Those legislative amendments were explicitly aimed at strengthening integrity and transparency measures across the Australian sector, with the expectation that they would lead to new regulations via updates to Australia’s National Code of Practice for Providers of Education and Training to Overseas Students.

The first of those revisions to the National Code was introduced on 20 January 2026 when new rules were published to effectively ban education providers from offering commissions to education agents when an onshore student transfers to another course/institution that is not mentioned on the student’s visa.

Most recently, a 24 February update from the Australian Skills Quality Authority (ASQA) further expands on the new transparency thresholds for education agents. ASQA is the national regulator for Australia’s vocational education and training (VET) sector, and contains some important updates with respect to provider reporting on the use of education agents as well as the responsibility to disclose conflicts of interest.

The AQSA guidance also reveals that providers will soon be able to access more agent data via Australia’s system (Provider Registration and International Student Management System).

Specifically, AQSA refers to the ESOS Act’s empowerment of the Department of Education to gather data on agent performance, including:

• The number of students admitted to AQSA-accredited providers referred by education agents
• The number of student visa applications made by students supported by an agent, and the number granted or refused for each agency
• Course completion statistics for agent-referred students

AQSA adds that:

“More information about education agents will be made available to providers through PRISMS, in addition to the existing education agent data that is available. Providers will be able to access information about all agents used by all providers, not just the education agents they currently work with.”

That additional detail is understood to include reporting on:

• The number of onshore transfers associated with a given agent
• Information about agent commissions

Ownership disclosures

ASQA requires that regulated providers maintain a list of education agents they are working with, and that those agent relationships must be disclosed in PRISMS and also published on the provider’s website.

The regulator now also explicitly requires that providers notify it of any conflicts of interest arising from agency control or ownership. This amounts to a duty for registered providers to inform ASQA if their institution (or some associate of the provider) assumes a position of ownership or control with respect to an education agency. Similarly, providers must also disclose if an education agent begins to own or control the provider.

Non-compliance, cautions ASQA, is “a strict liability offence,” meaning that the offence is committed even in the absence of fault or criminal intent. Providers are referred to ASQA’s for ownership and control reporting for additional detail.

For additional background, please see:

• “Australia introduces new rules restricting agent commissions for onshore student transfers“
• “Australia passes integrity legislation; sharpens definition of agents and agent commissions“

The post Australia moving to wider sharing of education agent data appeared first on ���Ϲ��� Monitor - Market intelligence for international student recruitment.

Up to this point, institutions or schools have been able to compensate an education agent at any point during the student’s time in Australia.

Background

The new rule appears in revisions to the National Code of Practice – formally, the – and is part of a package of amendments to the Education Services for Overseas Students Act (ESOS). Those amendments passed in November 2025 and are aimed at closing loopholes in the international sector that had allowed:

• Unethical providers or agents to profit from shady transactions commonly referred to as “course hopping.” This is where a student obtains a visa for one programme and institution, usually a higher-level course, then progresses to an often lower-level programme and institution, sometimes with the intention of working more and studying less.

• Improving the integrity of the international education sector and protecting the interests of genuine students and quality institutions by removing the ability of unscrupulous businesses to continue poor practices.

A briefing from the Department of Education underscores the point:

“This change removes the incentive for unscrupulous education agents to facilitate unnecessary or non-genuine transfers. This change will support sector integrity and ensure that agents and providers are working in the best interests of their students.”

Unpacking the new rules

There are important points to surface about the new onshore agent commission rules:

• As per the November 2025 ESOS amendments, commissions are defined as any monetary or other benefit given on behalf of an institution to an agent in connection with international recruitment. This includes bonuses, service fees, gifts, etc.

• Included in the understanding of agent are “individuals or entities on casual or fixed-term contracts that are engaging in education agent activities would be education agents.”

• The ruling only applies to agents advising students who have not completed courses. It applies to any student who has begun a course/course package for which they have a visa, and it covers withdrawals, government-mandated cancellations of a course, and switching to another course or level without completing the first one. Providers cannot offer or give commissions to agents in these cases.

