Global Affairs Canada International Education Strategy Consultation - Nova Scotia

GLOBAL AFFAIRS CANADA INTERNATIONAL EDUCATION STRATEGY CONSULTATION –NOVA SCOTIA 2023

As part of the consultation process for the next iteration of the International Education Strategy (IES) by Global Affairs Canada (GAC), EduNova has solicited feedback from our membership to submit as a comprehensive response paper.

Date: August 31, 2023

Submitted to: IES Consultations, Global Affairs Canada

iesconsultationssei2023@international.gc.ca

Contact information: Shawna Garrett, President + CEO, EduNova

Email: shawna@edunova.ca Phone: (902) 817-9365

DIGITALIZATION – THEME 1

POST - PANDEMIC, ARE INSTITUTIONS PULLING AWAY FROM ONLINE LEARNING PROGRAMS, KEEPING EXISTING OFFERINGS OR MODES OF DELIVERY OR INCREASING THEIR OFFERINGS? *

DO YOU SEE VALUE IN EXPANDING EDUCATION TO STUDENTS STUDYING ONLINE FOR THE BEGINNING OF THEIR PROGRAMS FROM THEIR COUNTRIES OF ORIGIN BEFORE TRAVELLING TO CANADA TO COMPLETE THEIR PROGRAMS HERE? *

SIMILAR TO AUSTRALIA, SHOULD CANADA EXPLORE WAYS TO OFFER WORK PERMIT PROGRAMS, THAT POSSIBLY LEAD TO PATHWAYS TO PERMANENT RESIDENCY FOR STUDENTS EXCLUSIVELY ENROLLED IN ONLINE PROGRAMS, IN AREAS OF LABOUR MARKET GAPS? *

WHAT BENEFITS OR DRAWBACKS DO YOU SEE IN OFFERING ONLINE PROGRAMMING TO INTERNATIONAL STUDENTS?

EduNova’s membership has provided feedback on the benefits of offering international students online programming. Online education provides several advantages; some of them include:

• Online learning offers a streamlined approach to accessing education, allowing students to bypass the traditional September-only enrollment entrance point. This can significantly reduce the waiting times typically associated with the beginning of post-secondary programs.

• One of the highlights of online learning is its flexibility, enabling students to fit their studies around work and other personal commitments. This is particularly beneficial for those facing short-term visa processing issues with wait times

• Financially, studying online can be beneficial Students can save considerable money without the associated costs of travel and accommodation.

• Digital learning platforms allow students to access various courses and programs from institutions worldwide.

Online learning has clear advantages but is not without challenges; here are a few:

• One concern is internet connectivity. In many parts of the world, stable and high-speed connections are only sometimes available, making consistent online study difficult for some students.

• Another barrier can be class timings, as class times do not sync with international students' local time zones, making it inconvenient for them to attend synchronously.

• Online study often needs to catch up on the vibrancy of on-campus engagements and face-to-face interactions. Online learning does not allow students to immerse deeply in local culture, so it does not provide the “Canadian experience.” Students miss out on the traditional campus feel, including direct interactions and active extracurricular participation

• Another big challenge is the limited access to student services, which can compromise the quality of both academic and personal supports.

• As online learning platforms expand, the quality and credibility of some courses and programs have come under scrutiny, emphasizing the need for rigorous quality assurance.

• Policies in some countries, like China, only allow students to gain credit for in-person learning, reducing the appeal of online courses for some students.

• While the flexibility of online classes is often seen as an advantage, it can backfire if students need more discipline to stay committed, leading to course dropouts or incomplete programs.

The appeal of immediate language training, flexibility, and accessibility of online programs is clear. However, those advantages must be weighed against barriers such as internet connectivity issues, the absence of the Canadian experience, and government-imposed restrictions. The varying standards among online-only institutions further underscore the importance of quality assurance. As we navigate the digital international education frontier, it's essential to blend the convenience of online courses with the rich, immersive experiences campuses, like those in Canada, have to offer.

SHOULD EXCLUSIVELY ONLINE INSTITUTIONS BE ELIGIBLE TO USE THE EDUCANADA BRAND?*

ARE THERE ANY DIGITAL SERVICES YOU THINK THE GOVERNMENT OF CANADA COULD IMPLEMENT TO BETTER SERVE INTERNATIONAL STUDENTS?

The Government of Canada can improve the experience of international students by offering various innovative digital services to support the international student journey. We understand that Canada must balance the convenience of digital systems with the integrity of its immigration and education frameworks. With that in mind, EduNova’s membership has suggested several initiatives for consideration:

• A restructured electronic Travel Authorization (eTA) process could ensure the government is the exclusive provider, eliminating the possibility of third-party vendors charging for expedited services.

