We just talk about the good stuff

Australian stakeholders have praised education agents and consultants as the international education sector’s “most critical” players and called out their “scapegoating”.

“International education [sometimes] gets a bad rap and unfortunately, education agents take that more than than anyone,” said English Australia CEO Brett Blacker.

Within the Australian sector, he estimated that between 75-80% of all international students come via agents. “In English language, it’s more in the high nineties in that in that regard,” he continued.

Data from 2019 suggested that 75% of all international enrolments in Australia came via agencies.

TAFE provider in Geelong, Victoria, The Gordon receives between 85-90% of students through agents, according to executive director for Commercial Business, Jana Perera.

Vice president for international at Torrens University, Rob McGowan, noted that since Covid-19, the institution has sought to re-engage its traditional agent partners.

Torrens initiated a number of partnerships during the pandemic designed to reach audiences that could not be reached otherwise, he detailed.

“In the moment they were successful, [such as] our online recruitment platform which looked at replacing human counsellors with virtual counsellors – in the moment [that was] very successful and totally appropriate,” he said.

“What we’ve actually seen is that as the world has gone back to this real insatiable need for the human touch, actually some of those things have been less appropriate and less important…

“Particularly around that online recruitment approach, we’ve decommissioned some work that we’ve put into place. It no longer has the currency that it had during Covid… We’ve replaced that with more re-engaging with our traditional partners – our agent networks that are an extension of the Torrens family.”

“I’m the biggest fan of international education agents, always have been,” deputy vice-chancellor for Global at the University of Newcastle, Kent Anderson, stated.

“I think they’re the most critical person in the sector and I don’t understand the American approach to this.”

Many providers in the US have traditionally not utilised agents, but things could be changing with AIRC calling for agents not to be ignored, while data suggests US partnerships with agents is “growing”.

“There are some bad agents as there are some bad providers,” Blacker continued. “You need a bad provider to support a bad agent.

“You need a bad provider to support a bad agent”

“If the agent is willingly taking students and is being paid ridiculous amounts of commission, that’s the institutions paying the commission. We all talk about rising inflation and all the amount of commission is getting paid. Don’t pay it, pull back. And then if no one is willing to pay it, then it’s not going to become the industry norm.”

The comments were reminiscent of those made by industry commentator and consultant Enzo Raimo who urged institutions not to enter a commission bidding war at The PIE Live Europe conference earlier this year.

As authorities in Australia consider the regulation of education agents, Blacker emphasised that the role that education agents play must be respected.

“The way in which our frameworks operate, I think at the moment there are challenges obviously with international jurisdictions, which we’re all aware of, but the actual ESOS framework is already designed with many layers that promote providers and agents working together,” he said.

Name-checking the ICEF Academy, he stated that the provider-agent relationship has to “be a two way street”.

“I think as we work towards whatever happens out of the ESOS reforms and what comes out of the Joint Standing Committee in International Education, Tourism or the Migration Review, we do it collectively knowing that this is our most valuable partner in the room, not somebody we can just discount and push all the blame on.”

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TCL Global proudly shines as the esteemed bronze sponsor of the prestigious PIEoneer Awards 2023. This sponsorship showcases TCL Global’s dedication to supporting the advancement of education on a global scale, as well as the recognition of the remarkable individuals and organisations that contribute to the growth and success of the industry.

Education can open up the door to progress, development and success like nothing else. But sometimes borders limit access to global learning opportunities for many. On that note, our unwavering commitment to education access for all unlocks the paths for such students and takes them to where they deserve to be.

It assists students in securing admission to renowned universities abroad offering merit-based scholarships to empower talented individuals who may otherwise face financial constraints. With 20 offices in 14 countries, we have been providing extensive support to students for over a decade.

“Being the top edtech company in the international education industry, our vision is to build a global education ecosystem that transcends boundaries, empowers individuals and paves the way for a more interconnected and prosperous world,” TCL Global’s esteemed CEO mentioned.

This statement portrays how we aim to foster an inclusive environment that nurtures the dreams and aspirations of students, enabling them to become leaders and global citizens.

