ASSIGNMENT TOWARDS PARTIAL FULFILMENT OF EVALUATION IN THE SUBJECT
NATIONAL LAW UNIVERSITY, JODHPUR
Submitted To: Submitted By: Dr. Rituparna Das Khusboo Agarwal; Faculty of Management Semester V National Law University, Jodhpur Roll Nos. : 958
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TABLE OF CONTENTS
Introduction ..................................................................................................................................... 8 [A] Systematic Importance of Rating and Rating Agencies ................................................... 8 (a) Role and Rationale........................................................................................................ 8 (b) The Rating Process ....................................................................................................... 9 (c) Limitations of Credit Rating ....................................................................................... 10 [B] Education Sector ............................................................................................................ 11 (a) Overview of the Industry ............................................................................................ 11 (b) Internationally Mobile Students ................................................................................. 12 Key sectoral issues In india........................................................................................................... 14 [A] Expanding Market Size .................................................................................................. 14 [B] Inadequate Educational Infrastructure ........................................................................... 14 [C] Quality of Education ...................................................................................................... 15 [D] Regulatory Challenges ................................................................................................... 15 [E] Enrolments Fire Power for Future Growth ................................................................. 16 (a) K-12 Schemes Enrich Enrolments ........................................................................... 16 (b) HE Increasing Enrolments Provide Impetus to Segmental Growth ........................ 16 [F] Dearth of Competent Teachers and Faculty ................................................................... 16 Management of Financial Services Global Education Sector Rating 3
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[G] Demographic Advantage ................................................................................................ 17 [H] Education Loans ............................................................................................................. 17 Rating outlook ............................................................................................................................... 18 [A] Stable Outlook ................................................................................................................ 18 [B] Liquidity Issues .............................................................................................................. 18 [C] Credit Indiscipline .......................................................................................................... 18 [D] Capex with Heavy Debt ................................................................................................. 19 [E] Evolving Structures Positive .......................................................................................... 19 [F] Shortage of Trained Teachers ........................................................................................ 19 [G] What Could Change the Outlook? ................................................................................. 19 (a) Policy Support, Credit Discipline ............................................................................... 19 An overview of the education sector and its credit ratinG ............................................................ 21 [A] Key Rating Drivers......................................................................................................... 21 (a) Sector Outlook Stable ................................................................................................. 21 (b) Rating Outlook Stable ................................................................................................ 21 (c) Strained Liquidity Position ......................................................................................... 21 (d) Sector Expansion with Minor Slippage ...................................................................... 21 (e) Loan Availability Crucial ........................................................................................... 22 (f) Debt Overload Undermines Debt Service .................................................................. 22 [B] Outlook Sensitivities ...................................................................................................... 22 Management of Financial Services Global Education Sector Rating 4
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(a) Regulatory Changes .................................................................................................... 22 Latest Developments in the education Sector IN India with a Global Perspective ...................... 24 CRISILs Business School Ratings .............................................................................................. 29 [A] The Assessment Parameters ........................................................................................... 30 [B] The Credit Grading Process ........................................................................................... 31 ICRA Rating of Management Education Institutes ..................................................................... 32 [A] Benefits of ICRAs Rating of MEI ................................................................................ 32 (a) Students ...................................................................................................................... 32 (b) MEIs ........................................................................................................................... 32 (c) Recruiters .................................................................................................................... 32 (d) Faculty ........................................................................................................................ 32 [B] Grading Criterion ........................................................................................................... 32 (a) Curricular aspects ....................................................................................................... 33 (b) Selection procedure and student profile ..................................................................... 33 (c) Governance and leadership ......................................................................................... 34 (d) Quality of faculty and HR policies ............................................................................. 34 (e) Pedagogy and student performance ............................................................................ 35 (f) Infrastructure .............................................................................................................. 35 (g) Student support and development............................................................................... 35 (h) Placements .................................................................................................................. 36 Management of Financial Services Global Education Sector Rating 5
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(i) Financial parameter .................................................................................................... 36 [C] The Credit Rating Process .............................................................................................. 36 [D] The Grading Scale .......................................................................................................... 38 Full Rating Report of KIIT ........................................................................................................... 39 [A] Key Rating Drivers......................................................................................................... 39 (a) Tight Liquidity ............................................................................................................ 39 (b) Moderate Financial Performance ................................................................................ 39 (c) Strong Market Position ............................................................................................... 39 (d) Comfortable Debt Service .......................................................................................... 40 (e) Capex Plan .................................................................................................................. 40 [B] Rating Sensitivities ......................................................................................................... 40 (a) Sustained Improvement in Operating Performance .................................................... 40 (b) Deterioration in Student Demand ............................................................................... 40 [C] Profile ............................................................................................................................. 41 [D] Table 1: Financial Data of KIIT ..................................................................................... 41 [E] Rating of KIIT by India Rating and Research: BBB- .................................................... 41 Full Rating Report of Narayan Education society ........................................................................ 42 [A] Key Rating Drivers......................................................................................................... 42 (a) Strong Market Position ............................................................................................... 42 (b) Solid Operating Performance ..................................................................................... 42 Management of Financial Services Global Education Sector Rating 6