• Introduction of an IRCC application tracking feature that would allow international students to monitor their position in the immigration processing queue, especially for study permit applications.

• Incorporating digital biometrics could remove the need for students to visit biometric collection centers, offering a more efficient means of verifying their identities

• An accessible online platform designed to support international student recruitment, admissions, registration and student permit processing would enhance the international student journey to Canada.

• Quicker study permit processing times could improve Canada's appeal as a study destination for international students

• Moving to an entirely digital application and enrolment system could expedite the application process, allowing for the electronic submission of all essential documentation.

• The government could partner with existing secure platforms such as MyCredsTM to bolster system integrity and authenticate educational credentials, preventing potential fraud.

• Partnering with the MyCredsTM National Network could provide the government access to a scaled, cyber-secure, and privacy-compliant official exchange network for academic documents available directly from issuing organizations.

• Partnering with The MyCredsTM National Network would provide learners and graduates with a secure academic document, credential-sharing service, and virtual wallet to solve document fraud. It is widely adopted and available in production from the national not-forprofit Association of Registrars of the Universities and Colleges of Canada (ARUCC). It is the trusted distribution channel worldwide for official academic documents and credentials by various organizations (e.g., public and private colleges, universities, Indigenous Institutes, governments, regulatory bodies, employers, and overseas government organizations).

• Employ a "trusted partner" approach in the recruitment and admissions processes for DLIs and with education agents. By partnering with DLIs and education agents, the government can ensure quality education and consistent guidance for prospective students and their families.

DO YOU HAVE ANY OTHER COMMENTS, SUGGESTIONS, OR IDEAS ON DIGITALIZATION?

Digitalization can offer transformative solutions for the future of international education in Canada. The suggestions found in this report around online-only and hybrid learning models, student recruitment and admissions models, and alumni engagement models emphasize the potential benefits for both students and institutions. For this digital shift to be effective, it’s essential to ensure alignment with government agencies, provincial governments, non-profits, and educational institutions. Such widespread collaboration can lead to more efficient processes, enhanced information dissemination, and a unified strategy for digitalizing international student services.

From the feedback in this report, we note that key stakeholders, including GAC, IRCC, CBSA, and educational institutions, may be willing to collaborate on a more integrated, secure digital ecosystem for international education. This community approach could provide a secure studentcentric approach, catering to the diverse needs of international students in Canada. The feedback received highlights that strategic collaboration with digital innovation will benefit Canada's overall international education framework.

ALUMNI - THEME 2

WHAT ARE SOME BEST PRACTICES FOR KEEPING TRACK OF ALUMNI YOU HAVE HAD SUCCESS WITH?

By combining traditional and digital approaches, EduNova’s members have suggested reaching alumni through channels that suit their demographic, regional and specific preferences. Consistent, relevant, genuine engagement is critical to maintaining an active alumni network.

Based on feedback from our membership, a multifaceted approach to strengthening connections with alumni is recommended. A few suggestions follow:

• A Canadian Alumni News Magazine could serve as a bridge between countries, informing alumni of institutional news, peer achievements, and upcoming events and gatherings.

• Organizing events in high-density alumni regions could recognize Canada’s worldwide presence.

• Hosting events in regions where alumni reside can promote community spirit and networking opportunities and foster personal connections, even from a distance.

• GAC can engage on social media platforms that align with regional and specific preferences to enable alumni to stay updated on institutional news while sharing their journey and accomplishments.

• Transitioning to a mainly digital strategy means connecting with alumni frequently via online campaigns, sharing updated stories, and fostering community.

• Offer interactive initiatives like contests and giveaways to keep alumni engaged.

• Offer perks, such as an alumni loyalty card or discounts on air travel with Air Canada, could provide exclusive benefits or discounts and encourage their continued association.

• Incorporate a mentoring platform to link alumni with potential and current students, facilitating information sharing, networking opportunities, and reinforcing community connections.

WHAT ONLINE TOOLS FOR ENGAGING WITH ALUMNI SHOULD WE CONSIDER USING?

Leveraging country, demographic and region-specific popular social media platforms amongst relevant alumni age groups is essential for genuine alumni engagement. Given the decline in email usage among younger generations, focusing on relevant social media channels is critical Messaging apps like WhatsApp and WeChat can effectively build international alumni communities in specific regions. A tailored CRM system could centralize alumni data to help in personalized outreach. Dedicated pages for specific programs and events can enhance more focused connections. A content strategy mixing alumni stories, updates, and news can maintain an active and engaging online presence. Adapting content for each platform optimizes engagement, including online events, Q&A sessions, and hashtags to foster community. Visual content captures attention, while collaborative alumni stories and feedback mechanisms reinforce involvement.