“Our vision is to build a global education ecosystem that transcends boundaries”

By partnering with over 500 international and local educational institutions, we have enabled global learning opportunities for students across the globe. These partnerships have brought education to those who need it most, making a lasting difference in the lives of countless individuals.

TCL Global has been recognised with prestigious awards in different countries, solidifying our reputation for unwavering dedication to educational excellence.

In addition to that, we have also been honoured with partner awards from different international universities, recognising our outstanding achievements and commitment as an agent in the education industry.

Recognising the significant role that education counsellors or admissions counsellors play in shaping future generations, TCL Global is committed to empowering them.

We offer valuable training programs, support, capacity-building workshops and valuable resources that enhance consulting effectiveness and support professional growth. By nurturing skills, TCL Global indirectly invests in the education sector and ensures a brighter future for students.

Furthermore, TCL Global actively engages in advocacy and policy dialogue to champion education access. We collaborate with international organisations and participate in global forums to influence policies that support educational equity and inclusivity. Through these efforts, TCL Global aims to create an enabling environment where education becomes a right, not a privilege.

The remarkable progress made by TCL Global in our efforts to promote education access on a global scale has positioned ourselves as a key player in this transformative movement.

Through harnessing technology, empowering educators, promoting digital literacy and advocating for policy changes, we are making a lasting impact on communities around the globe. Through our unwavering dedication, our entire expert panel is paving the way for a more inclusive and equitable future, where education knows no boundaries.

About the author: This is a sponsored article from TCL Global.

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The first and only climate benchmark tool explicitly tailored for international education has launched, in a bid to empower universities in their fight for climate action.

The Climate Action Barometer for International Education – known as CABie – will allow participating universities to self-report data on specific metrics relating to their international activities, and in return, receive a tailored report analysing their climate impact.

The results will be shared publicly, omitting the universities’ names, so that institutions will be able to see how they compare to their peers while results remain anonymous.

“There is an inevitable tension between international education as a force for good and the reality of students travelling across borders,” said Ailsa Lamont, co-founder of International Education Sustainability Group, the social enterprise launching the new barometer.

“For the world to be a better place, we need students to travel to study. And for that to be sustainable, universities need to address and own the question around the inevitability of associated emissions. It is time for the international education sector to step up, to measure and to track its policies and practices, demonstrating the sector’s commitment to climate change.”

“It is time for the international education sector to step up”

By taking part, universities give themselves a base from which they can start to act – contributing meaningfully to their sustainability goals, responding to student concern and each doing their part to lessen the impacts of climate change.

The new barometer is launching with its founding member universities: Charles Darwin University, Curtin University, Flinders University, University of Auckland, The University of Newcastle, The University of Sydney, University of Tasmania and Western Sydney University.

“It is great to see universities from Australia and New Zealand leading the way in this initiative,” said Lamont, adding that each institution has already shown leadership by getting involved.

It is hoped that as more universities sign up, a global comparison will be made.

To coincide with the launch of the initiative, Lamont and fellow IESG co-founder Will Archer hosted a session at The PIE Live Australia to discuss the importance of the barometer and the contribution it is set to make.

“It’s amazing how much momentum the conversation around climate action has gained, how committed the international education sector is to make sure we can make a difference,” said Archer.

Despite this commitment, Archer highlighted that, until now, there has been no way for the sector to measure and compare its impact.

“International education is a major contributor and what we feel is that it’s important for us as the international education sector to own this and to measure it and to talk about it.”

The barometer covers a range of functions considered as international activities:

• International Strategy
• International Student Marketing and Recruitment
• Transnational Education and Overseas Campuses
• Study Abroad and Global Learning

The results from the first round of analysis are expected in October this year and Lamont told delegates gathered at the Gold Coast conference that several rounds of analysis may be published each year.

“Every action that we take counts”

“Because it’s climate action, because there’s a need for speed, every fraction and degree matters, every action that we take counts. So we’re not going to wait another year to run another barometer. There’s no time for that,”she said.

“What we’re exploring is ways to be able to have a rolling intake and perhaps do the analysis three or four times a year, because we cannot wait years for people to get the results and take action.”