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(c) Capital Light Model.................................................................................................... 42 (d) Reasonable Balance Sheet Resources ......................................................................... 43 (e) Moderate Debt Burden ............................................................................................... 43 [B] Rating Sensitivities ......................................................................................................... 43 (a) Positive ....................................................................................................................... 43 (b) Negative ...................................................................................................................... 43 [C] Profile ............................................................................................................................. 43 [D] Principal Rating Factors ................................................................................................. 44 (a) Administration and Management ............................................................................... 44 [E] Table 2: Types of Schools .............................................................................................. 44 [F] Table 3: Growth in Institutes .......................................................................................... 46 [G] Financial Performance.................................................................................................... 47 (a) Revenue Diversity ...................................................................................................... 47 (b) Income ........................................................................................................................ 47 (c) Expenditure ................................................................................................................. 48 [H] Table 4: Expenditure Breakdown (%) ............................................................................ 48 (a) Balance Sheet Resources and Liquidity ..................................................................... 48 (b) Debt Burden ................................................................................................................ 49 Full Rating Report of Manipal Global Education Services Private Limited ................................ 50 [A] Company Profile ............................................................................................................ 50 Management of Financial Services Global Education Sector Rating 7
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[B] Rating by ICRA .............................................................................................................. 50 Conclusion .................................................................................................................................... 52 References ..................................................................................................................................... 54
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INTRODUCTION [A] SYSTEMATIC IMPORTANCE OF RATING AND RATING AGENCIES The institution of credit rating as a mechanism for addressing the considerable degree of information asymmetry in the financial markets has travelled a long way from the times of the US rail road companies in the mid-19th century. The need for an independent rating agency capable of assessing creditworthiness of borrowers was felt when corporates started mobilizing resources directly from savers instead of accessing it through banks which hitherto assumed the credit risk in such cases. The history of systematic credit rating, however, is a century old beginning with rating of US railroad bonds by John Moody in 1909. During this one century of growth and adaptation, CRAs progressed from rating simple debt products to rating complex derivatives to national economies and altered their business models to cover a range of activities/products. There are three major credit rating agencies operating internationally- Fitch, Standard and Poors, Moodys Investor Services: between them they share the bulk of the $5 billion rating business globally relegating other 60 plus local/regional players into just competitive fringes. (a) Role and Rationale A credit rating is technically an opinion on the relative degree of risk associated with timely payment of interest and principal on a debt instrument. It is an informed indication of the likelihood of default of an issuer on a debt instrument, relative to the respective likelihoods of default of other issuers in the market. It is therefore an independent, easy-to-use measure of relative credit risk. Given the universal reliance on rating, and hence the power of the opinion, Management of Financial Services Global Education Sector Rating 9
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credit rating is expected to increase the efficiency of the market by reducing information asymmetry and lowering costs for both borrowers and lenders. A simple alphanumeric symbol is normally used to convey a credit rating. Ordinarily the company which issues the debt instrument is not rated. It is the instrument which is rated by the rating agency. But the issuer company which has issued the debt instrument gets strength and credibility with the grade of rating awarded to the credit instrument it intends to issue to the public for raising funds. Though the purpose of rating is to rate instruments, a general perception may be gathered that the organization issue a highly rated instrument is also sound and a highly rated entity. Thus, credit rating is a mechanism whereby an independent third party makes an assessment, based on different sources of information on the credit quality of the assessed. (b) The Rating Process Rating is a multilayered decision making process. The process of rating starts with a rating request from the issuer, and the signing of a rating agreement. The rating agreement has important clauses like confidentiality, agreement by the issuer to share information with the CRA for the purpose of assigning the rating and thereafter on an ongoing basis when the rating is under surveillance. The rating agency undertakes discussion with the management of the issuing entity. Discussions during a management meeting are wide-ranging, covering competitive position, strategy, financial policy, historical performance, and near- and long-term financial and business outlook. Discussions with company managements help rating analysts evaluate management capability and risk appetite, which is an important aspect of the evaluation. After discussion with the issuer's management, a report is prepared detailing the Management of Financial Services Global Education Sector Rating 10
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analyst teams assessment of the business risk, financial risk, and management risk associated with the issuer. The report is then presented to the rating committee. This is the only aspect of the process in which the issuer does not directly participate. Drawing on the knowledge and expertise of the participants, the rating committee determines the rating. The process is an attempt to ensure objectivity of the rating, since the decision results from the collective thinking of a group of experts analyzing the risks pertaining to the issuer vis--vis its competitors in the industry and markets in which they operate. On finalization of a rating at the rating committee meeting, the rating decision is communicated to the issuer. As the decision to get an initial rating is at the issuer's discretion (except, in India, for public issues of debt), the global best practice is to allow the issuer to decide whether to accept the rating. If the issuer disagrees with the rating, it can also appeal for a fresh look at the rating assigned. The rating committee then discusses the information submitted; it may or may not decide to modify the rating, depending on the facts of the case. If the rating is not changed and the issuer continues to disagree with the rating, it can choose not to accept the rating, which then does not get published. (c) Limitations of Credit Rating Not a recommendation to buy, hold or sell any shares, bonds, debentures or other instruments issued by the rated entity, or derivatives thereof. A rating is one of the many inputs that is used by investors to make an investment decision. Not Intended to measure many other factors that debt investors must consider in relation to risk- such as yield offered, liquidity risk, pre-payment risk, interest rate risk, taxation aspects, risk of secondary market loss, exchange loss risk, etc. Not a general-purpose credit or performance evaluation of the rated entity, unless otherwise specified. The rating is usually specific to the instrument and is not the rating of the issuer. Management of Financial Services Global Education Sector Rating 11
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Not an opinion on associate, affiliate or group companies of the rated entity, or on promoters, directors or officers of the rated entity. Not a statutory or non-statutory audit of the rated entity Not an indication of compliance or otherwise with legal or statutory requirements Not a guarantee against default of the rated instrument. Even the highest-rated instrument faces some risk of default, although the risks associated with this are lower than lower-rated instruments. [B] EDUCATION SECTOR (a) Overview of the Industry The global market for education is currently worth $4.4 trillion, and poised to grow significantly over the next five years. The e-learning market is projected to grow by 23 per cent between now and 2017, making it the fastest-growing market in education. In dollar terms, this translates into $166.5 billion in 2012 and $255 billion in 2017. The education industry comprises the entrepreneurs, businesses and organizations which are playing an increasingly important and essential role in supporting public education by meeting the demand for products and services that both complement and supplement public education. These include after-school tutoring providers, school improvement and management services, charter schools, alternative education and special education services, professional development for teachers and administrators, educational content providers and suppliers, as well as the rapidly growing sector of online education. Educational technology holds the promise of substantially improving outcomes for K-12 students, but there are significant challenges in bringing new educational technology products for Management of Financial Services Global Education Sector Rating 12
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this population to market. It is difficult for producers of these technologies to demonstrate the effectiveness of their products to potential buyers and market fragmentation creates barriers to entry by all but the largest suppliers. The spread of broadband Internet and Common Core State Standards have improved the landscape for education al technologies, but these factors alone are likely insufficient for a "game changing" advance. Working together, stakeholders can form a plan of action to provide local school systems with easy access to good information about the effectiveness of various educational technology products and give prospective developers of these products access to customers on a scale sufficient to make it worthwhile for them to enter the market. The vast majority of revenue in this industry comes from tuition or program fees. Gross profits tend to range from 60-90% depending on the location and particular course, and net profit averages out to between 2-10%. Increasing company size has helped consolidate operations in the educational services field - helping to lower fixed costs and improve overall operational efficiency, both of which are very important to keeping businesses in the field healthy and profitable. Finding qualified instructors in any field is becoming increasingly challenging; it is important to inquire about this when researching potential franchises. (b) Internationally Mobile Students The UK is the most popular destination for students studying English outside of their home country, attracting nearly 50% of students globally in 2011. English Language Teaching (ELT) in the UK was worth 2.5bn, representing 35% of the global market by value. In 2012/13 there were nearly 26,000 international students studying at UK independent schools, with fee income Management of Financial Services Global Education Sector Rating 13