• However, agents can still receive commissions from providers for above-the-board transfers when students have completed their first course (the one for which they received a visa) and then progress to another qualification (which requires a new visa).

• Onshore students are still permitted to use agents to help them in their study planning and course progression, and agents are still allowed to receive compensation from students. The ruling only applies to provider-to-agent compensation.

• Onshore students are still able to transfer between providers if they wish, if they have completed the first six months of their principal course (or the first six months of their first school course if they are a school student). But providers are not permitted to pay an agent in this circumstance.

Adjustment period for providers

Providers have some time to adjust. A Department of Education Fact Sheet sets out that:

“To give providers time to adjust to the change, the ban will not apply where the relevant overseas student has been accepted for enrolment by a provider on or before 31 March 2026. The student does not need to have commenced study on or before 31 March 2026 for this exception to apply – only acceptance for enrolment is required, i.e. the student becomes an ‘accepted student’ as defined in the ESOS Act. This allows time for providers to adjust their business practices and honour existing contracts with education agents that involve future instalments of commission payments for previously recruited students.”

Illustrative examples

The Fact Sheet also provides a helpful example of student transfers that are not bound by the new rule on agent commissions:

“A student enrols in ELICOS at Provider A and a Bachelor of Laws at Provider B and is granted a student visa for this package of courses. In the final year of the Bachelor of Laws, the student decides to pursue further study, and seeks the help of an education agent to enrol in a Master of Laws course at Provider C after completion of the Bachelor of Laws. Provider C is permitted to pay a commission to the agent, because the course will start after completion of the student’s principal course.”

And the summary also includes an example of when a provider cannot compensate an agent in the case of a packaged course:

“A student is issued a student visa on the basis of two [Confirmations of Enrolment, or CoEs], an ELICOS course at Provider A followed by a Bachelor of Laws at Provider B. Six months into the student’s Bachelor of Laws at Provider B, the student transfers to the same course, a Bachelor of Laws, at Provider C. Provider C cannot pay the student’s agent a commission or this recruitment, as this is not the specified course at the specified provider in the student’s package of courses for which their visa was granted.”

For additional background, please see:

• “Australia passes integrity legislation; sharpens definition of agents and agent commissions”

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“Australia’s future success requires a focus on quality, integrity and a great student experience,” said Assistant Minister for International Education Julian Hill. “That’s why we’re cracking down on exploitation, increasing transparency, and safeguarding the reputation of our sector. These changes will protect genuine students and support our high-quality providers.”

Amendments for international education

The legislation steers clear of hard caps on new international student commencements and instead focuses on other mechanisms to control the quantity and quality of students coming into the country.

The amendments will also impact the delivery of offshore education by Australian educators, requiring that providers be authorised by the Tertiary Education Quality and Standards Agency (TEQSA) to operate overseas. Along with the UK and US, Australia accounts for a high share of all transnational education delivered across the world. The quality of Australian educators’ overseas courses and partnerships are thus integral to the reputation of the Australian education brand.

Another feature of Australian international education is the significant role of agents in recruiting students for universities, vocational education institutes (VET), and language schools (ELICOS). According to a recent student experience survey cited by the government, 88% of international students surveyed in 2024 used an education agent to help them study in Australia.

The legislative amendments explicitly sharpen the definitions for both making it clear that any party not in the permanent employ of an institution that engages in overseas recruitment can be classed as an agent. Similarly, the amendments spell out that agent commissions include any benefits given on behalf of an institution – monetary or otherwise – to an agent in connection with international recruitment.

The importance of those refined definitions is made clear both in the amendments themselves – which confer new powers on the Department of Education to collect and share data on agents and agent commissions – and in government communications that make it clear that some type of ban or restriction on onshore commissions is forthcoming.

It is generally expected that any such regulations will be grounded in the new legislation and detailed in upcoming changes to Australia’s National Code of Practice for Providers of Education and Training to Overseas Students.

A government communique adds that, “The new definition [of education agent] supports transparency of provider/education agent relationships and integrity in the international education sector… The new definition will enable the Secretary of the Department of Education (the department) to request information on education agent commissions paid to education agents. [It] also allows the regulators greater powers to examine cross-ownership arrangements between providers and other entities in the sector under the new fit and proper provider requirements.”