WHAT ARE SOME OTHER WAYS ALUMNI CAN BE LEVERAGED TO ADVANCE CANADA’S INTERESTS?

EduNova’s membership has suggested several initiatives for consideration:

• Alumni ambassadors can play an important role in Canada’s international student recruitment efforts, offering an authentic perspective on studying in Canada that can resonate with potential students and parents. Training alumni participating in education fairs and events can help provide more believable information that offers genuine testimonials for studying in Canada.

• Structured Alumni Ambassador Programs can help create a more organized approach to student recruitment. Getting organized in-country with alumni can allow graduates to

represent Canada to help them ensure correct and consistent messaging in their outreach efforts.

• Alumni also facilitate education partnerships between Canadian institutions and universities in their home countries. These connections may foster academic collaborations, joint research initiatives, and/or knowledge exchange.

• Engaging alumni in research collaborations, innovation projects, and technology transfer initiatives can help advance knowledge transfer and drive innovation locally and internationally.

• Canada's values and ideals can be promoted internationally through alumni engagement in cultural exchange and global partnerships

• Collaborating with alumni across these diverse areas can enhance international education, cultural exchange, and economic growth.

SUSTAINABILITY - THEME 3

WHAT INITIATIVES WOULD YOU LIKE TO SEE INCLUDED IN THE 2024 IES TO ADDRESS CLIMATE CHANGE AND SUSTAINABILITY?

EduNova’s membership has suggested some innovative ideas to help contribute to global sustainability and add to the 2024 IES to tackle climate change and make the world more sustainable, as follows:

• Hybrid Approach to Meeting Students and Stakeholders: We recommend mixing online and in-person get-togethers when connecting with potential students and their families internationally. Members recommend integrating virtual events and webinars, visits to high schools by local alumni, and online information sessions with traditional in-person visits, events, and fairs.

• Tracking our Global Impact: GAC could facilitate institutional assessment reviews and/or operational audits and workshops about how to set and track goals.

• Plan Ahead: Develop a plan to hit our collective green goals.

• Online Sustainability Classes and Programs: Recommend offering high-quality online courses on looking after the planet. These courses and programs will attract students from around the world and show Canada's leadership in environmental responsibility. Create high-quality online academic programs on environmental sustainability- these programs could help attract international students and highlight Canada's commitment to environmental sustainability.

• Travel Green Tips: Faculty, students, and staff can share ideas for smart ways to travel more responsibly.

• Green Questions on Applications: Integrate questions on sustainability for admissions, scholarship, and mobility applications (for example, those questions found on the 2030 Agenda for Sustainable Development).

• Encourage Institutions to Join the CANIE Green Team: Recommend leadership to encourage institutions to sign on to the CANIE Accord.

• Team Up for SDG17: International educators are leaders in this space – develop partnerships to meet the goal.

• SDG13 Matters to Potential Students: SDG 13 is the most important reason to choose a post-secondary institution for students after the quality of education. These ideas could help champion positive change within Canada and around the world and position Canada as a leader in environmental awareness and responsibility.

HOW CAN THE GOVERNMENT OF CANADA WORK MORE CLOSELY WITH INSTITUTIONS TO MITIGATE THE IMPACT OF THE SECTOR ON THE CLIMATE , INCLUDING UNDERTAKING AN ENVIRONMENTAL IMPACT ASSESSMENT?

Collaboration between the federal government, provinces, associations, non-profits and educational institutions is crucial to reducing the educational sector's climate

impact and championing sustainable practices. A few critical strategies proposed by EduNova’s membership follow:

• Partner with institutions to undertake detailed environmental impact assessments. These assessments could measure the carbon footprint of various educational activities - from daily campus operations to international student, faculty, and staff travel.

• Introduce a national tree-planting day for the international education sector to motivate institutions to participate in reforestation and carbon capture

• Advocate for and financially back more eco-friendly travel options, such as trains or buses, as flight alternatives. This could substantially curtail greenhouse gas emissions from extensive student, staff, and faculty travel.

• Allocate funds or other incentives, institutions could be prompted to invest in sustainable infrastructure, facilitating a transition to an eco-friendly campus environment.

• Create knowledge exchange opportunities where institutions could share innovative solutions, best practices, and successful green initiatives.

• Provide increased support for research, particularly sustainability and climate change adaptation. This backing could equip institutions with resources to devise novel solutions to pressing climate issues.

• Encourage institutions to set, monitor, and report on sustainability goals integrated into their overarching institutional strategy. The government could offer a roadmap for these institutions, ensuring the goals are impactful.

• Organizing collaborative events such as seminars or workshops where stakeholders converge to discuss and learn would foster a more collaborative approach to sustainability.