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estimated to be 685m. There were also at least 34,500 students studying at FE level in 2012, who are estimated to have paid 350m in tuition fees in 2011/12 and 980m in living expenses. Globally, the majority of internationally mobile students are in the HE sector 4.3 million in 2011. The UK is the second most popular destination for these students, with a market share of 13% in 2011. In 2011/12, there were 488,000 international students studying HE in the UK (at both publicly- and privately-funded institutions).These students were estimated to have paid 3.9bn in tuition fees (net of scholarships) and 6.3bn in living expenses. Other HE-related export activity, such as research contracts, was estimated to have been worth a further 1.1bn. There is potential for growth in internationally mobile students across the sector. Our central estimate12 is that the number of internationally mobile higher education students coming to the UK will grow by 3.7% per annum until 2020. The global English language sector is forecast to grow by 25% per annum over 2012-17; whilst this covers all students, it is reasonable to assume that such rapid growth will also lead to an increase in those studying outside their home country. In addition, the \Independent Schools Council believes that the number of international pupils in the UK can increase at 3% per annum in the near future. Management of Financial Services Global Education Sector Rating 14
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KEY SECTORAL ISSUES IN INDIA [A] EXPANDING MARKET SIZE Indian education sectors market size in FY12 is estimated to be INR3, 411.8bn (USD71.2bn). The market size is expected to increase to INR6, 024.10bn (USD109.84bn) by FY15 due to the expected strong demand for quality education. The market grew at a CAGR of 16.5% during FY05-FY12. The HE segment was at 34.04% (USD17.02bn) of the total size in FY10 and grew by a CAGR of 18.13% during FY04-FY10. [B] INADEQUATE EDUCATIONAL INFRASTRUCTURE Although the governments (center and states) spend on education increased to 3.35% of the GDP in FY12 Budget Estimates (BE) (FY05: 2.62%), the infrastructure, for both school and HE, needs to be upgraded to provide better quality education and absorb new enrolments. The existing institutions (schools and colleges) capacity is not fully utilized and notwithstanding the enhancement of access (99% of rural population has primary school within 1 kilometer as of September 2010), the quality of infrastructure is poor. Under the model schools scheme, launched in November 2008, it is proposed that the state governments build 3,500 schools and another 2,500 schools under public private partnership (PPP) framework. The government also intends to build additional public school infrastructure through its funding and in PPP model. It is viewed as a positive factor; nevertheless the execution delays portend a slip in targets. Private spend on the education increased by a CAGR of 3.23% during FY04-FY11 and stood at Management of Financial Services Global Education Sector Rating 15
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INR 361.74bn in FY11. However, private sector building schools in rural areas is unlikely in the short-run. This allows the government to diligently invest in Tier 3 cities and rural areas. At end- November 2012, 20 states had permitted formation of 145 private universities. [C] QUALITY OF EDUCATION Prolific growth in HE institutes resulted in the challenge of offering quality education and employability to students. Many technical institutes also run courses without approval from the regulator All India Council for Technical Education (AICTE). This is because AICTE does not recognize them due to various reasons including absence of infrastructure and STR. Although the Eleventh Five Year Plan mandated accreditation of all the HE institutes, the National Accreditation Regulatory Authority for HE Institutions awaits the parliaments approval. [D] REGULATORY CHALLENGES The HE segment is tightly regulated by multiple agencies as opposed to K-12 segment which is regulated mainly by state education boards or the two national boards. State governments fee ceilings, fee reimbursements and intake restrictions constrain institutions autonomy. That said, the remarkable growth in the last decade and governments plan to create an apex regulator at arms length are positive developments. Although the institutes were formed as not-for-profit, they plough back profits through associates. Associate companies provide facilities management and charges management fees, lease rentals and other fees. The structure evolvement is viewed as a positive. Although, foreign investment is allowed under automatic route in education, there are regulatory issues. Nevertheless, twinning programs with foreign institutions are recognized by the regulators. Management of Financial Services Global Education Sector Rating 16
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[E] ENROLMENTS FIRE POWER FOR FUTURE GROWTH The gross enrolment rate (GER) in HE was at 18.8% in 2011 and the government aims to increase it to 30% by the end of the Twelfth Five Year Plan period (FY17). (a) K-12 Schemes Enrich Enrolments Sarva Shiksha Abhiyan (SSA) scheme aims to universalise elementary education. Also, the Right to Education (RTE) empowers Indian citizens to demand eight years of quality education for children. These measures propelled the enrolment levels at primary (GER - FY10: 116.25%, FY01: 95.7%) and upper primary levels (GER - FY10: 81.83%, FY01: 58.6%). Despite high enrolments at primary and upper primary levels, enrolment in secondary level (FY10: 65%) and senior secondary level (FY10: 37%) remained low. (b) HE Increasing Enrolments Provide Impetus to Segmental Growth The HE segment sees lower enrolments and growth rates than K-12 levels but consistent growth provides some comfort. Engineering is the most preferred course for enrolment and is likely to grow strongly. Despite upsurge in eligible enrolment rates to 60% (FY08) from 50% (FY94), due to the absence of strong links with school education, HE enrolments remained low. [F] DEARTH OF COMPETENT TEACHERS AND FACULTY The Indian education sector needs trained and quality teachers and staff. The historical STR marginally improved in the primary and HE segment during FY01-FY10. A moderate growth is predicted (below 10%) in the HE teachers strength in FY14 based on the historical CAGR of 7.91% during FY01 to FY11. In the agencys opinion, the sector will be unable to achieve STR proposed by the regulator in the medium term (UGC STR 1:15). Management of Financial Services Global Education Sector Rating 17
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[G] DEMOGRAPHIC ADVANTAGE In India, over 500 million fall in the age group of five to 25 years. This provides immense opportunity for the education sector. It is believed that demand for education and improved accessibility to educational institutions will help improve literacy rate. [H] EDUCATION LOANS Easy credit availability is instrumental for increase in HE enrolment. The credit availability for the HE segment is expected to continue and be similar to that for white goods sector. Education loans grew at a CAGR of 26.96% during FY07-FY12 and their contribution to non-food credit increased to 1.17% (FY12) from 0.87% (FY07).
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RATING OUTLOOK [A] STABLE OUTLOOK Credit Rating Agencies have a stable outlook on the Indian education sector which includes both school and higher education (HE). The low ratings of small and less established education institutes already factor in the negative impact of enrolment slowdown, which is mitigated by Indias demographic advantage and low literacy rate. The agencies expect market size to be INR6, 024.10bn (USD109.84bn) by FY15, driven by robust demand. [B] LIQUIDITY ISSUES In 2012, the sector faced liquidity issues due to a fall in enrolment growth and delays in HE students fee reimbursements by a few state governments. However, lenders have shown flexibility by allowing loan repayments even after the due date with no penalties, protracting the moratorium period or rescheduling loans. In some cases, they have allowed a combination of the above concessions. However, during the course of rating review, if the debt is restructured or rescheduled, agencies assess it under Distressed Debt Exchange criteria and take appropriate rating action. [C] CREDIT INDISCIPLINE Irrespective of an institutes size, loan repayments depend on its relationship with lenders. Due to tightly-regulated operations such as restrictions on student intake, fees and infrastructure, an institutions autonomy is restricted, leading to weak finances and credit indiscipline. The upcoming regulatory changes could possibly provide autonomy and enhance the credit quality of the issuers. Management of Financial Services Global Education Sector Rating 19
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[D] CAPEX WITH HEAVY DEBT An entity needs to utilize 85% of its gross income to retain its tax exemption status. Therefore, it plans expansion by taking huge debt as debt obligations, including principal, is permissible for tax deduction. This disproportionate increase in debt against revenues reduces coverage levels and constrains ratings. [E] EVOLVING STRUCTURES POSITIVE The not-for-profit stipulations for choice of entity and regulators restriction on entry of foreign investments have led to formation of new structures. These structures involve institutes associates managing infrastructure and charging fees to plough back profits and collaborating with foreign universities for twinning programmes. [F] SHORTAGE OF TRAINED TEACHERS A sharp increase in the number of education institutes in FY11 and FY12 led to a shortage of skilled and trained teachers. an unfavourable picture is predicted as most organisations will find it challenging to comply with the prescribed student teacher ratio (STR) in the coming years. [G] WHAT COULD CHANGE THE OUTLOOK? (a) Policy Support, Credit Discipline The federal governments Twelfth Five Year Plan to propel the gross enrolment rate across levels, establish new entities, liberalising the sector (allow private universities and foreign players) and take other measures including access enhancement, might revive the demand for the sector. These measures, combined with adherence to contractual provisions, would result in a positive outlook.