Meanwhile, the Department of Education explains that the updated definition of agent commissions, “responds to sector concerns about substantial increases in education agent commissions and the types of monetary and non-monetary payments made to agents. This has highlighted the need for greater transparency regarding agent and provider activities and interactions for the sector and for students. Introducing a definition of ‘education agent commission’ will identify the range of payment and incentive arrangements providers have with their education agents in relation to overseas or intending overseas students. This change will have complementary benefits in facilitating the sharing of accurate agent information with providers, to help providers make informed decisions in choosing ethical, high quality education agents. Greater transparency around education agent commissions will support stronger integrity in the sector.”

Finally, the legislative amendments also extend new powers to government ministries and agencies to restrict provider programming for international students, including that:

• Most prospective VET providers will now need to enrol and teach domestic students for two years before being allowed to enrol international students. This is to ensure the primary motivation for VET providers is to deliver a high quality of education and student experience – not to gain revenue from international student tuition fees. An exception is made for TAFE institutions that are government-funded.

• The Department of Education may now cancel the registration of providers that, for 12 consecutive months, do not deliver courses to overseas students. This is aimed at providers who shut down their existing business to avoid debts or regulatory penalties, then open the same kind of business without those liabilities.

• The government is also empowered to cancel entire courses due to concerns around quality or relevance to Australia’s skills needs.

The major amendments for the ESOS Act and the TEQSA Act are summarised in the following table.

Industry reaction

Australia’s international education sector generally approves of efforts to strengthen integrity in the system and to better protect students. But some believe that the provisions of the newly passed amendments are vague and really intended to obscure the real goal of constraining new international enrolments. Some industry stakeholders also decry the government’s response to . Ian Pratt, Managing Director at Lexis English, wrote on :

“After numerous Senate hearings (ignored), industry consultation (ignored, but Julian got some nice photos for his socials), peak body negotiations (largely ignored), one failed attempt in the Senate then last minute amendments by the Greens (ignored) and LNP (token, but welcome), Hill and Jason Clare MP will finally have the chance to claim some kind of victory [with Bill 2025].”

Also writing online, Sukh Sandhu, the Director, Compliance, Risk Management, and Strategic Planning at CAQA Australian Higher Education Group, offered of the legislative package and said: “At its heart, the Education Legislation Amendment (Integrity and Other Measures) Bill 2025 is trying to answer a simple public question: can Australians trust that our international education system is genuine, high quality and not being used as a back door to migration abuse?

For too long, a small but damaging minority of providers and agents have made that question harder to answer. In that sense, many of the integrity measures in this Bill are not only understandable but overdue.

Yet integrity cannot come at any cost. A regulatory system that treats every provider as a potential suspect, concentrates power without transparent safeguards, or discourages new high-quality entrants would ultimately damage the sector it is meant to protect.”

For additional background, please see:

• “Australia introduces new integrity measures through proposed amendments to the ESOS Act”
• “The next era of international education: Trust, transparency, and a focus on quality”
• “Who decides about quality? Education agents and the question of increased regulation”

The post Australia passes integrity legislation; sharpens definition of agents and agent commissions appeared first on ���Ϲ��� Monitor - Market intelligence for international student recruitment.

Since 1995, ���Ϲ��� Berlin has served as a catalyst for connecting the world through education. With our 30th anniversary approaching, our sector is facing a new challenge: the need to build better systems and standards for ensuring transparency, compliance, and student wellbeing.

In all four of the world’s leading study destinations – Australia, Canada, the UK, and the US – governments are taking a closer look at how students are recruited. From tightening visa policies and integrity audits to mandatory declarations of agent use, the message is clear: compliance and accountability are now as critical as marketing and conversion. The challenge now is to reshape how institutions, agents, and governments interact in this new context.

The next thirty years will belong to those who not only recruit globally, but who also act responsibly.

