How to navigate changing admissions rules in Asia
Universities in Asia are changing their admissions requirements, often adversely affecting the recognition of international curricula. How should counsellors respond?
Parras Majithia
One significant trend affecting the counselling landscape, particularly for international school students in Asia, is the evolving and sometimes restrictive admissions requirements of universities in the region.
These changes, often affecting the recognition of international curricula, such as BTEC, and mixed programmes, such as A level-BTEC International combinations, necessitate a proactive and informed approach to advising students.
Evolving admissions criteria
The changes primarily affect students from international-curricula schools, for whom English is a second language, and for whom internationally recognised vocational curricula may offer a more accessible assessment method for them to demonstrate their skills and knowledge.
Specific examples:
Macao: no longer recognises international curricula for entry into Macanese universities.
Hong Kong: mixed programmes (A level and BTEC) are not recognised for entry into many universities.
Malaysia: many universities do not recognise vocational curricula.
These changes significantly impact students, particularly those from bilingual international schools in mainland China (Type-B and Type-C schools) and other schools catering to local families seeking alternatives to the Chinese gaokao (national university entrance exam) that allow them to remain in Asia for university education.
What counsellors need to know
1. Stay informed
The most critical aspect is staying ahead of the curve.
Monitor official sources: regularly check university websites, government education department announcements and relevant forums for updates on admission requirements.
Build networks: cultivate strong relationships with university admissions officers, local counsellor networks and international education organisations. This facilitates early access to information and allows for cross-checking and verification of information.
Triangulate: always verify information via multiple sources before disseminating it to students and families.
2. Understand the ‘why’
Changes in admissions policies often reflect shifts in educational priorities, economic considerations or local political factors. Understanding the rationale behind these changes helps counsellors provide more nuanced and informed advice.
3. Study curriculum specifics
Become familiar with the specific requirements for different curricula, including A levels, International Baccalaureate, BTEC and national qualifications. Understand which programmes are recognised by which universities and for which courses.
4. Language proficiency
Many universities in Asia now require specific English-language proficiency scores, such as IELTS or TOEFL, regardless of the curriculum. Counsellors must be prepared to guide students in this area, including providing resources for language preparation.
How to incorporate this into counselling practice
1. Proactive communication
Stakeholder engagement: regularly brief school leaders, teachers and parents on emerging trends.
Unified messaging: ensure consistent information across all platforms, including tutor sessions, assemblies, careers and university guidance lessons and newsletters.
2. Admissions-focused counselling
Individualised guidance: provide personalised advice to students based on their academic profile, learning styles and aspirations.
Targeted skill development: help students develop the soft skills and experiences that universities are increasingly seeking, such as critical thinking, problem-solving, communication and leadership.
Alternative pathways: explore alternative pathways, such as foundation years, bridging programmes or universities in other regions that recognise their qualifications.
3. Career and university information
Information sessions: host information sessions for parents and students on the admissions process, including application deadlines, required documents and financial-aid options.
University visits: organise visits to universities in the region to provide students with first-hand experiences and insights.
Careers fairs and job shadowing: facilitate careers fairs and job-shadowing opportunities to help students explore different career paths and connect with professionals in their fields of interest.
4. Empowering students and families
Research skills: provide students with the tools and resources to research university-admissions requirements independently.
Goal setting: help students set realistic goals and develop a plan to achieve them.
Resilience and adaptability: equip students with the skills to navigate setbacks and adapt to changing circumstances.
Remember, the goal is to support students in achieving their aspirations, even as the rules of the game change.