Category: Education

In July 2024, Immigration, Refugees and Citizenship Canada (IRCC) proposed a series of regulatory changes to the country’s international student programme. The new rules require a new level of compliance reporting on the part of Canadian institutions and schools. They also:

• Provide IRCC with the authority to suspend study permit processing for non-compliant institutions;
• Require that students apply for a new study permit when transferring to a new institution; and
• Expand the limit on off-campus work during study from 20 hours per week to 24 hours per week.

On 15 November 2024, IRCC formally announced that all of those new rules are in immediate effect, including the expansion of off-campus work rights to a maximum of 24 hours per week. Of the new compliance requirements, IRCC explains, “Twice a year, designated learning institutions are expected to submit a report to IRCC that indicates whether each study permit holder associated with their school has remained enrolled. Students who are no longer enrolled can be investigated and face enforcement action, as they may be breaking their study permit conditions.”

What all stakeholders should understand from this change is that IRCC is now effectively assuming a greater role for the oversight (and sanctioning) of Designated Learning Institutions (DLIs) than has previously been the case.

When first introducing the new regulations, IRCC explained:

“The administration of the International Student Programme (ISP) is a shared responsibility between IRCC and Provinces and Territories (PTs). For its part, IRCC is responsible for setting policy regarding the entry of international students, establishing the conditions study permit holders must meet while in Canada, and deciding whether a study permit should be issued to an applicant.”

“For DLIs [Designated Learning Institutions] to receive international students to study in Canada, they must be designated by the province or territory based on a set of standards [mutually agreed by the province or territory and IRCC]…PTs also set their own standards that DLIs must meet in order to be designated by their jurisdiction. PTs inform IRCC when institutions need to be added or removed from the public DLI list, which enumerates the institutions who are allowed to receive students within a given province or territory.”

With the introduction of the new rules ushered in on 15 November, IRCC is in effect granting itself the authority to compel DLIs to comply with new reporting requirements, to impose conditions on non-compliant DLIs (including the suspension of study permit processing “for a maximum period of 12 consecutive months”), and to also compel international students in Canada to notify IRCC when they change DLIs.

“Codifying the requirement to submit biannual compliance reports would allow IRCC to close the compliance gap that exists in [the current] regime,” concludes IRCC. “[And] requiring international students to obtain a new study permit when transferring to a new DLI would ensure that IRCC can more accurately assess and track student compliance with conditions set out in their permit and identify when they change DLIs.”

For additional background, please see:

The 2024 Open Doors Report on International Educational Exchange reveals that 1,126,690 international students were enrolled at US colleges and universities (or engaged in Optional Practical Training) in the 2023/24 academic year. This represents a new all-time high for foreign enrolment in the US, and a 7% increase over the previous academic year.

“Students are really voting with their feet,” said Institute of International Education CEO Allan Goodman. “They are seeing where [enrolment] caps and restrictions are and they are moving to destinations without caps. This puts the US in a very advantageous position. International students enrich our campuses, foster cultural exchange, and contribute significantly to our economy, and we remain dedicated to supporting these bright minds and ensuring that the US continues to be a premier destination for global education.”

In a further indication of a continuing growth trend in the US, nearly 700 US institutions responded to IIE’s fall 2024 snapshot survey and reported a 3% increase in international enrolment as of the start of the 2024/25 academic year. Snapshot survey respondents also reported that undergraduate enrolments increased by 6%, while graduate enrolments decreased by a modest 2%. Optional Practical Training (OPT) is also up by 12% this fall.

As always, that total figure for 2023/24 comes with a note of caution in that students in post-study work placements via OPT are still counted as international students in the Open Doors total. In 2023/24, those broad categories breads down into 883,908 students enrolled in academic programmes and another 242,728 in OPT placements.

Indeed, the overall growth reported for 2023/24 is largely accounted for by growth in OPT participation as well as an increase in graduate enrolments, as reflected in the figure below.

Record-breaking economic impact

A complementary analysis from NAFSA finds that international students at US colleges and universities contributed US$43.8 billion and supported 378,175 jobs in 2023/24. As those totals indicate, one American job is created or supported for every three foreign students enrolled in the US.