How it all began

In the 1990s, international education was still a limited, even experimental, activity. Apart from short-term language study holidays within Europe, students from a small number of countries travelled mainly to the UK and the US for tertiary studies or exchanges. Yet the soft power, innovation, revenue, and intercultural understanding generated by student mobility soon drew in many more students, institutions, and destinations. What began as a trickle of cross-border enrolments became a pillar of globalisation.

Three decades of expansion

In 2002, there were roughly 2.5 million international students worldwide, of whom more than a third came from China. By 2023, that number reached nearly 7 million, a 176% increase.

These numbers reflect a focus on growth. The expansion in outbound mobility did not only benefit schools and universities, but it also boosted governments and entire economies. In 2021/22, international student spending contributed US$52.2 billion to the UK economy and US$26.5 billion to Canada’s. In 2023/24, it accounted for US$32.7 billion in Australia and US$43.8 billion in the United States.

The benefits are not just fiscal. Nearly 60% of international doctoral students in the OECD study science or engineering. They drive research and innovation and lead major start-ups. Their collaborations consistently produce high-impact papers and cutting-edge research. In short, the mobility pipeline feeds the innovation pipeline. The lab bench does not care about passports, and the citation record proves it.

The cultural dividend of international student mobility is impossible to measure. International students bring the world closer together, forming friendships, business partnerships, and academic networks that last a lifetime. They return home as ambassadors for their host countries, carrying new languages, values, and professional skills that shape diplomacy and multilateral trade. In a world increasingly divided by politics, international education remains one of the few systems that consistently builds bridges rather than borders.

Thirty years of connection and change

Over the past three decades, ���Ϲ��� Berlin has grown alongside the industry itself, from a small gathering in 1995 to the world’s leading forum for international education partnerships. As always, the focus of the event evolves in response to changing circumstances, regulatory environments, and sectoral trends. Providing systems and structures that support greater transparency, trust, and accountability is not a new priority for ���Ϲ��� – it is a pillar of our operations. What’s more, we now offer agents and institutions more programmes and services supporting greater integrity and quality control than ever before. 

The human infrastructure behind it all

When thinking of what has driven the success of the industry so far, it would be wrong to underestimate the role of education agents. For decades, agents have helped families to navigate complex systems, translated opaque policies into clear expectations, and made international study accessible far beyond elite circles. Agents function as counsellors, logistics experts, and cross-cultural guides.

In fact, education agents have become one of the most quietly powerful forces in international education. They perform a unique dual role by guiding families through complex admissions systems and helping universities to reach more students in a diverse range of markets.

Yet as new regulatory frameworks emerge, such as the UK’s Agent Quality Framework and Canada’s pending federal registry for education agents, we risk forgetting just how much value these intermediaries create.

Guardrails but not roadblocks

No one disputes the need for higher professional standards, transparent data, and accountability. The scandals and negative headlines we have all seen in recent years show what happens when those are absent. But as it stands, policy makers have often blurred the distinction between unethical operators and legitimate, responsible businesses.

Without that distinction, the danger is that the blunt compliance mechanisms, however well intentioned, could consolidate market power among a handful of large agencies. This would leave local experts behind, and it would limit student choice. What is needed is not less oversight, but smarter oversight built on shared data, sound codes of practice, and technologies that make it easier to scale quality controls.

In this environment, voluntary accreditation frameworks such as  are helping to raise standards globally. With more than 2,300 accredited agencies in over 130 countries and nearly 700 institutional supporters across 50 countries, IAS has become the world’s largest quality-assurance framework for education agencies. It recognises businesses that meet rigorous ethical and operational criteria, providing governments and educators with a trusted benchmark of professional integrity. IAS demonstrates that accountability can be collaborative when well considered and structured.

Collaboration and systematised quality controls are essential for sustainable growth in the new era of international education. , for example, brings transparency to both sides of the recruitment relationship.

For institutions, it offers AI-powered analytics and real-time data for comprehensive due diligence checks on agent partners, flagging potential risks early by monitoring regulatory sanctions, legal filings, and social media activity.

For agents, it provides tools to protect their reputation and gain clearer visibility into their sub-agent networks, helping them demonstrate integrity and meet rising government expectations for accountability.