• Introduce awards or recognitions for commendable sustainability efforts to cultivate healthy competition.

• Explore carbon offsetting programs, enabling institutions to balance out their carbon footprints by investing in eco-friendly projects. With a unified effort and adoption of these strategies, the educational sector's environmental impact can be notably minimized, heralding a greener future for everyone.

SHOULD CANADA UNDERTAKE MEASURES SUCH AS FRANCE IN MANDATING A CLIMATE CHANGE COURSE FOR ALL ITS POST - SECONDARY STUDENTS (DOMESTIC AND INTERNATIONAL)? *

SHOULD EDUCATIONAL INSTITUTIONS AND INTERNATIONAL STUDENTS BE INCLUDED IN FEDERAL CLIMATE CHANGE RESILIENCY PROGRAMS? *

INDIGENOUS PARTICIPATION - THEME

4

ARE THERE PARTICULAR INSTITUTIONS THAT SHOULD BE CONSULTED ON THIS ISSUE?

EduNova’s membership has highlighted the need to consult a diverse range of institutions on indigenous participation:

• Language schools

• High schools

• Universities and colleges

• Professional and technical institutions

• Indigenous-focused institutions

• Universities in the Global Sustainability Opportunity (GSO) program.

• International educational associations.

WHAT SUPPORT IS CURRENTLY BEING OFFERED TO SUPPORT INDIGENOUS STUDENTS WISHING TO PARTAKE IN INTERNATIONAL EXCHANGES?

Here's a summary of support currently provided or planned offered to indigenous students by EduNova’s members:

• Some institutions have redesigned their minimum GPA requirement for entrance and selection criteria to become more accessible and inclusive to welcome a broader range of students.

• The Global Skills Opportunity (GSO) Fund has successfully provided additional funding to Indigenous students to allow them to participate in international learning experiences.

• Some members are doing targeted Study Abroad promotional activities targeted at indigenous students.

While there have been successful initiatives, members have shared that they believe more can still be done with continued government support and ongoing initiatives. Collaborative efforts and ongoing funding can drive further progress in increasing Indigenous participation in international education and addressing related challenges.

WHAT OTHER ASPECTS OF INTERNATIONAL EDUCATION RELATED TO INDIGENOUS COULD BE ENVISAGED ?

In responding to the question, EduNova members have highlighted the importance of establishing safe environments where Indigenous voices are honoured and included in international education. EduNova’s members have suggested several strategies to enhance Indigenous learning, integrate diverse perspectives, and foster cultural exchanges, as follows:

• To promote Mi'kmaq learning, launch a program that merges international students, Canadians, and First Nations individuals within one classroom to allow cultural exchange, foster mutual understanding, and more collaborative learning experiences.

• The Maple League's Belize project has emerged as a gold star initiative, as it has helped foster international engagement with Indigenous communities. Expanding this project's reach would allow for more cross-cultural ties and authentic collaborations.

• Place a renewed emphasis on decolonizing and weaving Indigenous perspectives into institutional curricula and promoting inclusive education that respects Indigenous being, knowing, and viewpoints.

• Another excellent initiative in indigeneity is the strategic outreach done by the Global Learning Office at Saint Mary's University (SMU), coordinated by SMU’s Indigenous student advisor. They’ve successfully identified international opportunities that resonate with Indigenous students' interests. They are creating pathways for Indigenous students to study alongside other Indigenous peers from various regions, allowing more cross-cultural understanding and facilitating shared experiences.

• Foster interactions between Indigenous and inbound exchange students, enriching the cultural exchange and learning processes by offering collaborative opportunities for students to connect meaningfully

Such engagements empower students to understand others from varied backgrounds, traditions, and viewpoints to create more inclusive and aware communities

EDUCATION AGENTS - PILLAR 1

SHOULD THIS ISSUE BE SELF - REGULATED BY THE SECTOR? *

CAN FEDERAL AND PROVINCIAL GOVERNMENTS AGREE ON A NATIONAL CODE FOR EDUCATION AGENTS AND DLIS? *

CAN THE COLLEGE OF IMMIGRATION AND CITIZENSHIP CONSULTANTS OF CANADA BE GIVEN THE AUTHORITY TO REGULATE EDUCATION AGENTS? *

SHOULD INSTITUTIONS BE HELD ACCOUNTABLE FOR THE CONDUCT OF AGENTS WHO RECRUIT ON THEIR BEHALF? *

SHOULD SANCTIONS FOR NON - COMPLIANCE INCLUDE REMOVAL FROM THE DLI LIST?

SHOULD EDUCATION AGENT AGGREGATORS ALSO BE HELD ACCOUNTABLE FOR THE CONDUCT OF THEIR SUBCONTRACTED AGENTS? *

ARE THERE ANY OTHER ETHICAL CONSIDERATIONS IN INTERNATIONAL EDUCATION THAT SHOULD BE ADDRESSED IN THE NEXT IES?

