’t need to create the same kind of lone heroes that the male dominated model argues for. The individual explorer; the one superhero who’s gonna save everything…it takes a lot more. It takes community, soft skills, communication, emotional intelligence…”

It seems both businesses and governments have something to learn from Songqiao Yao. Now she’s able to meet with their stakeholders face to face, let’s just hope they’re listening.

Call +44 (0)20 7802 2000 or email enquiries@cbbc.org now to find out how CBBC’s Launchpad service gets your company boots on the ground in China quickly and cost effectively.

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