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AN OVERVIEW OF THE EDUCATION SECTOR AND ITS CREDIT RATING [A] KEY RATING DRIVERS (a) Sector Outlook Stable Credit Rating Agencies have maintained a stable outlook on the education sector for FY15 on account of growing enrolments in the K-12 (kindergarten to twelfth) segment and the gradual expansion of higher education segments. They believe that Indias young demographic would continue to benefit the sector even as protracted infrastructure upgrades and regulatory issues delay timely benefits. (b) Rating Outlook Stable Ind-Ra has a Stable Outlook on most of its rated education institutes for FY15 on the expectation of consistent enrolments and strong operating margins. These indicators are likely to display stability in FY15 leading to a preponderance of affirmations in Ind-Ras rated universe. (c) Strained Liquidity Position Seasonal fee receipts and delays in fee reimbursements have resulted in tight liquidity for most education institutes. The credit profiles of many institutes have been constrained by the absence of policies to monitor liquidity. Although investment grade institutes monitor liquidity with rigor, the unstructured application of policies is common. (d) Sector Expansion with Minor Slippage The muted growth in the private financing of the sector was offset by public investments in FY13. In Ind-Ras opinion, flagship schemes could slip from the scheduled completion time and Management of Financial Services Global Education Sector Rating 22
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market size would be INR5,901.92bn in FY15, marginally lower than the earlier estimate of INR6,024.10bn. (e) Loan Availability Crucial Ind-Ra believes timely availability of education loan to students will be crucial to boost the education sector, as periodic revision in fees by both the government and private colleges has been eroding their affordability. Dilution in Admission Criteria: Fairly new and financially weak educational institutions are diluting their admission criteria to counter the slowdown in enrolment. Despite fee increases, these institutes failed to bolster their debt servicing ability and capacity utilisation has remained low for speculative grade institutes. However, Ind-Ra believes established institutes admission procedures and demand flexibility will withstand the enrolment slowdown comfortably. (f) Debt Overload Undermines Debt Service Ind-Ra believes strong and established players are comfortably placed to manage high debts due to adeptness available on demand flexibility along with the sculpted debt repayment schedule. Having said that, speculative grade institutes ambitious debt-led expansions with unpalatable amortisation schedules dent their debt servicing ability. [B] OUTLOOK SENSITIVITIES (a) Regulatory Changes Passage of pending educational bills such as the National Accreditation Regulatory Authority of Higher Education Bill and National Council for Higher Education and Research Bill as well as liberalising the sector would provide the necessary growth impetus. However, it will have a lag effect. Management of Financial Services Global Education Sector Rating 23
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Stagnant Sector Indicators: Stagnation in the sector due to a decline in student-generated revenues and enrolments, and an increasing inability of institutes to pass on higher costs to students could affect the sector. Management of Financial Services Global Education Sector Rating 24
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LATEST DEVELOPMENTS IN THE EDUCATION SECTOR IN INDIA WITH A GLOBAL PERSPECTIVE India's education sector is no longer recession-proof, with entities reporting lower growth and credit-rating agencies having a negative outlook. The credit profiles of higher education institutions especially have come under pressure. With declining revenues, their liquidity condition may turn tight in the future. Credit rating agency Crisil Ratings downgraded 33 institutions in 2012-13 alone, while it upgraded 25. In comparison, there were only 12 downgrades and six upgrades in 2011-12. "While the demand-supply gap for quality higher education remains robust in India, the credit profile of the many higher education institutes is plagued by high-capital intensity, and long incubation period. The enrolments are not commensurate to the capacity till they establish a brand. This impinges the liquidity that is already constrained owing to cash flow asymmetry because of seasonality in fee collection," said Ramraj Pai, President, Crisil Ratings. Pai added that institutions with an established track record with higher enrolments and prudent cash flow management practices are able to command a better credit risk profile. Education/training companies saw a slower growth in FY13 on the back of drop in revenues. Bombay Stock Exchange-listed Educomp Solutions slipped into the red and posted a consolidated net loss of Rs 147.93 crore for the quarter ended March 31, 2013. The net sales (total income) for the fourth quarter of FY13 of the company saw a 34.5 per cent drop and stood at Rs 336.41 crore, while there was a rise as compared to the previous quarter. Management of Financial Services Global Education Sector Rating 25
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This was due to a lower income from operations and on the back of expenses incurred for changes in inventories of finished goods and stock-in-trade. In the fourth quarter of FY12, the company had posted a net profit of Rs 61.53 crore. Companies are also exiting non-core areas to improve the balance sheet. In April of the previous year, Educomp sold its entire 50 per cent stake in vocational training firm I ndiaCan to its joint venture partner Pearson. Similarly in March of the previous year, it completed the sale of its 50 per cent stake in Eurokids I nternational Limited to a group of investors led by GPE India. "Educomp will now operate in a larger setup in areas with larger market opportunity," said Educomp's Chairman and Managing Director Shantanu Prakash. He had said that the company would focus on improving operational efficiencies and then grow rapidly Peers also had a tough year. Everonn Education, which had seen some volatility last few year with top management shuffle ended the year with a net loss. The net loss of Everonn Education Ltd has widened in the fourth quarter of 2012-13 to Rs 69.24 crore from Rs 29.29 crore in the corresponding quarter of the previous financial year. Similarly, CORE Education and Technologies posted a 35.7 per cent drop in its consolidated fourth quarter net profit, compared to Q4 of FY12. The company posted a net profit of Rs 50.93 crore for Q4 of FY13, compared to Rs. 79.23 crore posted in the same quarter in 2012. Aptech is one of the few companies in this segment that saw a rise in net profit. Ninad Karpe, managing director and CEO of Aptech, said the firm had started the process of re-engineering four years ago -- from changing its logo to consolidating its operations to focus on its core strength of career education. "We are pursuing a path of profitable growth and an 'asset light' Management of Financial Services Global Education Sector Rating 26
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model and the results are showing. Like many other industries, there are challenges relating to technology obsolesce and competition; which are faced by the education sector as well," he said. Crisil Research shows that increasing competition to get into good-quality schools / tier-I and tier-II colleges and the severe shortage of talented workforce that the Indian corporate sector is facing provides significant opportunity for non-formal segments such as coaching classes and skill development. Ajay Srinivasan, director, Crisil Research, said, "The education sector provides huge opportunities for growth, but potential investors need to be cognizant about segment-specific and firm-specific considerations that would impact the viability of their investments." He explained the key considerations for investors looking at the non-formal education space (coaching classes, pre-schools, multimedia and Information and communication technology or ICT services, vocational training, and soft skills development) should be the scalability of the business model, competitive scenario, dependence on individuals, relevant tie-ups with the industry, and the availability of systems and processes that will aid business expansion. Formal education is not a stranger to the slowdown phenomenon. With over one-third seats vacant in engineering and management institutes, experts said the situation looks bleak. Srinivasan said that going forward, many tier-4 engineering and business schools, which are running at sub-optimal capacity utilisation levels, are expected to shut down. "Players who do not have an established track record and haven't been able to build trust and credibility are finding it difficult to attract students. In the non-formal education, especially multimedia and ICT, the high rise in receivables from private schools as well as government (in Management of Financial Services Global Education Sector Rating 27
