We just talk about the good stuff

The PIE‘s editorial team has been hard at work pulling together a list of innovative leaders, marketeers, activists and policy makers in the region who all offer valuable commentary on the international education ecosystem.

This year’s list features a totally different group of people to last year’s list to shine a light on a new set of names who are changing the game in North America.

The launch of the list comes ahead of The PIE Live North America Conference that will be taking place November 18-19 in Boston, US.

With the international education sector in Canada facing new challenges – including a further squeeze on overseas student places – and the US gearing up for another dramatic presidential election, both the 50 voices list and the conference are arriving at a pivotal time for the industry.

Beth Kennedy, editor of The PIE, explains the importance on compiling such a list in light of the many headwinds the sector is facing.

International education in North America is facing bigger obstacles than ever before
_{Beth Kennedy, The PIE News}

“International education in North America is facing bigger obstacles than ever before – which is exactly why the time is ripe to celebrate those who are truly making their voices heard and advocating for change.”

The list includes Luis Van Ahn, who by his mid-20s had sold two companies to Google and went on to co-found the language-learning giant Duolingo, which is used by millions worldwide.

Among others, the list also features Kate Jennings, former chair of the NAFSA international education leadership knowledge community and a current curriculum developer and instructor for the Canadian Bureau of International Education (CBIE).

Readers can download The PIE 50 voices for 2024 – North America edition here.

How did we do? Who would you have on your list? Comment below or email us at editorial@thepienews.com

The post The PIE reveals 50 voices list for North America appeared first on The PIE News.

The Senate Education and Employment Legislation Committee’s inquiry report was due to be tabled on October 8, but has now been delayed until October 9, in the week that is poised to be another pivotal moment for international education in Australia.

Stakeholders eagerly awaiting the report’s publication now face an additional day’s delay. While the postponement is brief, concerns have emerged regarding the potential knock-on effects this may have on the Bill’s overall progression.

Following on from four public hearings, in which the Bill was slammed by Senate members and sector leaders alike, stakeholders are keen to learn the Senate’s conclusions.

“It’s hard to see how appropriate oversight by Senate of this critical bill (and any proposed amendments) can possibly be achieved this week,” wrote Neil Fitzroy, managing director for Australasia at Oxford International Education Group on LinkedIn.

Fitzroy highlighted that the Senate only sits Tuesday to Thursday this week, with the next sitting day then being 18th November. He worries this means there’s a serious risk that this Bill will again not receive the appropriate level of scrutiny and review.

All eyes remain on our Senators in Canberra tomorrow – in what is becoming a distressing version of ‘waiting for godot”
_{Neil Fitzroy, Oxford International Education Group}

“This would be a repeat of the failures which have plagued this flawed legislation from the outset… all eyes remain on our Senators in Canberra tomorrow – in what is becoming a distressing version of ‘waiting for godot”.

The Bill is also due to be debated in the Senate on October 9, but it is unknown if the report’s delay will impact this.

The post Australia’s ESOS Amendment Bill report delayed appeared first on The PIE News.

Though only 2,181 Indian students enrolled in universities across Canada in 2000, that number jumped to a mammoth 128,928 in 2021, a 5800% growth in the last two decades. 

By 2023, the number of international students in Canada stood at over 4,20,000, according to data released by India’s Ministry of External Affairs,

Indian students made up 49% of all international students in Canada in the first half of 2024, according to government data, a figure that has dropped by half when compared to 2023. 

Though a diplomatic row between India and Canada led to the latter withdrawing dozens of diplomats from the South Asian country, recent policy changes have led to many Indian students steering away from the country.

“We have observed a notable decrease in submitted study permit applications from India, indicating a decline in interest among prospective students,” Priyanka Roy, senior recruitment advisor at York University, told The PIE News. 

“Despite extensive efforts by institutions, including hiring in-country representatives and implementing targeted branding and marketing initiatives, this drop persists.” 

According to Roy, though the IRCC regulations, changes in work permits, and political discord between Canada and India have contributed to a shift in attitudes, the institution is taking proactive steps to address the issues. 