EduNova's membership has provided several recommendations related to the regulation and improvement of the international education sector in Canada. Their comments follow:

• Concern has been expressed about the potential regulation of agents by the Canadian Immigration Consultants Regulatory Council (CICCC). There are apprehensions that this might introduce limitations and accessibility issues, which will not allow for balanced oversight ensuring quality and accessibility in agent recruitment practices.

• Considering the complexities of sector-wide regulation at the federal level, an alternative idea is to develop a “Best Practices Guide” inspired by Manitoba's agent guidelines and CBIE’s Agent Training Program. A “Best Practices Guide” could offer a more workable solution, allowing institutions and provinces some autonomy to create regionally specific solutions. Institutions could be incentivized via IRCC to adopt these best practices, potentially positively impacting study permit processing.

• Another recommendation is to adopt a "trusted partner" model. In this model, individual educational institutions would commit to maintaining ethical standards as a prerequisite for participation in the forthcoming International Education Strategy (IES) and/or expedited visa processing.

• Recommend an added layer of responsibility so that agents would be required to oversee and be accountable for the actions of their subagents, ensuring more transparency and ethical behaviour throughout the “chain of command.”

• To ensure consistency and deter potential misuse of the system, members have suggested implementing a non-refundable tuition fee deposit policy across Canada. This policy could prevent practices like manipulating study permit applications by switching programs after a student arrives.

• Discourage the issuance of study permits to those affiliated with agents known for unethical practices. This would protect students and elevate ethical standards across the board.

• To help institutions form partnerships, there has been a recommendation to create a government-curated list that would spotlight agents known for unethical behaviours, such as issuing fraudulent letters of acceptance or charging exorbitant advising fees.

Collectively, these ideas emphasize the need for clear ethical guidelines, transparency, and responsibility in Canada's international education sector. We can move towards a more reliable, transparent, and inclusive international education environment by addressing these concerns.

HOW CAN GAC SUPPORT THE EFFORTS TO TRAIN AGENTS?

EduNova’s membership has provided several suggestions for GAC to bolster the training and accountability of agents in the international education sector, as it is essential to Canada’s brand that standards are upheld. These suggestions aim to create a framework for international education agents emphasizing education, accountability, and transparency with certification and incentive initiatives. Their ideas follow:

• Recommend that CBIE continue developing Agent Training Programs in collaboration with provinces and regions, much like they are now. GAC could offer an Agent Certification Program/System for who those who successfully complete approved Agent Training Programs via CBIE. Additionally, region-specific agent training modules developed with CBIE could be supported with funding from GAC.

o Suggestions for the content of agent training programs include applying for study permits, clarifying admissions requirements and application procedures, setting expectations for ethical behaviour amongst agents, and providing information on culture, finances, accommodations, and overall life in Canada. Tailoring educational resources to the nuances of individual provinces and regions can improve and customize the training for agents.

• Suggest GAC develop a system to track and communicate certified agents so institutions and students can more easily identify and collaborate with this list of trustworthy partners This system could include providing trained, certified agents with an approval number and certification.

• When there is a need to address potential gaps in accountability and standards, GAC can step in with proactive suggestions for Agent Training Programs and the Agent Certification Program to ensure that agencies and institutions follow approved ethical practices.

• Recommend incentivizing agents who have undergone the requisite training; ideas are:

o Students of certified agents receive priority during study permit application processing to incentivize more agent training

o This approach could also reassure students of the agent's commitment to best practices.

• Showcase the benefits of Agent Training and Certification Programs at EduCanadasanctioned events to amplify the importance of comprehensive agent training to a broader audience, from agents and institutions to students.

A clear emphasis on creating and maintaining ethical practices, accountability, and transparency comes through in these suggestions. While each recommendation has merits and potential challenges, the comments underscore the importance of a well-organized international education sector that puts students' interests at the forefront. By implementing these or similar guidelines, Canada can bolster its position as a premier destination for international students while ensuring that the interests of these students are protected and served.

DIGITAL MARKETING - PILLAR 2

HOW CAN WE BETTER ALIGN OUR DIGITAL MARKETING EFFORTS WITH THOSE OF THE PROVINCES AND TERRITORIES, AS WELL AS INSTITUTIONS AND EDUCATION ASSOCIATIONS? HOW CAN WE BETTER COLLABORATE TO MAXIMIZE OUR DIGITAL EFFORTS IN TARGET MARKETS?