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case of government schools) and increasing pricing pressure are leading to stress on the balance sheet," said Srinivasan. He added with numerous players entering this segment, operating margins have steadily declined over the past few years, led by multiple factors such as lower average realisations due to high competition and low product differentiation. In the private schools segment, he said, the first mover advantage is gradually diluting and renewal of contracts is increasingly becoming a challenge for multimedia players. These entities have seen downgrades in the recent periods, too. Earlier this month, India Ratings & Research (Ind-Ra) has downgraded Educomp Solutions Limited's (Educomp) Long-Term Issuer Rating to 'I ND D' from 'I ND BB-'. Ind-Ra said that the downgrade reflects Educomp's ongoing delays in its debt repayment due to continued liquidity and earnings stress. "Stressed earnings are reflected by a 35 per cent y-o-y (year-on-year) drop in consolidated revenues in Q4 of FY13, Ebitda (earnings before interest, taxes, depreciation, and amortisation) loss in Q4 FY13 and net loss in Q4 FY13 and FY13 coupled with a 74 per cent y-o-y increase in finance cost for FY13 given its high debt. The company is negotiating with its banks regarding extension of debt maturities and further refinancing. To alleviate liquidity stress, Educomp is seeking equity infusion, along with implementing a strategy of monetising non-core businesses and assets, including land parcels," Ind-Ra said. The company, however, added that future developments may lead to positive rating action including timely debt servicing for one quarter. Rating agency Standard & Poor's (S&P), too, has cut its long-term credit rating on Core Education and Technologies Ltd's (CORE) to 'B' from 'B+'. "We lowered the rating on CORE Management of Financial Services Global Education Sector Rating 28
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because we believed that the sharp fall in the company's equity prices could negatively affect its access to capital markets and bank funding," said S&P. This would put pressure on CORE's refinancing and funding plans and 'less than adequate' liquidity. Players are, however, hopeful that the education sector will see a growth in the next few quarters. Karpe of Aptech said, "We remain optimistic about the industry. It still has a lot of depth and continues to grow at a CAGR (compound annual growth rate) of 12-15 per cent. Only those education companies, who are able to reinvent themselves and rise above the clutter, will survive and grow. Technology will also be a key differentiator. Management of Financial Services Global Education Sector Rating 29
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CRISILS BUSINESS SCHOOL RATINGS CRISIL Business School Grading is India's first independent and rigorous grading service for the education sector. The grading will enable exchange of best practices, supporting an improvement in the quality of education being delivered. A CRISIL Business School Grading, assigned to a specific programme, assesses the ability of the institute to impart quality education and to achieve desired student outcomes through the graded programme. The CRISIL Business School Grading will be valid for one year from the date of its assignment. The business school can request CRISIL to renew the grading at the end of this period.
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Each programme is given a national grading (relative to other such programmes across India) and a state grading (relative to other such programmes in the same state). This enables the institute to benchmark itself with other business schools across the country, and with institutes in the same state, operating in the same regional, infrastructural and regulatory environment. [A] THE ASSESSMENT PARAMETERS 1. Industry Interface 2. Management and Governance 3. Student Selection Processes 4. Learning and Physical Infrastructure 5. Faculty 6. Curriculum 7. Research 8. Student Outcomes Management of Financial Services Global Education Sector Rating 31
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[B] THE CREDIT GRADING PROCESS
STEP 1 The business school requests the credit rating agency for a grading STEP 2 The business school shares information with the agency in a pre-specified manner STEP 3 The agency analyses the information provided by the business school STEP 4 The agency visits the campus and interacts with the students, faculty and management STEP 5 The Agency also takes feedback from recruiters and alumni STEP 6 The agency's team prepares a detailed report and presents it to its grading committee STEP 7 The grading committee assigns the grades STEP 8 The agency comminucates the grades and provides a detailed report Management of Financial Services Global Education Sector Rating 32
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ICRA RATING OF MANAGEMENT EDUCATION INSTITUTES [A] BENEFITS OF ICRAS RATING OF MEI ICRAs Grading of MEIs is designed to provide students, MEIs, recruiters, and faculty with an independent opinion on the quality of education imparted at the MEIs concerned. The service seeks to benefit these stakeholders in the following manner: (a) Students Facilitates selection of an MEI over others (b) MEIs Enables service differentiation | Facilitates benchmarking (c) Recruiters Serves as an objective measure of the relative quality of education imparted Facilitates recruitment of the right candidates (d) Faculty Serves as an input in making a career choice. [B] GRADING CRITERION ICRA sees the quality of education imparted (the output) at an MEI as a function of various inputs and the processes at the levels of both the institute and the classroom. The inputs include, among others, the infrastructure, pedagogy, faculty and other resources. To be able to make an accurate assessment of an MEIs standing and capability, ICRA has drawn up several parameters, both qualitative and quantitative, in consultation with various experts in the field of professional education and in the user industries, besides referring extensively to a Management of Financial Services Global Education Sector Rating 33
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wide array of published material on the subject. The following list discusses some of the key parameters against which ICRA evaluates an MEI (a) Curricular aspects ICRA considers the appropriateness of the institutes curriculum and the initiatives it takes to update the same in accordance with the industrys requirements. In drawing up its curriculum, an MEIs ultimate objective is expected to be to minimize the training that its students would require once they get into dealing with real-life business situations. ICRA also considers the years for which the MEI has been operational or affiliated to a university, as institutes with an established track record usually have greater visibility, a larger alumni network, and more data points for analysis. In the case of affiliated colleges, the standing of the university concerned is also taken into account. For institutes with foreign tie-ups, ICRA assesses the nature of these tie- ups and the benefits accruing to the institute from the same. (b) Selection procedure and student profile The quality of students taken in by an MEI is a critical factor in determining the excellence of the class that eventually passes out of it. Hence, the robustness of the entrance examination goes a long way in determining the quality of students. The proportion of reservation quotas and the impact that has on the quality of student intake are also considered while arriving at the Grading. ICRA gauges the quality of students not only from the marks they scored in their previous examinations, including the entrance test, but also from their non-academic achievements. Another factor looked at is student diversity, an attribute that is preferred to homogeneity. The extent of student diversity is gauged from the mix of educational backgrounds, gender ratio, types of prior work experience, and spread of locations that the students hail from. ICRAs. Grading process also pays special attention to seat occupancy and seats-to-applications ratio, Management of Financial Services Global Education Sector Rating 34