“We are prioritising direct engagement with prospective students and their families through webinars, information sessions, and Q&A forums,” said Roy. 

“Additionally, we are strengthening our partnerships with schools and guidance counselors in India to ensure accurate information reaches students.” 

With the Canadian federal election expected in the next year, the country is grappling with a rising anti-immigration sentiment, the brunt of which is being faced by international students. 

Last month, the Canadian government announced further limits on international study permits issued for the 2025 intake. 

We are prioritising direct engagement with prospective students and their families through webinars, information sessions, and Q&A forums
^{Priyanka Roy, York University}

An additional 10% reduction from the 2024 target of 485,000 to 437,000 in 2025, which includes caps on master’s and doctoral students, was announced. 

Even more recently, the government introduced new post-graduate work permit criteria, preventing individuals graduating from college-level or certain university programs from accessing a PGWP, unless their studies align with the government’s new field of study requirements, therefore making them eligible for PGWP opportunities.

Language requirements for all PGWP applicants were also introduced under the new measures.

Despite the recent changes leading to some uncertainty, Pranav Rathi, associate director, international recruitment and market development, Fanshawe College, remains somewhat optimistic when considering the five broad areas of PGWP-eligible programs.

“A silver lining could be realised in high-demand areas, and while this includes STEM, it also includes construction, trades, and health care, all of which are areas where colleges excel,” said Rathi. 

“While a graduate from a university credential is granted a PGWP regardless of the study undertaken, the relevance of a degree in many areas will limit the ability of the student to secure employment directly from higher education.”

With more than half of its student cohort composed of international students, Fanshawe sees India as a key recruitment market and is willing to maintain a strong presence there. 

“While specific changes may be evolving, several strategic measures are being considered and implemented. To support applicant planning, we now have a turnaround time of 24 hours to issue offer letters and attestation letters for the market,” said Rathi. 

“We have introduced more seats and new programs aligning with the labour market which includes subjects like STEM, culinary, health and human service, food technology, construction, and we continue to work actively with our employer advisory bodies.”

Though data suggest the drop in numbers has impacted some of the biggest regional markets for student mobility to Canada in India, the downturn could be temporary. 

“The current decline is largely due to the perception of Canada’s brand, which has been impacted by various external factors,” said Rathi. 

“Rebuilding this interest will require reshaping the narrative, emphasising that Canada remains fully open and welcoming to international students.”

According to Saurabh Malhotra, CEO and founder, Student Direct, the drop in numbers from their biggest market could also mean Canadian institutions can’t take India for granted anymore. 

“There was a time when India was seen as a market Canadian institutions can take for granted. Though India remains a country with one of the highest visa approvals to Canada, we will see more institutions courting genuine, quality students from India in the long run.”

Considering its position as the largest international student cohort, Indian students have been spearheading protests against the Canadian government’s policies. 

While hundreds of them took to the streets of Ontario and other provinces in 2022 to protest deportation notices for alleged fraudulent documents, many are now agitating against changes related to PGWP. 

“Many students who are protesting now think that they don’t have the same immigration pathways as before,” said Malhotra. 

“Though this is because of some of the fraud we have seen in the past few years regarding documents, it takes multiple years for the Canadian government to investigate such cases.” 

Malhotra is concerned Canada has outsourced its brand to agencies that are only invested in sending students to a destination for immigration.

“It’s important that Canada brands itself as a study destination, communicates with more students directly, and understands their needs.” 

Ajay Sharma, president and founder of Abhinav Immigration Services, suggested that such a decline in student mobility could be reversed once the government achieves its immigration goals. 

“This (curb on international students) will all change in 2026 when the numbers of temporary residents ratio to populations is expected to be aligned with the government plans,” he said. 

“The stringent and sudden impulsive change in policies – whichever the country – provides a short-term reprieve but damages the countries’ medium to long-term demographic projections.”

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It has been developed to offer test-takers a choice and an alternative to other high-stakes admission tests. The test experience is user-friendly and ‘human’, with a live proctor and speaking test examiner.