Lamont took the opportunity to urge universities, even those that feel they have not taken a great deal of action to reduce their climate impact when compared to others, to get involved.

“The best time to start is now… once you’ve got the information, you’re more likely to start taking action,” said Lamont.

In a LinkedIn post, fellow CABie co-founder Emily O’Callaghan, expressed her excitement to work with founding member universities in a bid to “empower them to make informed, data driven decisions to help them mitigate their climate impact”.

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Online learning platform edX has collaborated with Shorelight to open a new online study abroad hub for Indian students wishing to study in the US. 

The tools aim will be to connect edX’s students with further undergraduate programs at US institutions on top of its own courses. 

The catalogue of programs, which is provided by Shorelight – an international agency mostly sending to US institutions – features over 3,000 courses at institutions including University of Illinois Chicago and American University. 

Students will be able to evaluate their best-fit programs and apply directly through Shorelight’s system to eventually enrol. 

“We’re excited to introduce edX learners to the diverse programs offered through Shorelight, bridging geographical boundaries and expanding the horizons of countless students,” said Shorelight CEO Tom Dretler. 

edX, which is an online learning hub that’s available worldwide, offers courses in executive education, professional certificates to show employers, microbachelor and micromaster programs and boot camps.

The company, which was acquired by US edtech giant 2U in 2021 for $800m, slates India as its second largest market provider in terms of learner numbers – with the US itself being the largest. 

“We’re excited to introduce edX learners to the diverse programs offered through Shorelight”

edX cited this growth, with almost 200,000 Indian students studying in the US in 2022, according to Open Doors, as the reason for the study abroad hub.

IIE’s latest snapshot also predicted that India would overtake China in terms of numbers in the next five years.

“We are committed to providing learners in India with greater access to relevant, affordable, and high-quality programs from the world’s best colleges and universities,” said 2U’s CEO Christopher Paucek.

edX said its “millions of learners” will be able to benefit from Shorelight’s resources through the collaboration. The company’s CEO, Anant Agarwal, said on Twitter that the opportunities provided by the collaboration will “change lives”.

.@edXonline’s new Study Abroad hub, powered by @ShorelightEdu, will help our learners in India find international study abroad programs that best fit their academic and career needs. These opportunities change lives, as my background might remind you!

✈️https://t.co/j55ciujK6M pic.twitter.com/fXMiqXrQbl

— anant agarwal (@agarwaledu) July 25, 2023

“The study abroad hub on edX further enhances our ability to support international learners seeking to study in-person overseas – expanding our global footprint and meeting the needs of a significant and growing segment of the education market,” he added. 

Dretler said Shorelight would be “steadfast in its mission” to help international students into US institutions. 

“Our partnership with edX enables us to share this mission with an even broader audience globally,” he added.

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The government of Ireland has committed €2 million to allow students in Northern Ireland to access the Erasmus+ exchange program, despite the UK pulling out of the program when it left the European Union in 2020.

While students in Scotland, Wales and English have lost access to the flagship European exchange program, leaders in Ireland made a commitment to fund Erasmus+ grants for Northern Irish students after Brexit in 2020.

The UK launched a global outbound mobility program, Turing, Wales initiated the Taith program supporting both inbound and outbound mobility and Scotland is yet to launch its Scottish Education Exchange Programme.

In 2020, Ireland’s minister for Higher Education Simon Harris said that the €2m to fund places for students from Northern Ireland was “not a cost”, but an investment.

Sharing an update on July 27, Harris said that the funding is “delivering on a commitment made by the Irish government” to ensure students can avail of mobilities and internships across Europe.

The €2m will go to higher education institutions in Northern Ireland.

Today I’m delighted to announce funding to ensure students in Northern Ireland can access Erasmus+
This was a commitment made by the Irish Government to the people of Northern Ireland after Brexit and today’s announcement of €2 million will ensure students can benefit from Sept. pic.twitter.com/663ILWphwY

— Simon Harris TD (@SimonHarrisTD) July 27, 2023

“We know that a student’s higher education experience can be enriched by undertaking a mobility in another country, but… its also about learning in a partner institution, about building relationships with other students and increasing cultural awareness and understanding,” the minister said.