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which are strong indicators of the demand for admission to an MEI. In examining the fee structure, ICRA looks at the basis for fee computation, frequency of fee revision, and transparency, besides making a comparison between the MEI and its peers on the fees charged. (c) Governance and leadership The background of the promoters and members of the board of trustees of an MEI is a critical factor determining its success. The Grading process also factors in the commitment of the promoters and the trustees to the institutes day-to-day operations, and the steps taken by them to promote and improve the institute. The quality and stability of the key decision makers like Deans and Heads of Department are considered crucial from the point of view of continuity and completion of strategic plans. ICRAs Grading process attaches great importance to the degree of regulatory risk that an institute is exposed to, and to its liabilities and legal exposure, if any, as these factors can impair its ability to continue imparting quality education. (d) Quality of faculty and HR policies ICRA evaluates an MEIs faculty on the basis of several parameters, including, among others, educational background, years of teaching experience, industry exposure, research papers published, and other positions of eminence held. In addition, student feedback is obtained to assess the classroom efficacy of faculty members. ICRA also evaluates such factors such as faculty-student ratio, number of permanent, guest and foreign faculty, and the distribution of classes among faculty. Given the shortage of competent faculty, it is imperative for MEIs to be able to attract, develop and retain talent, for which they need to have effective human resource (HR) policies. An important indicator of an institutes attractiveness for existing and potential faculty and of its faculty satisfaction level is its attrition rate, especially in comparison with that Management of Financial Services Global Education Sector Rating 35
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of its peers. Apart from salary and perks, ICRA also takes note of the assistance provided by the institute to its faculty to carry out research, consultancy, and other self-development activities. (e) Pedagogy and student performance ICRA evaluates the various modes of teaching employed by an MEI to hone the academic skills of its students. An approach that seeks to maintain a judicious mix between theoretical and practical study is generally preferred to pure classroom teaching. Industry interface is also accorded high importance as that not only helps students apply theory to real-life business situations, but also enables the institute strengthen its relationship with the industry. The mode and frequency of evaluating student performance is also assessed. (f) Infrastructure For an MEI, its internal infrastructure is a critical asset, being the platform from which education is delivered. The external infrastructure, in terms of location and connectivity, is also vital as that influences several aspects including industry interface, faculty retention, and placements. In assessing an MEIs internal infrastructure, ICRA focuses on several elements including in- campus hostel and mess, library facility, computer labs, classroom infrastructure, auditorium, playgrounds, and networking facilities. (g) Student support and development ICRA, in assessing an MEIs ability to foster all-round development of its students, takes note of the student clubs that the institute has, the college festivals and seminars it organizes, and the in- house publications it comes out with. Further, ICRA looks at the performance of the institutes students at inter-collegiate events. The festivals and seminars that the institute holds are also evaluated for the quality and type of sponsorships they are able to get, the people who attend Management of Financial Services Global Education Sector Rating 36
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them, and the extent of participation from other institutes in the events. ICRA also assesses the level of support that the institute provides to its students via entrepreneurship cells, alumni networking, faculty support, funding of student activities, and such other measures. (h) Placements ICRA pays special attention to the quality of placements that an MEI is able to make as that serves as a key indicator of the institutes acceptability in the corporate world. ICRA looks at the placement ratio of the institute, the number of offers made per student, the number of foreign offers made, and the kind of compensation packages offered to assess the employment prospects, while also making a qualitative assessment of the corporate entities that visited the campus. Adjustments are made in the data for foreign and domestic salaries, and the number \of students who opted out of the placement process. A similar study is carried out for summer placements. (i) Financial parameter In assessing an MEIs financial position, ICRA looks at the institutes profitability, leverage, and working capital management policies. It also evaluates the institutes financial flexibility to determine if adequate funds would be available for expansion, improvement of infrastructure and faculty, and meeting all its contractual obligations. The quality of internal controls, management information systems, and audit are aspects that are examined closely as the presentation of accounts by educational institutions is not governed by the Companies Act, 1956. [C] THE CREDIT RATING PROCESS The process commences at the request of the MEI. Once the mandate letter is received, ICRA assigns a team of qualified in-house analysts to initiate the Grading process. This team starts by interacting with the institutions management and circulates a list of information required from Management of Financial Services Global Education Sector Rating 37
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the entity. This is followed by a detailed evaluation, involving facility visits, review of documents and records, and extensive interviews with select staff of the institution. The teams analytical observations are then collated in a report. This report is then presented to ICRAs Grading Committee, and the issues identified by the team discussed along with the teams Grading recommendation. The Grading Committee is the final authority for assigning Gradings. The assigned Grading, along with the key issues, is communicated to the MEIs top management for acceptance. At the request of the MEI, two separate Gradings, one a National-level Grading and the other a State-level one, can be assigned.If the MEI does not find the Grading acceptable, it has a right to appeal for a review. Such reviews are usually taken up only if the MEI provides fresh material inputs. During a review, the MEIs response is presented to the Grading Committee. If the inputs and/or fresh clarifications so warrant, the Grading Committee can revise the initial Grading decision. Non-accepted Gradings are not disclosed and complete confidentiality is maintained on them. The Gradings are subjected to review (called surveillance) once every year, unless the circumstances of the casewarrant an early review, and remain valid for a period of two years from the date assigned. Following surveillance, the Grading may be retained or revised (upward or downward), depending on the developments since the previous Grading exercise and ICRAs assessment of the same.