EduNova’s members have suggested enhancing collaboration and aligning digital marketing efforts in the international education sector. Their suggestions follow:

• Engage Experts: Recommend engaging experts to facilitate national professional development (Bonard was given as an example) opportunities. This kind of PD could help our DLIs better understand market trends, platforms and preferences in specific regions and can better tailor their digital marketing strategies more effectively. Experts leading the PD workshops need deep expertise and specialization in international digital marketing.

• Cross-sectoral Collaboration: Bring Designated Learning Institutions (DLIs) from various sectors and regions together with diverse perspectives can enrich the understanding of target markets. Collective insights and experiences can help DLIs identify effective strategies that optimize their digital marketing efforts.

• International Market Analysis: Support academic institutions to analyze international markets through workshops and brainstorming sessions for innovative solutions.

• Establishment of Working Groups: Establish working groups of representatives from various sectors to enhance collaboration on a national scale. These groups can collaboratively create strategies that align with the objectives of provinces, territories, academic institutions, and education associations, ensuring a collaborative approach.

• Stakeholder Contribution: DLIs must contribute to digital campaigns, sharing engaging content with GAC

In conclusion, the international education sector can amplify its digital marketing campaigns by emphasizing collaboration, knowledge-sharing, and active stakeholder involvement. This strategy promotes Canadian education and ensures we reach our intended audiences globally.

WHAT ARE THE ANTICIPATED MARKETS OF INTEREST FOR STUDENT ATTRACTION ACROSS EACH LEVEL OF STUDY IN THE COMING YEARS? HOW CAN WE BETTER ALIGN OUR ADVERTISING AND MARKETING EFFORTS TO LABOUR MARKET GAPS ACROSS THE PROVINCES AND TERRITORIES AND PRIORITY AREAS OF STUDY IN INSTITUTIONS ACROSS CANADA?

Our members have shared their recommendations on specific markets of interest and strategies for promoting the language sector and undergraduate and graduate programs. Their responses highlight the potential growth areas and the need to address misconceptions for ongoing effective student recruitment.

Language Sector: The language sector perceives strong growth potential in:

• Brazil,

• Colombia, and

• Vietnam.

Undergraduate Programs: Responses span a broad spectrum of geographical markets:

• India,

• Southeast Asia,

• Colombia,

• Brazil,

• Nigeria,

• Iran, the

• Philippines,

• Nepal,

• Vietnam,

• Indonesia,

• East Africa,

• China - The market for Chinese students is evolving due to many factors, including geopolitical shifts and changing population demographics. Nevertheless, our members continue to emphasize the significance of this market.

• Members stress the importance of diversifying educational offerings to cater to these diverse markets and aligning them with specific academic programs and offerings.

• It's essential to start dispelling myths associated with regions outside the Montreal, Toronto, and Vancouver (M/T/V) areas. One prevalent misconception reported by our members is that post-graduate employment opportunities predominantly exist within Canada's largest urban centers. To counteract this, we recommend championing regional post-graduate opportunities, especially in places like Atlantic Canada, to showcase the wealth of postgraduate opportunities outside metro areas.,

• Promoting mentorship initiatives can be instrumental in redressing misconceptions and directing students toward regions with existing labour market demands. Like EduNova's Study and Stay™ Program, mentorship programs can serve this purpose efficiently.

GAC is poised to support institutions in attracting a diverse student demographic by targeting specific markets, debunking misconceptions, and spotlighting regional advantages. This support can help strengthen student recruitment and broaden students' perspectives on the many opportunities available for study and subsequent success in Canada.

DO YOU HAVE SUGGESTIONS FOR EFFECTIVE AND WIDE - REACHING MARKETING INITIATIVES THAT DO NOT REQUIRE PAID ADVERTISING?

Suggestions from EduNova’s members include:

• Market and Sector-Specific Webinars: Organizing “Study in Canada” webinars can be highly effective. These webinars were recommended to cover several topics, including studying in Canada, IRCC policy information, institutional introductions, alumni panels, and Q&A sessions.

o The model used by the High Commission in Kingston, Jamaica, can serve as a template.

• Early Organization and Promotion: Timely organization and promotion of events are crucial to maximize their impact. Planning and promoting events well in advance ensures that those interested, including students, institutions, agents, and guidance counsellors, have ample time to register and attend.

• Newsletters to Agent and Counselor Networks: Regular newsletters targeting agent and counsellor networks can effectively maintain engagement with these stakeholders. Consistent and strategic messaging about EduCanada initiatives, events, and social media channels can help keep the audience more engaged.

DIVERSIFICATION - PILLAR 3

WHAT INITIATIVES COULD THE GAC AND THE TRADE COMMISSIONER SERVICE IMPLEMENT TO BETTER DIVERSIFY CANADA’S INTERNATIONAL STUDENT COHORT?