These innovations are supported by a broader commitment to professional development through , which today counts more than 144,000 registered learners and over 21,000 graduates across 130 countries. ���Ϲ��� Academy provides structured learning pathways for education counsellors, institutional staff, and sector professionals, making training and certification measurable and accessible worldwide.

�ճ���� platform gives educators a practical way to ensure their recruitment partners are both effective and compliant. It enables structured, multilingual training for agent networks so that every counsellor understands an institution’s background and academic offer, admissions process, ethical standards, and regulatory requirements. It also allows institutions to monitor counsellor progress and training outcomes, giving them clear visibility and measurable oversight of network-wide compliance. The platform is equally valuable for master agents, who can use it to train and inform their sub-agents.

Beyond professional development, Train Your Agents helps educators to demonstrate compliance, protect institutional reputation, and support agents with credible, up-to-date knowledge. In an era demanding transparency, it provides clear proof of responsible recruitment across the global network.

These tools are not about policing; they are about empowering international educators and promoting quality assurance. Together, IAS, Due Diligent, and Train Your Agents create a framework where integrity becomes operational, where compliance strengthens opportunity rather than constraining it.

The next thirty years

If the past three decades were about expansion, the next will be about trust. Collaboration between governments, educators, and quality agencies will be essential to achieve this.

International education remains one of the most positive forms of global exchange ever created. The small agency owner in Nairobi, Lahore, or Ho Chi Minh City, the one who knows every student’s family by name, is as vital to that ecosystem as the vice-chancellor or the minister.

At its core, international education has always been about students. We should welcome and design frameworks and partnership models that protect their dreams and ambitions while empowering responsible agents and institutions to support them safely. The future belongs to those who evolve, embrace transparency, and continue to earn the trust of the students we serve.

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The bulk of the proposed amendments apply to the Education Services for Overseas Students Act 2000 (ESOS Act). They closely reflect, with the exception of the then-controversial legislated mechanism for a foreign enrolment cap, the ESOS amendments proposed (and subsequently withdrawn) in 2024.

The ESOS amendments put forward by the Minister today provide for the following:

• Greater scrutiny of “cross-ownership arrangements” between providers and agents;

• Empowering the Department of Education to collect and share data from providers on their education agents, particularly with respect to the amount of commissions received and the number of students referred by each.

“Some collusive business practices between providers and agents are driven by agents seeking commissions through facilitating onshore transfers of students between providers, especially from the higher education sector to the VET sector,” notes the accompanying memo. Speaking in Parliament today, Minister Clare said his proposed amendments provide for a definition of “education agent commission.” This in turn, he said, “will allow for complementary amendments to be made to the National Code of Practice for Providers of Education and Training to Overseas Students 2018 to ban commissions from being paid to education agents for onshore student transfers.”

The proposed ESOS amendments otherwise provide government with additional powers around the registration (or de-registration) of education providers.

“International education is an important national asset,” said Minister Clare. He continued:

“In September 2022 we announced the Parkinson Review of the Migration System. And in January 2023 the Nixon Rapid Review into the Exploitation of Australia’s Visa System. These reviews identified integrity issues in international education, and we moved quickly on a number of recommendations of those reviews. This Bill is the next step.”

That being the case, the next step after this – presuming that the legislative amendments are passed into law – will be the revisions they trigger in government regulation otherwise, perhaps especially with respect to the National Code. The amendments themselves are very much concerned with expanding government authority in specific ways. There will be more clarity about how those new oversight powers will be employed in the regulations that eventually arise from the amendments.

For additional background, please see:

• “Australia’s enrolment cap legislation is stalled. What happens next?“
• “Who decides about quality? Education agents and the question of increased regulation“

The post Australia introduces new integrity measures through proposed amendments to the ESOS Act appeared first on ���Ϲ��� Monitor - Market intelligence for international student recruitment.

International student numbers have more than tripled since the year 2000, with the most rapid growth having occurred in the last two decades. While this growth has unlocked new opportunities for institutions around the world, it has also highlighted the need for reliable oversight of the student recruitment process, especially when it involves third-party partners such as agents and counsellors. 

