The term "bad actors" in the context of international education has recently gained attention in the media, often associated with entities that are supposedly contributing to various economic and educational issues, such as the housing crisis. However, a closer examination reveals that these so-called bad actors, primarily involving public-private partnerships (PPPs) in higher education, are not engaging in illegal activities or knowingly violating laws.
Public-Private Partnerships in Focus:
Origin and Operation: Public-private partnerships in Canadian higher education, inspired by a model from the UK, involve private institutions partnering with public colleges to offer educational programs. These private entities are known for their effective marketing and recruitment strategies, and they operate under the Ministry of Colleges and Universities, adhering to its regulations.
Compliance with Laws: Contrary to the negative portrayal, these institutions generally comply with legal and regulatory frameworks. Although some private schools may offer substandard services, this does not indicate the PPP model as a whole.
Services Provided: These partnerships often fill gaps in the public college system, especially in student recruitment and international services. They cater to the unique needs of international students, offering multi-language support and valuable internship opportunities.
Misplaced Blame and Government Role:
Recruitment Practices: Concerns have been raised about certain aggressive and misleading recruitment tactics. However, these issues do not reflect the entirety of the international education sector.
Government’s Contribution: The Canadian government's policies and enforcement actions (or lack thereof) have also contributed to the current scenario. For instance, the government set financial standards for international students and approved visa applications without significant changes for many years.
Political Context: Recent criticisms and policy changes regarding international education seem politically motivated, with upcoming elections possibly influencing the government's stance.
Recommendations for Educational Institutions:
Financial Readiness: Institutions should prepare for increased recruitment costs by managing finances carefully, offering discounts, and increasing scholarships.
Curricular Innovation: Investing in a global Learning Management System (LMS) and implementing high-impact practices can enhance the educational experience and help institutions stand out.
Career-Oriented Education: Developing partnerships with professional associations and integrating industry-relevant content into curricula can improve student outcomes and employability.
Post-Graduate Work Permit (PGWP) Ambiguity:
The role of PGWPs, especially for private colleges, remains unclear. The government’s recent actions seem more reactive and less about credible policy-making, possibly driven by public perception rather than substantial policy reform.
In conclusion, while the international education sector, especially those involved in PPPs, faces criticism, it's essential to recognise that most operate within legal boundaries. The issues lie more with the existing policies and the government's enforcement strategies. As the sector navigates these challenges, strategic adjustments and a focus on quality and student support are crucial.