EduNova’s membership believes that GAC and the Trade Commissioner Service can effectively assist in diversifying the international student body in Canada. EduNova’s membership has a few recommendations for enhancing the diversification of Canada's international student body, including recommendations for policy, processing, marketing, and staff training, as follows:

• Diversification Policies: Recommend implementing regional, provincial, and national student diversification policies for DLIs. These policies could help promote a more balanced and diverse distribution of international students studying across the country, encouraging more regional diversity and preventing the concentration of large communities in specific areas (ghettoizing)

• Study Permit Approval Turnaround Time: More timely and equitable study permit approvals are essential for a positive experience for international students. Further, more efficient processing could help diversify the students studying in Canada.

• Biometrics: Recommend having an accessible, available biometric collection system through regular mobile services in all markets. This approach to biometrics could help reduce barriers, streamline, and make the application process more inclusive for diverse markets

• Digital Marketing: Recommend that GAC support a comprehensive digital strategy involving input from Designated Learning Institutions (DLIs) that can effectively attract diverse students to Canadian educational institutions nationwide.

• Training of Immigration, Refugees and Citizenship Canada (IRCC) staff: Training programs for those at diplomatic missions are crucial. This training should cover EduCanada messaging, post-graduation opportunities, and awareness raising of lesser-known DLIs across all provinces and territories.

Members note that GAC is well-positioned to help institutions highlight the programs, opportunities, and experiences available nationwide.

IS EXPANDING THE DEFINITION OF DIVERSIFICATION TO INCLUDE DESTINATION OF STUDY, STUDY PROGRAMS AND LEVELS, AS WELL AS REGIONAL DIVERSITY WITHIN OUR TOP SOURCE COUNTRIES , AN IMPORTANT PRIORITY? *

DO YOU FORESEE ANY CHALLENGES IN CANADA’S DIVERSIFICATION EFFORTS?

EduNova's members have shared their thoughts on potential challenges in Canada's efforts to diversify.

• Firstly, international students tend to lean towards places they're familiar with - cities where they have family or friends. This often means they gather in well-known urban centers like Toronto, Vancouver, and Montreal (MTV). Encouraging international students to explore other parts of Canada might need intentional promotions. There are lesser-known places with excellent education opportunities that only sometimes make it to the top of the list.

• When choosing study programs, students often go for perceived quicker 2-year options. Convincing them of the value of a comprehensive 4-year degree, which may lead to better career options and deep learning experiences, could take some extra effort.

• Long waits and high rejection rates for study permits in certain important markets can impact how Canada is seen. Lengthy delays can lead to missing enrollment deadlines, and high rejection rates might discourage students from applying in Canada.

• When Global Affairs Canada (GAC) and Immigration, Refugees, and Citizenship Canada (IRCC) don't work together smoothly, things can get confusing for students and institutions. Having these two departments closely aligned would help the International Student Program be more strategic moving into the next phase

• Ensuring IRCC and GAC staff have consistent and up-to-date training is essential

• The words we use are powerful. How we shape the next International Education Strategy sets the tone for the next five years in international education. We should be careful not to accidentally suggest that we don't need more students from certain places. Instead, focusing on fairness and equal opportunities should make a real difference.

• Inclusivity must be at the center of the International Education Strategy. No matter where they're from, every qualified student should have the same chance to study in Canada. If there's even a hint of mistreatment of some students, it could continue to harm Canada's reputation as a friendly and welcoming place to study.

Tackling these challenges via a united International Education Strategy is essential. Different parts of the government, institutions, and all involved in international education need to work together. We should emphasize what makes every part of Canada special, simplifying the visa process, providing consistent staff training, and creating policies that show we're open and inclusive

WHAT ARE YOUR PRIORITY MARKETS AND/OR REGIONS FOR THE NEXT 3 - 5 YEARS? WHAT WERE THE MAIN FACTORS IN DECIDING THOSE MARKETS?

Our members prioritize specific markets and regions based on several interrelated factors guiding our strategies to attract diverse, prospective students. Institutions believe they can strengthen academic ties and forge meaningful connections by tapping into these regions. Priority markets and areas for the next 3-5 years and the main factors influencing those decisions, as found below:

Priority Markets:

• China

• Brazil

• South Korea

• Vietnam

• Colombia

• Indonesia

• India

• Albania

Historically established source countries, such as China, Brazil, South Korea, Vietnam, Colombia, Indonesia, India, and Albania, have consistently shown interest in sending students abroad for education. The existing demand for academic programs and the alignment of our members' offerings with student preferences make these countries particularly attractive targets for our membership. The availability and diversity of academic programs also play a significant role, as students from our priority markets have varied academic interests. Additionally, the potential for academic progression is critical. Many students aim to transition seamlessly to post-secondary education, which makes pathways a significant influencing factor. These priority markets are ready for deeper engagement and partnership opportunities.