“International students’ contributions to the US are significant and multi-faceted, and this year’s record-breaking economic total is the latest proof of that,” said Fanta Aw, NAFSA executive director and CEO. “Yet we cannot be complacent. The annual increase in economic activity is about half of what it was the year before, signaling that the pent-up demand for a US education following the pandemic is subsiding. Meanwhile, competition for the world’s best and brightest is increasing. The United States must adopt more proactive policies to attract and retain global talent. We cannot afford to lose international students’ meaningful positive impact on American students’ global competence, our economies, and our communities, particularly in the areas of STEM-related research and innovation.”

India rising

India was the top-sending country for the US in 2023/24, taking up that position for the first time since 2009. There were 331,602 Indian students in the US in 2023/24 – a 23% increase from the previous year.

IIE adds that, “China was the second leading place of origin, despite a -4% decline to 277,398 students. It remained the top-sending country for undergraduates and non-degree students, sending 87,551 and 5,517, respectively. Chinese students pursuing OPT increased by 12% to 61,552. India and China together made up over half of all international students in the United States.”

More broadly, IIE reports that 16 of the top 25 sending markets for the US grew in the last academic year, with 8 of those reaching all-time highs in terms of total student numbers (Bangladesh, Colombia, Ghana, India, Italy, Nepal, Pakistan, and Spain).

Reflecting on this year’s growth patterns, Mirka Martel, IIE’s Head of Research, Evaluation and Learning, said, “Multiple factors contribute to the change in international student numbers, and many of these factors indicate that international enrolments, especially in emerging market economies, will continue to increase. Most of these countries, such as India, Bangladesh, or Nigeria, have expanding tertiary-age populations and fewer options for higher education. As a result, growing numbers of students from these countries are looking to the US to study.”

She added that, “It is also important to note that US institutions understand how important international students are to their campuses. According to the Fall 2024 Snapshot, 85% of institutions spent the same or more financial resources to recruit international students as the previous year. We anticipate the growth in international student numbers to continue in the 2024/25 academic year.”

For additional background, please see:

The following is a guest post from Thomas Storgaard, a partner in the Property Team at Bridges Fund Management. Bridges is a Certified B Corporation that invests in needs-driven growth sectors that support the decarbonisation of the built environment.

In England, there’s an annual shortfall of over 300,000 homes. Spain needs over 800,000 new homes by 2027, France requires 500,000 new homes annually, and similar situations exist elsewhere.

These statistics underscore the scale of the housing challenge across Europe, complicated by interconnected barriers in policy and planning frameworks, land suitability, and risk-willing capital allocation.

For a generation whose hopes are increasingly shaped by access to both education and affordable housing, understanding these systemic obstacles alongside developing evidence-based, innovative solutions is therefore paramount.

The growing demand for student accommodation

Student accommodation faces similar challenges. According to a recent European PBSA Investing in the Future report by JLL, Europe’s student population is expected to grow by 10% by 2030/31, reaching 23.5 million, with half being international students.

Currently, just over two million purpose-built student accommodation (PBSA) beds serve less than 10% of the overall student population, leaving most dependent on private rentals or living at home.

The current PBSA shortage is estimated to be more than three million beds across Europe, and the current development pipeline will only meet 10% of the unmet demand once delivered. Addressing this gap will require an estimated €450 billion.

Rising rents and student debt

Amid this backdrop, student housing operators have steadily increased rents, most recently with an 11% rise in 2023/24, while maintaining full occupancy. As a result, affordability has hit critical levels for students already burdened by rising living costs.

Housing is considered “affordable” if it consumes no more than 30% of a household’s gross income. However, according to data from Eurostudent, students spend 40–50% of their budget on accommodation, which would categorise them as “severely cost-burdened” according to traditional affordability benchmarks.

It comes as little surprise that average student debt upon graduation has been rising across Europe. Graduates from English universities hold the dubious distinction of being the most indebted, incurring an average of £44,940 in student debt in 2023—a 141% increase over a decade.

Systemic barriers to development

At the heart of the student housing crisis lies a fundamental supply-demand imbalance. While the disequilibrium is exacerbated by several factors, the housing crisis is deeply rooted in systemic inefficiencies that extend beyond mere financial constraints.

One of the most significant obstacles to addressing housing shortages is the protracted timeline from the commencement of the planning journey to the completion of development. It is not uncommon for the entire journey to span close to a decade.

This slow development cycle reflects policy shortcomings rather than market failure. Prolonged development periods increase costs and amplify risks for developers and investors. Private capital must play a pivotal role in addressing the student housing crisis.

To attract it, establishing a responsive and predictable regulatory environment is essential; otherwise, investment will be deterred, consequently worsening housing shortages.