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[D] THE GRADING SCALE
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FULL RATING REPORT OF KIIT [A] KEY RATING DRIVERS (a) Tight Liquidity Kalinga I nstitute of I ndustrial Technology (KIIT) Societys rating is constrained by its tight liquidity profile due to a disproportionate increase in its operating expenditure and debt-led capex in relation to available funds (cash and unrestricted investments). Available funds (FY12 (end-March 2012): INR301.52m) provide only a minimal financial cushion relative to both financial leverage (FY12: 12.03%) and operating expenditure (FY12: 16.35%). (b) Moderate Financial Performance Operating margins marginally deteriorated in FY12 by 2.75 percentage points mainly because of higher administrative expenses (FY12: INR556.26m; FY11: INR425.63m), however they increased to 33.2% in FY12 from 21.58% in FY08. KIIT's revenue is dominated by tuition fee income, constituting averagely 89.19% of total revenue during FY08-FY12. Operating expenditure (average: 43.83%) and staff costs (26.27%) were the prime contributors to the expenditure in FY12. KIIT reported a current balance of INR 150.13m in FY12 against INR172.28m in FY11. (c) Strong Market Position KIIT inducts students who secure minimum 60% on the national level entrance examination for technical courses and management aptitude test of All I ndia Management Association. Historical acceptance rate (admissions/applications received) remains below 3.5%, highlighting the strong market position. Management of Financial Services Global Education Sector Rating 40
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(d) Comfortable Debt Service The society's debt service coverage ratio (DSCR) slightly improved to 1.19x in FY12. Although it was below 1.00x during FY07-FY11, it managed to meet its debt service commitments from the then existing cash balance. I ndia Ratings & Research (Ind-Ra) expects KIIT to comfortably service its debt commitments in the near-term due to an expected increase in the student demand (38.45% yoy in FY12 and 21.9% yoy in FY11). KIIT availed a working capital facility during lean months (January to May) and banks had sanctioned ad-hoc limits in months of excess usage. (e) Capex Plan The society plans to increase its hospital's bed capacity from 450 to 800, hostel capacity by 2,000 rooms and the construction of new academic blocks which is unlikely to hamper operating margins and DSCR. Nevertheless, the metrics could deteriorate if the increasing tuition fee trend reverses. Debt/ current balance before interest and depreciation reduced to 3.23x in FY12 from 3.46x in FY11. [B] RATING SENSITIVITIES (a) Sustained Improvement in Operating Performance Positive rating action may result from a strong operating performance on a sustained basis in conjunction with a stark increase in the liquidity profile. (b) Deterioration in Student Demand Any unexpected fall in student demand coupled with a quantum jump in debt resulting in weak coverage ratios could trigger negative rating action. Management of Financial Services Global Education Sector Rating 41
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[C] PROFILE KIIT was founded by Dr. Achyuta Samanta in 1992 in Bhubaneswar, Odisha, as an industrial training institute. The institute has grown in size and become a deemed university under Section 3 of the University Grants Commission Act, 1956. [D] TABLE 1: FINANCIAL DATA OF KIIT
31 st March, 2011 31 st March, 2012 Current Balance (INRm) 172.28 150.13 Debt (INRm) 2704.63 3042. 43 Debt/Current Balance before interest and depriciation 3.46 3.23 Debt service coverage ratio (x) 0.97 1.19 Available funds/total long term debt (%) 14.11 12.03
SOURCE: Source: KIIT, Ind-Ra [E] RATING OF KIIT BY INDIA RATING AND RESEARCH: BBB-
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FULL RATING REPORT OF NARAYAN EDUCATION SOCIETY [A] KEY RATING DRIVERS (a) Strong Market Position The ratings reflect Narayana Educational Societys (NES) solid brand name, strong student headcount growth and preeminent academic programmes. NES has created a niche position in the education market by offering a curriculum which focuses on competitive exams. (b) Solid Operating Performance NES relies largely on tuition fees which constitute an average 85.91% of the total revenue during FY08-FY12. However, stable and strong growth in fee income alleviates the concentration risk. Fee income grew 15.56% yoy in FY12 after falling to 4.89% yoy in FY11 (FY10: 8.78% yoy). This was due to below 11% growth in the number of students. I ndia Ratings & Research (Ind- Ra) expects the income to grow strongly in FY13 due to comfortable headcount growth (35.67% yoy). Operating margins improved to 29.07% in FY12 from 24.86% in FY11. (c) Capital Light Model The society generates almost 96% of the tuition fee income from junior colleges and schools. NES had opened 65 schools in FY12 and FY13 across the country. NESs model of leasing buildings for junior colleges and schools is capex light and considerably reduces the time taken to commence a school. Management of Financial Services Global Education Sector Rating 43
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(d) Reasonable Balance Sheet Resources The societys available funds provide a reasonable cushion for both financial leverage(FY12: 25.58%) and operating expenditure(22.85%). In the absence of future capex, Ind-Ra expects the coverage to improve from present levels. (e) Moderate Debt Burden Debt service coverage ratio (DSCR), including rental payments, stood below 1.0x in FY11 as the revenue shrunk. Notwithstanding the low DSCR, the societys adequate cash position facilitates debt servicing in a distress period. Debt servicing calendar will be stressed in FY14 because NES would extinguish a large debt portions. [B] RATING SENSITIVITIES (a) Positive I mprovements in operating margins coupled with growth in available funds to cover financial leverage and operating expenditure could positively affect the ratings. (b) Negative A downward rating momentum could stem from a disproportionate increase in debt and operating expenditure over income. [C] PROFILE NES was founded in 1996 by Dr. P. Narayana as a not-for-profit entity under the Societies Registration Act 1860. Its registered office is in Nellore. The society had junior colleges (291) and schools (160) across the country as at end-FY13. The number of students grew to 267,036 Management of Financial Services Global Education Sector Rating 44
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(FY13) from 196,827 in FY12 (CAGR FY10-FY13: 14.33%). NESs current balance increased to INR366.57m in FY12 from INR155.04m in FY11. [D] PRINCIPAL RATING FACTORS (a) Administration and Management NES is based in Andhra Pradesh and operates schools and colleges in various streams across the country. The streams covered by the society include: 1. Arts and sciences 2. Engineering 3. Medical 4. Dental 5. Paramedical 6. Pharmacy 7. Nursing 8. Education Teacher Training [E] TABLE 2: TYPES OF SCHOOLS School Type Description Narayana Concept Schools Pre-primary, primary and high school up to X class and includes coaching for IIT entrance exam. Management of Financial Services Global Education Sector Rating 45
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Narayana e-Techno Schools
Classes from VI to X with high-tech classrooms, having computers, internet connectivity, air conditioning. The syllabus conforms to state government board however; the teaching includes a combination of material that focuses on Central Board of Secondary Examination (CBSE), Indian Certification of Secondary Examination (ICSE) and state board curriculum. Concurrently, the school study material equips the students on Indian Institute of Technology (IIT) and All India Engineering Entrance Exams (AIEEE) and Olympiad. Located in Bangalore, Bellary and Bhubaneshwar Teacher student ratio maintained is 1:10. Narayana IIT Olympiad Schools
An integrated academic programme, with equal focus on three boards of CBSE, ICSE and state government, without any repetition or overlapping Training for IIT entrance examination and competitive exams such as National Management of Financial Services Global Education Sector Rating 46
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Talent Search Exam, Maths Olympiad, Kishore Vaigyanik Protsahan Yojana (Department of Science & Technology) Teacher student ratio maintained is 1:10
SOURCE: NES [F] TABLE 3: GROWTH IN INSTITUTES Type of institute FY09 FY10 FY11 FY12 FY13 Junior Colleges 188 189 189 249 291 Schools 37 52 95 111 160 Sub-total 225 241 284 360 451 Other institutes* 17 17 17 17 17 Total 242 258 301 377 468 *Other institutes are medical, dental, engineering, paramedical, yoga, B.Ed. and pharmacy SOURCE: NES
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[G] FINANCIAL PERFORMANCE (a) Revenue Diversity Like other private institutions, NESs revenue is dominated by tuition fee income. Nevertheless, its stable demand and strong market position aids in overcoming the dependency risk. Gradual growth in other income provides some comfort to the revenue diversity. However, Ind-Ra expects the tuition fee to remain a major source of revenue for the society.