Academic English and more

LanguageCert Academic is, first and foremost, an English language proficiency test for academic purposes. The questions and tasks in the test are designed to elicit the language skills needed for academic success. All four skills in the test focus explicitly on academic English.

However, LanguageCert Academic is also designed to account for the broader needs of international students and the challenges ahead of them. LanguageCert Academic is designed to engender and assess the real-world English language skills international students need to survive, thrive and flourish at college or university.

Survive

A high-stakes test for academic purposes does students a disservice if it does not address the linguistic repertoire and language skills they need to meet the demands of their everyday lives once they start higher education. If a test ignores these challenges, it can’t claim to focus on students’ real-world needs. LanguageCert Academic test design and content address these communicative needs.

For example, alongside discussions with tutors, lecturers and academic staff, the LanguageCert speaking test includes conversations, presentations and role plays covering topics such as the benefits of campus accommodation for first-year students, part-time work, the availability of suitable food in the college canteen, and joining a campus sports club.

Thrive

LanguageCert Academic focuses on the communicative language skills that empower students to thrive academically. There is a strong emphasis across the test on communicative language competence. The speaking test is conducted by a human examiner who facilitates the conversation to elicit the best performance from each and every candidate.

A human examiner marks the test recording according to separate and specific criteria for different parts of speech, such as grammar, vocabulary, pronunciation and fluency. The reading and writing parts of LanguageCert Academic assess the lexical-grammatical patterns and structures students will encounter in an academic context. For example, ability to identify and use discourse markers – essential for comprehending complex texts and producing coherent academic writing.

Flourish

University or college can be a powerful space in which students realise their intellectual and personal potential. In addition to testing and promoting communicative English language ability, LanguageCert Academic can help develop extra-linguistic thinking skills students need to flourish as individuals, academically and make themselves employment-ready for the next stage of their journey.

LanguageCert Academic includes tasks and scenarios designed to encourage students to become self-reflective and self-directed learners, aware of different learning styles, and better able to set their own learning goals and manage their learning. Likewise, the Reading, Speaking and Writing papers include tasks and scenarios designed to foster critical thinking – a set of in-demand skills employers consistently cite as essential for the workplace.

The post LanguageCert Academic: helping students survive, thrive and flourish appeared first on The PIE News.

Last week, The PIE News reported that the Tertiary Education Quality and Standards Agency had written to a number of providers expressing its concern that they do not meet the minimum requirements for financial viability.

“You may be aware the Australian government is reducing the number of overseas students that can come to Australia to study higher education,” read the letter.

“TEQSA has recently been conducting sector-wide analysis on the impact of reductions of overseas students on providers from a financial perspective,” it continued.

Although the letters referred to existing provisions of the Standards and ESOS Act, recipients of the letter were surprised that the regulatory body had seemingly cited the government’s National Planning Level, despite the Bill not being passed.

Stakeholders, including a lawyer representing the CRICOS Providers’ Justice Group, saw this as further evidence that the ESOS Amendment Bill, set to cap international student numbers, places providers at risk of non-compliance with other aspects of the same Act, therefore imperilling registrations and threatening the survival of businesses.

In comment to The PIE, a TEQSA spokesperson apologised for the mistake.

“TEQSA acknowledges our letter incorrectly suggested that the proposed National Planning Level had already taken effect. This is not the case, as the legislative amendments are still before the parliament.

We apologise for this error and are in the process of directly engaging with providers that received this letter to clarify expectations
^{_{TEQSA spokesperson}}

“We apologise for this error and are in the process of directly engaging with providers that received this letter to clarify expectations.

“TEQSA has recently written to 10 registered providers to seek assurance that each is meeting and is likely to continue to meet their obligations under the Higher Education Threshold Standards 2021 (Threshold Standards) in relation to governance,” continued the TEQSA spokesperson.

“This assurance includes outlining their current financial status and how they ensure they have appropriate risk plans and controls in place to manage any risks.”