Unlocking value with innovation and sustainability

Among private market participants, there is an urgent need for developers and investors to embrace innovation and sustainability as a way to unlock value. The real estate and construction sectors have delivered underwhelming productivity improvements for decades, leading to inefficiencies and significant environmental impacts.

A long-term strategy focusing on creating circular, low-carbon buildings through the adoption of new technologies and methodologies can optimise operational efficiency and tenant comfort, leading to the creation of resilient and sustainable communities.

From an operational perspective, there is a need for the continued evolution of the PBSA product. Developers and operators have successfully created amenity-rich environments that prioritise the student experience, which according to PATRIZIA’s Residential Insights Report 2024, has contributed to the sector’s growing popularity among institutional investors.

Going forward, operators and investors should focus on developing inclusive, accessible student housing that caters to a diverse population at varied price points, achievable through a scaled back offering with fewer amenity spaces.

For additional background, please see:

Recorded live at the 2024 edition of ICEF Berlin, ICEF’s Craig Riggs and Martijn van de Veen look back at some notable seminar sessions from the event. They include a featured panel from ICEF Digital on balancing the human factor with automation in student recruitment, and a big picture session that explored the two major trends that will shape the future of recruitment for the rest of this decade.

The episode otherwise features interviews with eight industry leaders in Berlin, who all generously shared their perspectives on the most important issues and trends in the sector today: Holly Sanders, Chief Transformation Officer, World Education Services; Matt Hird, Director of Sales, Malvern International Plc; Brett Blacker, Managing Director, Australia and New Zealand, Duolingo; Ilaria Bossi, Head Manager – International Marketing and Recruitment, Università Cattolica del Sacro Cuore; Kofi Agyeman-Duah Boachie-Danquah, Global Sales Manager – International Hub, Private University of Applied Sciences, Göttingen; Reka Lenart, Association Manager, ALTO; Hannah Youell, Diversity & Inclusion Advisor, International House World Organisation; and Sushil Sukhwani, Director, Edwise International.

We conclude with a closer look at Germany as the latest stop for our “Keys to the Market” segment.

You can listen right now in the player below, and we encourage you to subscribe via your favourite podcast app in order to receive future episodes automatically.

For additional background, please see:

A research collaboration by NAFSA, Oxford Test of English, and Studyportals indicates that institutions around the world are struggling to maintain international enrolments, particularly at the master’s and postgraduate levels, and a significant proportion anticipate budget cuts over the next 12 months. At the heart of the issue for many institutions are immigration policies enacted by their governments.

The inaugural Global Enrolment Benchmark Survey features input from 365 institutions across 66 countries and captures real-time data on international enrolments Sara Pierson, a global director at Oxford Test of English, said the real-time data aspect is intended to “quickly understand changes in global trends and respond with agility.”

The degree to which policy affects universities’ ability to recruit overseas is highlighted by results from Canada, where institutions were more likely than those in other countries to report significant challenges with enrolments and revenues. Canadian immigration rules have changed dramatically over the past year.

Fanta Aw, executive director and CEO of NAFSA said: “The survey results affirm that government policies factor into student choices, by either facilitating or hindering access, and should not be under-estimated.”

Key findings: International enrolments

Globally, four in ten (41%) institutions said that master’s/postgraduate enrolments are down compared with last year’s intake. While 31% have seen a decline in undergraduate enrolments, 38% noted an increase.

The picture changes when we look at country trends. Asian and American institutions are enrolling slightly fewer postgraduate students but are welcoming more undergraduate students. European countries have seen small increases at both levels. Universities in the UK are feeling the pinch of fewer postgraduate students (-18%) but their bachelor’s programmes aren’t too far off last year’s enrolments (-4%).

As you can see in the graph below, Canadian colleges and universities are struggling far more than institutions in other regions at both levels: -27% for postgraduate and -30% at the undergraduate level.

More than 9 in 10 (93%) Canadian universities cited government policies and/or students having problems getting a study visa as a significant issue, while about six in ten UK and US institutions said the same. The global average was 51%.

Edwin van Rest, CEO of Studyportals, considers it possible that policy restrictions in Australia, Canada, and the UK are broadly affecting postgraduate demand from international students:

“Usually, when some destinations face challenges, we see alternatives benefit as students shift their plans. However, the broader drop in postgraduate enrolments in particular suggests that many discouraged students are not simply changing destinations but are instead delaying or even cancelling their study plans altogether. We are seeing that the type of student that was discouraged from going to Canada, UK, or Australia in particular in 2024, often struggle to gain access/visas or find what they are looking for in alternative destinations.”