(b) Income Tuition income on an average contributed 85.91% to the total income during FY08-FY12; however, annual contribution dipped to 82.38% in FY12 from 93.70% in FY08. Although the proportion of tuition fee income to the total income has been decreasing, the opening of new schools in FY11 and FY12 coupled with school centric expansion is likely to reverse this trend. Other income was supported by a strong hospital income during the same period. The Figure 1: Average Revenue Composition Tution Fee Others Endowment Management of Financial Services Global Education Sector Rating 48
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establishment of a super specialty hospital has driven the hospital receipts between FY09 and FY12. NES booked total revenue of INR7, 554.77m in FY12 as against INR6, 651.51m in FY11. (c) Expenditure Expenditure was primarily driven by core expenditure(including rents) followed by staff costs during FY08-FY12. While the proportion of core expenditure in total expenditure had gradually increased, staff costs diminished until FY11, however, staff costs increased marginally in FY12. [H] TABLE 4: EXPENDITURE BREAKDOWN (%)
SOURCE: NES, I nd-Ra (a) Balance Sheet Resources and Liquidity I n FY12, available funds sharply increased to INR1, 435.21m from INR629.06m in FY11 due to an increase in fee income from the schools. The balance sheet resources continue to provide Management of Financial Services Global Education Sector Rating 49
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reasonable coverage to debt and expenses. The society has made investments in national savings certificate, postal deposits and fixed deposits. Ind-Ra expects its liquidity to improve from the current levels due to the completion of expansion plans in FY12. Many Ind-Ra rated societies/trusts liquidity were benefitted by the development fee from students unlike NES. (b) Debt Burden Debt (including rent)/current balance before interest depreciation and rent (CBBIDR) increased to 2.53x in FY12 from 2.36x in FY11 due to higher debt and capitalized rent. Due to the heavy expansion, the societys leased premises costs increased during FY08-FY12. In Ind-Ras opinion, absence of future capex provides comfort to the rating and leverage ratios are expected to improve. Ind-Ra as per its criteria considers NESs debt, capital leases and non-cancellable operating leases as debt.
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FULL RATING REPORT OF MANIPAL GLOBAL EDUCATION SERVICES PRIVATE LIMITED [A] COMPANY PROFILE Manipal Global Education Services Pvt. Ltd., established in 2001, provides higher education services, including distance education and corporate training. The company has shown rapid growth in its services during the last five years, and has ventured into other segments of the education sector, such as continuing education for professionals and corporate training. MaGE has also expanded internationally by acquiring and setting up colleges in Nepal, Dubai, Antigua and Malaysia. MaGE had consolidated revenues of Rs. 840.3 crore in FY11, with an OPBDIT margin of 32.4% and net loss of Rs. 195 crore, the latter being on account of goodwill amortization. In FY12, the company posted revenues of Rs. 726.8 crore and a lower OPBDIT margin of 28.6%, but net profits are expected to be higher due to absence of significant amortization charges in FY12. Due to the companys strong OPBDIT margins and upfront cash payments received from students and franchises, MaGE enjoys healthy cash flows, albeit it has had to rely on external financing for meeting its aggressive expansion plans and student funding at Antigua campus. [B] RATING BY ICRA ICRA has reaffirmed the [ICRA] BBB rating assigned to the Rs. 26 crore Term Loans and Rs 129 crore Cash Credit limits of Manipal Global Education Services Private Limited (MaGE), which was previously known as Manipal Universal Learning Private Limited. The outlook on the long-term rating is stable. Management of Financial Services Global Education Sector Rating 51
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The rating reflects the long track record and well-recognized brand of MaGE in the education sector, the companys presence in diversified geographies with high growth potential, stable revenues from established campuses in Antigua and Malaysia, satisfactory performance of ventures in education services such as corporate training, the companys robust OPBDIT margins, and healthy profit growth at the distance education business. However, FY11 net margins have been impacted due to the amortization of goodwill pertaining to Malaysia and Antigua acquisitions. The rating is constrained by the slowdown in admissions seen at the Dubai campus due to the weak economic conditions in the region and the substantial funding requirements at the Antigua campus for providing student loans, as students have been facing constraints in availing loans after the credit-crisis in 2008. The rating also factors in the substantial negative impact on the companys tangible net worth position if adjusted for the large goodwill component, and the sizeable planned capex (close to Rs 450 crore) over FY12-13 for setting up a University in Malaysia, the latter likely to add around Rs 315 crore to overall debt levels. The financial profile of MaGE had weakened because of its aggressive expansion plans, but capital structure has remained moderateas the acquisitions were largely funded through equity infusion by MaGEs parent, MEMG (Manipal Education and Medical Group). While assigning the rating, ICRA has taken into account the possibility of redemption of private equity, in case MaGE does not come out with an Initial Public Offer (IPO) or makes available alternate exit routes to investors by FY13. Management of Financial Services Global Education Sector Rating 52
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CONCLUSION The global education industry is witnessing strong growth momentum with fast emerging and developing nations. In terms of industry ranking, education stood on second place after healthcare industry. The gross enrolment ratio (GER) in lower secondary education increased from 72% to 80% worldwide between 1999 and 2009, with notable increase in the Arab States and sub-Saharan Africa. The school-age population is mainly influenced by population trend and economy of a country. Demand for infrastructure development in education industry is becoming necessity with increasing demand for quality schooling. Enrolment in Pre-primary education recorded a steady increase between 1995 and 2011 for both boys and girls all over the world. There is a slow adoption rate in Arab States and Central Asian countries, whereas East Asia and the pacific region have witnessed high percentage of participation. In 2011, 713.0 million children were enrolled worldwide in primary education compared to 689.0 million in 2006. A relatively strong growth in primary enrolment has been noticed in Sub-Saharan Africa region. In North America, the US is the largest hub of students and generate large amount of education expenditures worldwide. In the US, higher education alone generated USD 453.7 billion of revenue in 2011.3 Over the last five years, developing countries have increased their share of the worlds total number of internet users from 44% in 2006 to 62% in 2011. The percentage of individuals using internet in the developed world reached the 70% landmark by the end of year 2011. In the last six years, the global E-learning market has registered a CAGR of 4.7% (2006-2011). It is Management of Financial Services Global Education Sector Rating 53
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expected that by 2016, the market will reach to USD ~ billion, registering an expected CAGR of 6.68%. In emerging countries such as India, e-learning is growing at a rapid pace (growth of 27.9% in the last 3 years) with the growing competition. Currently, there are more 140 e-learning companies operating in India among which more than 100 players have just started their operations in the last 3 years. Management of Financial Services Global Education Sector Rating 54
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REFERENCES 1. Report of the Committee on Comprehensive Regulation for Credit Rating Agencies, December 2009, Ministry Of Finance, Capital Markets Division. 2. John Beaufoy and Others, International Education Global Growth and Prosperity: An Accompanying Analytical Narrative, July 2013, HM Government. 3. Mike King, Global Education Market, November 2013, Companies and Market.com. Available at http://www.companiesandmarkets.com/MarketInsight/Business- Services/Global-Education-Market/NI8403 4. Fiscal 2011 Median Ratios Reflect The Stability Of The U.S. Independent-School Sector, November 2012, Standard and Poors Rating Services. 5. 2013 Outlook: Indian Education Sector Slow Enrolment Growth and Credit Indiscipline, India Ratings & Research. 6. M. King and T. Sinclair, Private actors and public policy: a requiem for the new Basel Capital Accord, 2003, International Political Science Review, 24 (3). 7. Standard & Poors (2008) Report Card: UK Universities Enjoy Higher Revenues but Still Face Spending Pressures, London: Standards & Poors. 8. Private Higher Education Institutes: Opportunities Abound, But Creditworthiness Still Low, ICRA Rating Feature, October 2011. 9. http://in.reuters.com/article/2014/07/14/fitch-affirms-mcgraw-hill-global-educati- idINFit70855120140714 10. ICRA Grading of Management Education Institutes, ICRA Limited.