TEQSA CEO Mary Russell confirmed during the fourth and final Senate Committee hearing that the letters were sent to “high-risk” providers, and highlighted an attachment to the letter that suggests the Department of Home Affairs had previously expressed concerns over their practices.

A TEQSA spokesperson told The PIE: “These providers have previously been identified and contacted by the Department of Home Affairs regarding concerns about their recruitment practices for overseas students.”

TEQSA is seeking a reply by October 31, looking for information in response to its concerns, as well as asking providers to give details of any mitigatory actions to demonstrate their ability to maintain ongoing compliance.

The Committee is due to report on the ESOS Amendment Bill on October 8, with the Bill listed to be debated on October 9.

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A survey conducted by IDP Education found that 54% of prospective international students said that the upcoming presidential election in the US will not impact their decision to study in the country.  

Just over one third of students said the election would influence their decision, with most favouring a Kamala Harris victory.  

“Regardless of the election outcome, many international students have lifelong goals of studying in the US – demonstrating the strong brand of US institutions globally,” said Simon Emmett, IDP Connect CEO.  

The results reveal a shift from the previous election, when IDP’s 2021 post-election survey revealed that 67% of international students were more likely to study in the US following Joe Biden’s victory.  

In the new survey – which had 916 respondents – only 35% of students indicated the election may influence their study decisions, ranging from slightly to significantly. 

Of this 35%, there was a slight preference (57%) for a Democrat presidency under Kamala Harris.  

Additional variants were seen by gender, with 49% of males favouring a Donald Trump presidency compared to 38% of females. 

“Encouragingly for the US sector, our survey showed that recent policy changes in Canada, UK and Australia have prompted new students – up to a quarter of respondents – to also consider the US as a top destination. 

“This presents a unique opportunity for US institutions to attract and support this growing pool of talent,” said Emmett.  

Regardless of the election outcome, many international students have lifelong goals of studying in the US

Simon Emmett, IDP

In Canada, the existing cap on international students has been squeezed further in new policy changes announced last month.  

Australia too is grappling with the prospect of introducing caps on international students, dramatically changing the landscape of international student recruitment to two of the world’s largest markets.  

Survey respondents ranked the US’s quality of education as the number one factor contributing to their perception of the country as an attractive study destination. 

“The IDP research shows that students are consistently focused on practical aspects of studying abroad, such as quality of education, which students rank higher for the US than any other destination,” said Fanta Aw, CEO of NAFSA: Association of International Educators. 

“While we know that some students will be monitoring how the election outcome may impact international student policies, ultimately we must focus on our areas of strength and international student success and outcomes in order to continue to attract the brightest and best students to our diverse, world-leading institutions,” added Aw.  

The post Upcoming US election less important to int’l students than in 2020  appeared first on The PIE News.

In an announcement many stakeholders have been anticipating, Canada’s new PGWP eligibility criteria have been revealed.

The new field of study requirements applies those graduating from college-level programs, as well as some university programs.

IRCC provided a list of 966 eligible programs, which are divided into five broad categories: agriculture and agri-food, healthcare, STEM, trade, and transport.

The full list of programs can be found here and apply to those submitting a study permit application after November 1 2024.

If individuals apply for a PGWP before November 1, they are only required to meet current eligibility criteria.

The field of study requirements do not apply to those graduating from a university bachelor’s degree, master’s degree or doctoral degree program. Such applicants continue to be eligible for PGWPs for up to three years.

The field of study requirements do, however, apply to those graduating from any other type of university programs.

For all PGWP applicants across all institution types, new language requirements are in place. Applicants must demonstrate skill in reading, writing, listening and speaking, and tests – from the government’s accepted list of test providers – must be less than two years old at time of application.

Those graduating from university programs must prove English or French language skills with a minimum level of Canadian Language Benchmarks (CLB) 7 in English or Niveaux de competence linguistique canadiens (NCLC) 7 in French in all four language areas.