Key findings: Operational implications

While 22% of institutions globally said that they anticipate budget cuts over the next year, this jumped to 60% in Canada. Similarly, 40% of Canadian institutions foresee significant changes to subjects and programmes compared to a global average of 17%. UK universities were also notably more likely than the average to think budget cuts are likely, with about a third thinking this will happen over the next 12 months.

Key findings: Challenges for students

As shown in the chart below, policy restrictions and costs associated with studying and living are the most problematic barriers right now for students wanting to study abroad, followed by issues with finding suitable housing. Many institutions also said that students meeting academic/English requirements was at least “a small issue” for students trying to enrol in their programmes. Overall, African institutions were most likely of the survey sample to report students having some kind of challenge enrolling with their institution.

NAFSA’s Dr Fanta Aw said:

“The survey not surprisingly shows that affordability, accommodations, and language proficiency in key destinations affect student mobility and must be considered as core elements of student support. This is the first of what we hope will be many surveys and we look forward to a greater number of institutions sharing their data in the future.”

For additional background, please see:

This special feature is sponsored by the Rutherford School and Global LIVE Learning Centre.

Sparked in part by the widespread adoption of online learning during the pandemic, we continue to see explosive growth in virtual high school programmes worldwide. The factors behind that surge are clear, and they include major improvements in the technologies and practices that support online learning, massive demand for high-quality, international high school programmes, and expanding adoption of online learning by governments and other stakeholders around the world.

“Virtual high schools are opening up new opportunities for students around the world,” says Dr Igor Sarjinsky. “This is leading us to new models for teaching and learning as well as new ways for students to prepare to come to Canada to study at either the high school or post-secondary level.”

Dr Sarjinsky would know: he is the principal and founder of the Rutherford School, a private high school based in Toronto offering grades 9 to 12 with a strong focus on STEM subjects (science, technology, engineering, and math). During the pandemic, Rutherford introduced its online division: Canada Zoom School (CZS). Like Rutherford, CZS is fully accredited by the Ontario Ministry of Education, meaning that graduates from the school are awarded a Canadian high school diploma, an invaluable foundation for post-secondary study or even permanent residency in Canada.

This year, Rutherford is launching a new online division alongside CZS called Global LIVE Learning Centre (GLLC). GLLC will draw on the same curriculum and learning system as Rutherford and Canada Zoom School, but what makes it different is that all GLLC programmes will be delivered in collaboration with local partners around the world.

Dr Sarjinsky explains: “Our vision for Global LIVE Learning Centre is that it is an equal partnership with locally based agents or educators in a network of sites around the world. We will provide the live streaming school programme from our head office in Toronto, and the local partner will provide the classroom facilities, student support, and social or extra-curricular activities. The local GLLC site will not be registered as a school but as a virtual learning centre, which reduces the administrative burden and the need for more extensive regulatory compliance.”

Under this model, students of different ages and grade levels will study together in the same facility, but will of course all be able to follow grade-appropriate course material in their virtual classrooms. That flexibility opens the door to providing a wide variety of students with access to a high-quality Canadian secondary school programme. For example, GLLC can serve as a university pathway programme for high school leavers or for those who have been out of high school for a few years.

It can also be a foundation or preparatory programme for students transitioning to post-secondary education in Canada. Students gain the advantages of a Canadian diploma, a good grounding in a Canadian high school curriculum, and the ability to reference their Canadian study experience when it comes time to apply for their study permit to pursue further studies in Canada.

With all those advantages in mind, GLLC is projecting that its network will scale to 50 learning centres around the world by 2027. “It’s like a franchise to operate a Canadian school in your home country,” adds Dr Sarjinsky.

Three reasons to become a Global LIVE Learning Centre partner:

• Extra Income: An additional revenue stream from offering high-demand educational services.
• Proven Marketing Strategy: Similar to becoming a certified IELTS examination and preparation center, GVL attracts a steady flow of students by offering a globally recognized education pathway.
• Opportunity to Relocate to Canada: Expand your operations or move to Canada, with support from a model that has already seen success in international markets.

Next steps: learn more about the GLLC model or contact us today to schedule a Zoom meeting.