He added that concern around the loss of access to Erasmus had been raised at “many engagements” he had attended in Northern Ireland.

“This is a permanent commitment,” he continued, “and [it will] be in place as long as students in Northern Ireland wish to avail of this as an option in terms of learning in the European Union.”

Government officials will finalise arrangements with the Northern Ireland higher education institutions in the coming weeks, the government added.

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The government of India is set to officially commence operations of the long-planned Centre of Excellence in Information Technology in Namibia, a partnership campus between the two governments.

The centre will begin offering programs in ICT from July 31, opening with 125 students, in what is a wider part of India’s strategy for transnational education. The Namibia University of Science of Technology in Windhoek will host the institute.

However, unlike in previous cases, the institution will be managed by the Centre for Development of Advanced Computing, the technical arm of India’s Ministry of Electronics and Information Technology, as opposed to one of India’s many acclaimed ICT specialised higher learning institutions.

According to the African Intelligence newsletter, the Indian Foreign Affairs ministry is financing the project, including equipping it, in what is being seen as a step beyond TNE to becoming part of “knowledge diplomacy” by the Asian giant.

In pipeline since 2016, the INCEIT operations will be foreseen by ICT expert Arpit Jain, on secondment from CDAC, following inauguration by Namibian foreign minister Netumbo Nandi-Ndaitwah and his Indian counterpart Subrahmanyam Jaishankar.

The institute is coming at a time when India is establishing two campuses on the continent, in Tanzania and Uganda. The latter was inaugurated in April, in a partnership between India’s National Forensic Sciences University and Uganda Defence Forces, becoming the country’s first-ever state institution to launch a campus abroad.

On its part, the IIT Madras is set to launch its foreign campus in the island of Zanzibar, Tanzania, in October, following the signing of an agreement between the two countries in a high-level event, attended by Jaishanakar earlier in July. To be known as IIT Madras at Zanzibar, it will open with 50 undergraduate and 20 MSc students.

“​For the first time ever, the IIT is going abroad and we are very, very pleased that this should take place in Zanzibar, because in many ways Zanzibar is a meeting point of African and Indian cultures,” the minister said.

While financing and other operating costs will be covered by the government of Tanzania, IIT Madras will be responsible for the academic programmes, curricula and for selecting students.

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With mixed messaging on visas, Australia has made it difficult for international students to understand what exactly it wants from them, stakeholders have suggested. 

Sonya Singh, founder and CEO of consultants SIEC Pty Ltd, said that recent moves on visa rejections from certain areas and post-study work rights have confused both students and agents. 

“On one hand it is considered to be a crime to talk about migration outcomes. On the other hand, there is this expectation that a student provides a perfect statement of purpose,” Singh told delegates during The PIE Live Australia.

That statement of purpose, or genuine interim requirement, is a letter which applicants to student visas must write to show they are temporarily going to Australia to “gain a quality education”. 

“A student is not interested in sharing his thoughts or views, they are more interested in the visa. So the statement of purpose is put in with the perception, ‘will I get a visa if I put this in?’ 

“As soon as they put in that, ‘I’d be looking towards part time work to support a part of my living expenses’, or that ‘I’d be looking at for study-work rights leading to migration’, they almost become criminals and the visa is rejected,” Singh explained. 

She went on to posit that Australia is losing market share, and that work needs to be done to “address the transparency issues around messaging”, especially surrounding how Indian international students are perceived in the country.

“When some Australian universities said that they will not accept students from a certain region – again, you’ve divided Indians too. Why were those regions actually segregated? The ironic fact is that 80% of students come from those regions,” she noted.

“As agencies representing Australia, it becomes very hard for us to justify this messaging.”

On the panel, which delved into the idea of the “immigration tightrope” and balancing “policy and politics”, Ethan Fogarty, senior manager of government relations at Navitas, said that there was a clear intent to change things from the government. 

“As agencies representing Australia, it becomes very hard for us to justify this messaging”

“What we’ve seen at the moment is that there’s a desire to change that genuine temporary interim requirement to a genuine student requirement. I think the challenge now for the government and the sector is how does it play out in the market? 