SHOULD WE ALIGN IES DIVERSIFICATION EFFORTS WITH THE MARKETS HIGHLIGHTED IN THE INDO - PACIFIC STRATEGY? *

WHICH MARKETS DO YOU SEE AS OFFERING THE STRONGEST POTENTIAL FOR GROWTH?

The markets our members mentioned as having strong potential for growth include:

• Brazil

• India

• Vietnam

• Philippines,

• Indonesia

Countries like Vietnam, Indonesia, and India, with their growing economies and interest in international education, are already significant contributors to the growth of international student communities in Nova Scotia Our members have identified these markets due to the promising growth potential related to reported increased interest in international education and are aligned with their program offerings.

INTERNATIONAL SCHOLARSHIPS - PILLAR 4

DO GAC'S SUITE OF SCHOLARSHIPS, AND IN PARTICULAR , THE SHORT EXCHANGE PROGRAMS, PROVIDE SUPPORT FOR YOUR INTERNATIONAL EDUCATION OBJECTIVES? IF YES, HOW? IF NO, HOW COULD GAC RESTRUCTURE THEM TO SERVE BETTER YOUR OBJECTIVES?

Our members have provided input on how GAC can tweak its suite of scholarships to better fit with what they are trying to do in international education, especially the Short Exchange Programs. Here's what they came up with:

• Language Learning: Introduce scholarships just for learning language - it would show we're serious about languages in Canada.

• Incentivize Going Global: If we provide perks to students and teachers to team up with our partner schools, our friendships with those schools can get even stronger.

• Boost the GSO Program: The Global Skills Opportunity (GSO) is helping our college students considerably. But what if more kinds of students were eligible? It’d help us work more closely with schools in other countries.

• Help with Travel: Provide support for travel costs for GAC-approved exchange trips More students could explore, and our schools could also get a boost from students coming here.

With these ideas, GAC's scholarships could be even better than they already are. We suggest more language learning, better connections with other schools, and more chances for our students to see the world.

BASED ON YOUR INTERNATIONAL DIVERSIFICATION PRIORITIES, HOW WOULD YOU ADJUST THE GEOGRAPHIC SCOPE OF CANADA'S SHORT EXCHANGE PROGRAMS?

Our membership has provided feedback regarding the potential adjustments to Canada's Short Exchange Programs considering Nova Scotia's international diversification goals:

• The membership suggested expanding regional opportunities using the Faculty Mobility for Partnership Building and the Canada-CARICOM Faculty Leadership Program as benchmarks.

• Consider introducing similar initiatives to countries outside the Americas and CARICOM regions, which could pave the way for more widespread collaboration.

• Integrating countries from the SiCS and SEED programs would align with our diversification goals and encourage stronger ties in specific regions.

• This inclusion would further enrich the collaborative efforts and exchange opportunities.

• Another idea is to consider a regional model like the "Erasmus+" program funded by the EU.

• By organizing eligible countries by region, we can design specialized initiatives and partnerships that cater to the individual needs of these areas.

The overarching theme from the feedback is the importance of aligning the short exchange programs with the institution's diversification objectives and promoting partnerships globally.

DO YOU THINK PLACING ALL OF GAC’S SCHOLARSHIP PROGRAMS (AND OTHER FEDERAL PROGRAMS) UNDER A COMMON UMBRELLA BRAND WOULD MAKE A DIFFERENCE FOR POST - SECONDARY INSTITUTIONS IN TERMS OF FACILITATING THEIR INTERNATIONAL OUTREACH? HOW ABOUT FOR INTERNATIONAL STU DENTS?

Our membership has pointed out several advantages of consolidating all federal scholarship programs under one brand to benefit post-secondary institutions and international students.

• By bringing together all scholarship programs under a single brand, post-secondary institutions may find international outreach efforts more straightforward. This unified approach would make communication and promotion of scholarship opportunities to potential students and partners more direct.

• A single-brand approach could make it easier and more transparent for everyone involved, including institutions and students. This could speed up locating and applying for the right scholarships.

• Consolidation could bolster the EduCanada brand. EduCanada could establish a stronger and more unified international education presence by presenting Canadian education opportunities on a unified platform and leveraging the well-recognized 'Canada' brand. It's also worth noting that enthusiastic partners are at both the provincial and post-secondary levels. Their involvement can help roll out and establish this unified branding approach successfully.

In conclusion, the general feedback of the EduNova membership emphasizes the benefits of unifying scholarship programs under one brand. This streamlined approach can lead to more straightforward navigation and increased engagement with Canadian international education prospects.