Meanwhile, slightly lower language requirements are set for those graduating from college programs who must prove English or French language skills with a minimum level of CLB 5 in English or NCLC 5 in French in all four language areas.

The announcement follows the federal government’s decision to put further limits on the number of international study permits it issues, reducing study permits to 437,000 in 2025, among other immigration changes impacting the International Student Program.

The policy changes are driven by the IRCC’s overall goal of reducing temporary residents from 6.5% of Canada’s total population to 5% by 2026.

Stakeholders took to LinkedIn to comment on the most recent changes changes to PGWP eligibility, with Saurabh Malhotra, CEO and founder, Student Direct, noting that there is “a lot of work ahead for the institutions to identify programs aligned with these careers”.

Others highlighted fields of study not included in PGWP eligibility.

[There’s] a lot of work ahead for the institutions to identify programs aligned with these careers
^{_{Saurabh Malhotra, Student Direct}}

“Notably absent on the list is hospitality,” wrote Karen Dancy, director of recruitment and international at Olds College of Agriculture and Technology in Alberta, who worries the government has taken a national approach, ignoring regional needs.

“This will be catastrophic for local communities, including rural and remote areas, that rely on our college-educated international learners.”

Meti Basiri, co-founder and CEO of ApplyBoard commented: “ApplyBoard has long recognised that PGWP reforms can further benefit students, institutions, and regions across Canada.

“Aligning Canada’s PGWP program eligibility with labour market needs ensures the continued success and prosperity of international students, alongside positive impacts to the Canadian economy,” he continued.

“However, looking at the eligible fields of study, there are many programs students are taking that are critical for Canada’s labour market which have been excluded. We hope that these programs will be further considered and integrated into an adjusted list in the coming weeks.”

The post Canada’s PGWP eligibility criteria announced appeared first on The PIE News.

According to a report by Leap Scholar, female students constitute a significant portion of outbound students, which indicates that they are breaking stereotypes in India. 

“This points towards inclusion of a broader and more diverse demographic, with aspirations for international study traveling beyond conventional backgrounds and ethnicities,” said a statement by the company. 

“Furthermore, with females constituting a significant portion of this trend (34%), it highlights how women in India are breaking stereotypes and leading the way on global education.” 

As per a report by the Economic Times, there has been an uptick in the number of women accessing education loans to study abroad. 

Consultants are now seeing a major jump in the number of female students applying for education loans, from 30% in FY21 to 45% in FY24. 

Moreover, female students from India are increasingly choosing the US, especially for STEM courses, but they are still comparatively rarer than male students, as previously reported by The PIE News. 

The survey also highlighted that 57% of the students choosing to study abroad gained their pre-university education from schools run by state boards. 

State boards are run by respective regional governments in India, which determine the standard of education and examinations for schools in their state. 

The rise in ambition among state board students to study overseas can be credited to the rapid expansion of digital access across India, along with increased resource availability and growing awareness of international study opportunities.

The data also contradicts the long-held notion that students from the government-run Central Board of Secondary Education, the private-run Indian Certificate of Secondary Education, and the International Baccalaureate are more likely to study abroad. 

“We feel inspired by the growing aspirations of Indian students, particularly those from state boards, who are now considering and embracing studying abroad like never before,” Arnav Kumar, co-founder, Leap, told The PIE.

“We also feel very good to see female students leading the charge. This shift not only reflects the increasing accessibility of studying abroad but also the changing mindset of Indian students, who are now more open to exploring unconventional ways of learning.”

This shift not only reflects the increasing accessibility of studying abroad but also the changing mindset of Indian students, who are now more open to exploring unconventional ways of learning
_{^{Arnav Kumar, Leap}}

The survey also revealed a shift in both destination preferences and areas of study. 

While Canada, the UK, and the US continue to be the most popular choices, Indian students are increasingly exploring “emerging exciting new options” like Japan and the Netherlands.

In addition to the continued popularity of STEM disciplines, students are broadening their academic interests, with growing numbers pursuing Psychology, Law, Sport Sciences, Architecture, Performing Arts, and Social Sciences.

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