“We won’t see the detail of that yet, but how do we make sure that the attractiveness and that sense of welcoming of Australia isn’t negatively impacted by it, but ideally is positively impacted by it as well?” 

Phil Honeywood, chief executive at IEAA, confirmed a working group on the issue was being put together by invitation of Australia’s home affairs department in mid-July.

“Each peak body [in Australian higher education] is putting one person into this working group, to work with home affairs to design a new genuine student test.

“At least this way, we are working with the department, rather than the department telling us what’s going to happen,” Honeywood noted.

Amid an increasing connection between migration to Australia and international education itself, EduGrowth’s David Linke insisted that the narrative would need to change if perceptions of the country’s education system were to change.

“People coming onshore clearly come from multiple reasons and migration is not purely the main driver – the acting CEO of Study Gold Coast [Jeanine Tax] talked about how every second or third Uber that you get into has a vocational education student as a driver.

“If the story of Australian education is that we can help you get a visa, then I think we’re doing [it] an injustice”

“I wonder whether that’s the migration story that we want to propel – if the story of Australian education is that we can help you get a visa, then I think we’re doing an injustice to the country’s education story and I’d like to see us talk more about that, and modality is part of it,” Linke insisted.

Honeywood, however, made the “pragmatic” justification that Australia’s labour shortages could be helped by international students – at least, temporarily.

His home state of Victoria, he said, relies on international education more than any other industry.

“Young Australians will not do the jobs today international students are willing to do, and we’ve got a record low unemployment rate.

“We’ve got to rely on temporary labour and we don’t want our students to be a labour force or labour hire – but if the fact that they can be employed part time is a means of persuading the government that we need to have quality students, but not close the door on numbers, then let’s use every lead we’ve got to ensure that happens,” he suggested.

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If you could spend five minutes with anyone from the international education sector, who would it be and what would you ask them? Introducing The PIE’s latest series, Five Minutes With… where we speak to leaders from across the sector and ask them all the big questions.

Tereza Reed runs international admissions in a pretty unique setting. The DAVE School – or the Digital Animations and Visual Effects School – offers diplomas and degrees in animation, visual production and more. As an added bonus, it’s situated right in the middle of Universal Studios, Orlando. Tereza tells us about her 28-year career in international education. 

If you had a magic wand, what would you change?

I would amplify the internationalisation endeavours of not just my own, but all educational institutions, revolutionising the efficiency and accessibility of admissions processes and student services for global learners. I’d also want to establish comprehensive support systems to foster their transition and of course, enrich academic experiences.

What was your first job in international education?

I spearheaded a Florida university’s internationalisation process, creating and managing an ESL program. It resulted in big student population growth, the establishment of TESOL conferences and the development of short-term programs for immersive summer experiences. I also provided training to admissions and education teams for effective promotion and assessment, as well as training the faculty team.

Best work trip?

One of my most memorable trips was a life-changing journey to Japan, Korea, and the Middle East. I made valuable connections and gained profound insights into diverse cultural perspectives I’d not previously encountered. Ultimately, it really expanded my global outlook and crucially, reinforced the significance of international collaboration in education in my worldview.

What’s the biggest challenge to your profession? 

A key challenge people in my profession face, including me, is successfully navigating the landscape of immigration policies and visa regulations for our students. It requires constant adaptation and compliance. This goes hand in hand with the challenge of addressing cultural barriers and providing comprehensive support systems to international students – their needs really are unique.

“I would amplify the internationalisation endeavours of not just my own, but all educational institutions”

Who’s a champion or cheerleader in the industry which we should all follow and why?

Rahul Choudaha really stands out as a champion and role model in our field for me. He’s renowned for his expertise as a strategist and researcher, particularly in the areas of global student mobility, student recruitment, and the profound societal and economic impact of international education.

What is the best international education conference and why?

NAFSA has to be the best. This year’s conference in Washington DC really was a transformative gathering that energised all of us who went. It’s events like these where professionals can really be empowered to shape the future of international education. There are always inspiring sessions, networking opportunities, and a real focus on inclusivity and fostering innovation. It leaves a lasting impact on the pursuit of diversity and just shows that there are limitless possibilities in the field.

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