Canada began to offer fast-tracked study permit processing to international students from select countries in 2018 with the launch of the Student Direct Stream (SDS). Over time, the SDS expanded to include more countries in 2019, 2020, and 2021, and a separate Nigeria Student Express stream (NSE) was launched in 2020.

But Immigration, Refugees and Citizenship Canada (IRCC) is now closing the SDS and NSE streams and will require all international students to apply though the regular study permit process, as per an official announcement from 8 November 2024:

“Canada’s goal is to strengthen programme integrity, address student vulnerability, and give all students equal and fair access to the application process, as well as a positive academic experience. To meet this commitment, the Student Direct Stream (SDS) and Nigeria Student Express (NSE) initiatives have ended as of 2:00 pm ET [8 November 2024].”

Streams were first developed through sector/government collaboration

Andrew Champagne, director of programmes and partnerships at Colleges and Institutes Canada (CICan), said: “The Student Direct Stream was the result of many years of innovative collaboration between Immigration, Refugees and Citizenship Canada (IRCC) and Colleges and Institutes Canada (CICan). Earlier versions of the programme enhanced information sharing and laid the foundation for the creation of the DLI compliance reporting portal. The Student GIC, initially developed in partnership with Scotiabank, ensured that students had access to needed funds to support themselves in Canada and other requirements, like language test results and policy certificates, inspired confidence and contributed to higher approval rates and reduced processing times. Though primarily utilised by applicants from India, SDS reduced student vulnerability and contributed to a more predictable process for students and institutions. CICan remains committed to working with IRCC and member institutions on innovative policy solutions with a focus on programme integrity and continues to stress the need for better information sharing between IRCC and DLIs across Canada.”

Who will be affected?

Effective immediately, the closure of SDS and NSE means that students from the following countries – who previously could count on processing times of (often) less than 20 days if they met requirements for proof of funds, medical exams, and language proficiency – may now face longer processing times.

• Antigua and Barbuda
• Brazil
• China
• Colombia
• Costa Rica
• India
• Morocco
• Nigeria
• Pakistan
• Peru
• Philippines
• Senegal
• St. Vincent and the Grenadines
• Vietnam
• Trinidad and Tobago

CIC News reports: “As of November 8th, average processing times for applications submitted from India is now eight weeks.”

No warning, much confusion

“The Canadian government has its reasons for making so many policy changes so quickly,” said Andrew Ness, dean of international education at Humber College. “What concerns me most is the myriad ways in which this has impacted our students and representatives around the world. This is a great example – an announced change without any warning or preparation, despite the immigration department having had the chance to tell the national organisation responsible for international education over the five days before the announcement during the [annual CBIE conference]. There were multiple meetings with IRCC officials during the conference and we were told that, ‘no major changes were expected.’ Then literally days later, this happened. It’s unfair to our students, to our representatives, and to the image of Canada as a thoughtful, compassionate, considerate destination for studies.”

Illume Student Advisory Services CEO Mike Henniger added: “With blow after blow to Canada’s education brand, it is becoming tough to untangle one issue from another. The closing of SDS has left a lot of students mid-application and now scrambling to adjust. Our agent partners are telling us that they are concerned about how much more time and effort applications will require going forward. Personally, I have been frustrated by the disparity between regions like South Asia and Africa, especially with timelines and visa denials. In Africa, where we have 25 staff members supporting our clients, we’re dealing with endless deferrals, visa denials for great candidates, and a chaotic admissions process overall. Many institutions have shifted their focus towards students who seem ‘easier’ to recruit, often at the cost of diversity. It is my hope that the cancellation of SDS will mean a quicker, more transparent process that treats all students equally in their goal of studying in Canada.”

Reaction in India

The closure of SDS has already been widely covered in India, where immigration lawyer Shamsher Singh Sandhu said to the New Indian Express:

“As Canada has terminated the Student Direct Stream (SDS) with immediate effect it will have adverse impact on the students going from India to Canada, especially from Punjab. Due to this [change], 90 per cent of prospective students…will be affected.’’

A prospective Indian student planning to study in Canada said to India’s Economic Times:

“I was trying to go to Canada, but the situation is that Canada has stopped the [SDS route]. That was not right because many [Indians] want to go abroad for studies and the politics that is being used in this is also wrong. It’s not right to stop visas midway. There are so many opportunities and dream jobs we will miss out on.”

The end of the SDS and NSE streams is the latest example of the Canadian government’s tightening of its immigration system and greater scrutiny of Canada’s international education sector.

For additional background, please see: