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Education Sector Action Group minutes: 17 September 2026

Updated 3 November 2026

The following minutes of the Education Sector Action Group (ESAG) refer to the meeting that took place on Thursday 17 September 2026.

This meeting took place at the Foreign, Commonwealth and Development Office (FCDO), King Charles Street, London.

Attendees

The following members attended the meeting:

• Baroness Smith, Minister for Skills, Department for Education (DfE)
• Lord Leong, Minister for Small Business and Enterprise, Department for Business, Innovation, Science and Trade (BIST)
• Kirsty McNeill, Minister for International Development, FCDO
• Professor Sir Steve Smith, UK International Education Champion
• Julia Garvey, Deputy Director General, British Educational Suppliers Association (BESA)
• Neil Leitch, Chief Executive, Early Years Alliance
• Huan Japes, Membership Director, English UK
• Julie Robinson, CEO, Independent Schools Council
• Jane Rexworthy, Chair, UK Skills Partnership
• Jamie Arrowsmith, Director, Universities UK International (UUKi)
• Annamarie Hassall, Chief Executive, National Association for Special Educational Needs (NASEN)
• Catriona McCarthy, Interim Director Education, British Council (BC)
• Professor Rachel Sandison, Trade and Investment Envoy for International Education (Scotland)
• Professor Rachael Langford, President and Vice-Chancellor of Cardiff Metropolitan University (Wales)
• Professor David Grieve, Dean of Internationalisation, Queen’s University Belfast (Northern Ireland)

Introduction

Baroness Smith welcomed attendees and began by saying that there had been a lot of change since the inaugural ESAG, with a new Prime Minister, and new ministers representing BIST and FCDO on the international education brief – Lord Leong and Kirsty McNeill – who she welcomed.

Baroness Smith went on to say that the 3 are delighted to be part of this important group, leading the implementation of the UK’s International Education Strategy (IES). They look forward to working with the group to deliver the 3 headline ambitions; and the section action plans (SAPs), for which she thanked the sector for the hard work undertaken so far, are central to its delivery.

Baroness Smith has just returned from Saudi Arabia – the primary message was that it’s clear the UK education and skills sector is playing a central role in the Saudi Vision 2030.

Saudi Arabia opportunities

Sir Steve Smith and Jane Rexworthy, who were on the same visit, reported that the visit strengthened the UK relationship.

Skills and sector mapping

Jane described work with the Saudi government to identify skills gaps across multiple sectors, including cyber security, digital security, professional services, entertainment and media, and sport. The work is creating opportunities for UK qualifications, certification and micro-credentials.

Expectations

Sir Steve noted that Saudi Arabia responded most positively when organisations answer the needs they have identified rather than attempting to sell pre-existing products. Delays caused by both UK partners and Saudi processes were highlighted, with the need for quicker follow-through, clearer commitments and more face-to-face relationship-building.

Strategic and long-term partnership

The UK’s distinctive education relationship with Saudi Arabia should be maintained through sustained engagement. The discussion emphasised developing Saudi Arabia’s education and skills capacity jointly, rather than treating the country solely as a market for UK services. The long-term potential for Saudi Arabia to become a regional education hub supported by UK institutions and expertise was highlighted.

Sector action plans (SAPs)

Lord Leong reaffirmed the IES’s objectives of making the UK a global partner of choice with SAPs intended to provide practical routes to achieving this.

Cross-sector co-ordination

Representatives stressed the need to coordinate cross-sector and HM government (HMG) activity rather than presenting fragmented offers. Proposed mechanisms included joint international delegations, shared country intelligence, consortia and coordinated UK pavilions.

Implementation

Minister McNeill identified 3 implementation priorities:

• focusing on countries and activities where joint action can make the greatest difference
• clarifying ownership between HMG, the sector and joint initiatives
• raising barriers early so they can be addressed collectively

Data

Several plans identified incomplete or inconsistent data as a barrier. Participants called for common definitions, verified annual baselines, improved export-earnings measurement, sector-level impact tracking and regular reporting so that progress and gaps can be evidenced.

Higher education (HE): Jamie Arrowsmith

Recruitment decline

International recruitment is approximately 25% below its peak. Modelling suggests that if current levels continued to 2030, HE could lose approximately £6 billion to £8 billion in export earnings.

Market concentration

The 4 largest source markets are India, China, Nigeria and Pakistan, all of which have experienced substantial falls in student numbers or visas. Participants said dependence on a small number of markets increases exposure to economic, demographic and political changes.

Visa and compliance

Concerns about visa delays, refusal-rate increases and the effect of a 5% threshold in compliance metrics. Examples cited included Pakistan rising from approximately 6% to 32% refusals, and Nigeria from approximately 4% to 25%. Institutions and fully funded students can be affected without sufficiently clear explanations.

HMG requests

Ask is for greater stability and clarity rather than wholesale liberalisation of immigration policy. Areas raised as needing review included:

• the proposed risk-rating approach
• publication and use of compliance data
• implementation of the international student levy
• clearer comparative information to help institutions manage risk

Transnational education (TNE)

TNE was identified as a major growth opportunity, supported by partnerships with the British Council and international providers. It was cautioned that income from TNE is substantially lower than income from direct international tuition fees, so cannot by itself replace the financial contribution of onshore recruitment.

Education supplies and education technology (EdTech): Julia Garvey

Ambition

The sector currently contributes approximately £4.9 billion in exports and has set an ambition to reach £6 billion by 2030. Around 88% of member organisations export, but many are small and medium-sized enterprises (SMEs) that require practical support to develop overseas activity.

Growth drivers

Major routes to growth include British schools overseas, UK curricula and examination providers, and HMG contracts involving skills reform, education-system redesign and workforce development. The sector also identified opportunities to combine products and expertise into broader solutions for overseas governments.

Matched funding

Julia requested reinstatement of a form of the former Tradeshow Access Programme (TAP), which provided matched HMG funding for SMEs attending trade shows and missions; and said she would circulate updated analysis on the programme and its relationship with exporter numbers.

Impact measurement

BESA has established export-growth baselines for participating companies and plans to track leads generated, and business won, 3 and 6 months after events.

Joint market activity

BESA proposed working further with BIST to operate UK pavilions and support missions while taking on more administration. India was identified as an opportunity for joint UK activity combining student recruitment, investment and EdTech promotion.

The United Arab Emirates (UAE) was also highlighted as a fast-growing market outside the 5 IES priority countries, while a Cambodia mission was cited as an example where an initial mathematics project expanded across the country’s schools.

Schools: Julie Robinson  

Schools export ambition

British independent schools currently generate approximately £3.16 billion annually in education exports, with an ambition to add £800 million by 2031.

Overseas schools growth

The number of overseas campuses reached 134 – 19 more than the previous year, and doubling since 2019. International British schools number approximately 4,300, educating around 2.4 million pupils.

UK pupil decline

Approximately 23,000 pupils whose families live overseas study at UK independent schools, 97% of whom are boarders. Numbers have fallen by 12% over 2 years. Child student visas for independent-school study fell by 20% over the latest 12-month period, with visa costs, complexity and VAT on school fees cited as contributing pressures.

School safeguarding actions

The schools sector proposed a network of ‘school export champions’, a guide for UK schools establishing overseas campuses, case studies and an internationally recognised safeguarding standard for British schools overseas. A competitiveness review would examine the complete experience for overseas pupils.

Early years: Neil Leitch

Priorities

The sector identified growth opportunities in early-years expertise. Safeguarding, delivery of domestic entitlements, and recruitment and retention were cited as constraints on international activity.

Proposed priorities include establishing a baseline of existing international work, defining the priority offer around child development and social-emotional development, and ensuring early years is included in HMG and overseas education discussions.

Skills: Jane Rexworthy

The UK Skills Partnership (UKSP) presented a plan to make the fragmented skills and technical and vocational education and training (TVET) system more visible and export ready. There are more than 2,500 potential providers, and, although 86% of active associate members anticipate growth, and 60% have experienced growth, many SMEs and colleges lack international capacity.

Country system maps

UKSP proposed developing country system maps that identify education, skills and TVET structures, existing UK activity, decisionmakers and opportunities. The Saudi work was cited as a model.

Packaged UK expertise

Awarding bodies and specialist organisations could combine their expertise into coherent UK offers rather than approaching overseas partners separately. The aim is to provide integrated support for qualifications, standards, certification, policy reform and delivery. Creating consortia will enable the UK to bid for larger contracts

Market access and bids

Proposals for a central source of information, including on funds, allowing providers more time to respond. Plans to help SMEs to export and support colleges rebuilding international departments.

Evidence and ambassadors

A verified annual baseline and case studies would make the value of UK skills exports more visible, including work currently delivered under larger organisations’ brands. International ambassadors would be encouraged to identify links between their individual missions and wider UK opportunities.

English language teaching (ELT): Huan Japes

The plan aims to recover and expand the diverse ELT sector by improving destination messaging, accommodation and workforce capacity, strengthening partnerships and Erasmus+ participation, diversifying programmes and developing better data.

Sector scale

The sector brings approximately 350,000 students to the UK annually from more than 100 countries, generating around 1.2 million student weeks. Approximately 60% of learners are juniors. Provision spans universities, colleges, language schools, junior programmes, pathways, teacher training and specialist English.

Market pressures

Rising costs, accommodation constraints, workforce pressures, international competition and new technology are affecting providers. The closure of EC English, which operated 25 schools in 7 locations, was cited as an example.

Quality and welcome

The sector proposes a campaign highlighting British Council accreditation, safeguarding, learner experience, capacity and the distinctive offer of all 4 UK nations. Clearer communication is also needed to address international perceptions on UK visa refusal rates.

Programme diversification

Potential growth areas include content and language integrated learning, pre-university courses, school integration, academic English, teacher development and specialist English for military, police and medical purposes. Priority markets identified included the EU, Gulf, Latin America and India.

Growth and partnerships:

The sector is currently operating at approximately 70% of pre-COVID capacity. It aims to:

• strengthen links with schools, colleges, universities, pathway providers, agents and accommodation organisations
• develop teacher training and TNE
• support Erasmus+ engagement

Erasmus+ and international mobility

Participants identified the UK’s association with Erasmus+ as a major opportunity for student and staff mobility, international partnerships and wider IES delivery, and requested early clarity on future programmes and implementation.

Programme reassociation

The UK has agreed to associate with Erasmus+ for 2027, with the British Council acting as the national agency. Participants said successful delivery is important both because of the public investment and because it can support the wider IES.

Wider partnerships

Erasmus+ was described as relevant beyond European engagement – up to 20% of project funding may support activity in countries outside the EU, creating potential links with IES priority markets and international partnerships.

Sector readiness

English UK reported that members need briefings because many have not participated in Erasmus+ for several years. Scottish representatives said the sector was preparing bids once guidance is published and asked for early certainty on future Erasmus+ and Horizon framework programmes.

Mobility and devolution

Scotland highlighted the importance of considering Erasmus+ opportunities across all relevant actions, while also noting that EU tuition-fee discussions must account for the different meaning of home fees in Scotland. Welsh and Northern Irish representatives supported stronger coordination across devolved nations.

Special educational needs and disabilities (SEND): Annamarie Hassall

NASEN are contributing to all the SAPs and will, in due course, develop one specifically for SEND.

British Council (BC): Catriona McCarthy

Resources

The BC’s change programme is nearing completion and is moving into business-as-usual delivery, with strengthened education resources in IES priority countries across TVET, TNE, mobility and alumni engagement.

Devolved governments

The devolved governments reiterated the points made by UUKi and others on risks to the HE sector and messaging.

Policy alignment and market messaging

Rachel Sandison and others called for stronger UK-level destination marketing and consistent messaging to demonstrate that the UK remains open to international engagement. Sir Steve and other participants questioned whether operational visa outcomes are undermining wider HMG export and soft-power objectives.

The group asked for a single, coherent HMG position rather than separate policy signals, while reflecting the distinct strengths of all 4 nations. Ministers and sector representatives appearing together on international delegations can strengthen confidence in the UK.

Devolved co-ordination

Rachael Langford asked for cross-government working to include the devolved nations, with consistency of messaging and policy where appropriate while respecting differences in devolved systems, including fee arrangements.

Forward planning

Rachael Langford urged the group to plan beyond immediate recruitment pressures by considering the disruptive effects of artificial intelligence (AI), online education and a potential prolonged global economic downturn on international mobility and the future balance between onshore education and TNE.

Conclusion

Minister McNeill rounded off the meeting by confirming ownership, immediate next steps and the need to identify barriers requiring HMG support, coordination or escalation.

The minister was asked to keep the SAPs practical, prioritised and focused on delivery; and encouraged members to take forward the actions agreed, work with officials on any remaining issues, and be clear about where ministerial or cross-government support would add value.

International education brings together development, diplomacy and growth. The Minister confirmed that the FCDO network is available to support: overseas posts can help identify where UK expertise is wanted, where market opportunities exist and which interventions would be welcomed. Sector partners were asked to provide specific requests on countries, offers and barriers so that posts can respond effectively

Minister McNeill thanked all attendees and looked forward to seeing clear progress as the work moves forward.

The next meeting will be on Thursday 28 January 2027 between 1pm and 3pm.

Actions

1. SAP publication

Publish the ratified the SAPs following the meeting. (BIST)

2. Trade show funding

Share with ministers the updated report on the former TAP, including its costs and export impact, to inform consideration of renewed matched funding. (Julia Garvey)

3. Cross-sector delegations

Develop a joint approach for education-sector delegations to shared markets, combining showcases for education offers. (Julia Garvey)

4. Export data framework

Work across the SAPs to reconcile missing education-export data and establish a consistent annual baseline for measuring progress. (BIST)

5. Visa competitiveness

Raise the sharp increases in visa refusal rates and their potential impact on international recruitment and compliance ratings through cross-government discussions, including the Home Office and UK Visas and Immigration (UKVI). (BIST, DfE and FCDO)

6. Erasmus+ co-ordination

Develop proposals linking Erasmus+ opportunities, including eligible activity outside the EU, with the SAPs. (All)

7. SAP delivery

Define ownership, priorities and mechanisms for removing delivery barriers across HMG and sector partners as implementation of the published action plans begins. (ESAG and HMG).