In response to the growing concerns around quality assurance, ethical practice, and accountability in recruitment, a number of destination countries are introducing formal frameworks and codes of conduct to govern the activities of education agents, protect students, and uphold the reputation of both the nation and institutions. 

Among these initiatives is the UK Agent Quality Framework (AQF), a selection of eight tools – including stakeholder guides, training, and an agent database –  designed to improve governance, professional competence, and partnership standards between agents and institutions. 

This article will explain what the AQF covers, outline its implications for UK providers, and offer practical guidance as to the training steps institutions can take to meet its requirements.

Understanding the Agent Quality Framework

Developed by the British Council following a lengthy consultation period with key stakeholders and created in close partnership with a number of sector bodies, including BUILA, UKCISA, and Universities UK International (UUKi), the AQF is a voluntary, sector-led approach to recruitment that supports agents and institutions in working more effectively together. 

The AQF is built around four key principles:

• Student choice: Agents must provide impartial, up-to-date information on programmes, fees, support services, and outcomes so that each student can weigh their choices objectively.
• Governance: From handling enquiries and tracking applications to managing complaints, agents must follow documented processes that are regularly reviewed through audits.
• Ethics: Agents must act with integrity by prioritising student needs, disclosing any conflicts of interest, and avoiding misleading claims. They must be able to demonstrate up-to-date knowledge of UK education and visa policies.
• Transparency: Agents must clearly communicate information about their services, fees, and institutional relationships while maintaining accurate records of all interactions and transactions.

By adhering to these principles, your institution can demonstrate compliance with sector expectations, maintain consistent oversight of agent activities, and build a more reliable, transparent recruitment process that prioritises student welfare.

The role of agent training

To meet the expectations laid out in the AQF, your agent partners must represent your institution professionally, stay informed about UK education and visa policies, and act in the best interests of students. Effective training plays a key role in achieving this, with well-trained agents contributing directly to a positive student experience and protecting your institution’s reputation.

The is an integral part of the AQF. This free, online programme covers areas such as the UK education system, visa and immigration rules, student support, and ethics, providing agents with a clear foundation upon which to build their professional development. 

Agents who complete the UK Agent and Counsellor Training Course receive a certification which is valid for two years, and they also have the option to appear on a public register, making it easier to verify their credentials. With the current push to drive up standards, this certification is increasingly being seen as a baseline for partnering with agents, instead of an optional extra.

Under the AQF, institutions have a clear duty to ensure their agent partners are properly trained and compliant. In practice, this may involve:

• Verifying each agent partner’s certification via the .
• Providing formal onboarding training for all new agents as well as supporting ongoing training by offering or signposting refresher and specialist skills courses to help agents stay up to date.
• Ensuring agents understand an institution’s unique selling points, compliance obligations, and specific partnership requirements through workshops, knowledge checks, and other resources. 
• Reviewing agent performance through data such as application volumes, conversion rates and training engagement to pinpoint knowledge gaps, evaluate the impact of existing training, and tailor future learning modules accordingly.

Taking these steps helps foster consistency, transparency, and quality in your recruitment partnerships.

Challenges of agent training 

The AQF is driving an evolution in agent training standards across the UK, shifting from informal, institution-specific practices to a more structured and accountable approach. However, delivering consistent, high-quality training across a global network of agents can be a significant challenge. 

Moreover, as your agent network expands to meet growing student mobility and competitive recruitment demands, you will need a scalable training model to avoid repeatedly running time and resource-intensive induction cycles.

At the same time, differences in time zones, language barriers, and limited access to the internet make live sessions impractical for many partners. Additionally, developing bespoke training materials in-house can quickly exceed your institution’s budget and internal capacity, leaving gaps in agent knowledge and reducing the likelihood of effective compliance.

The need for transparency and accountability adds a further layer of complexity. You must not only deliver training but also be able to track completion, assess knowledge retention, and act on student feedback. Integrating these monitoring processes into existing systems often involves technical work and data privacy considerations. Without a clear strategy and structure, it’s easy to lose track of agent progress, potentially undermining both AQF best practices and the student experience.

Practical approaches to meeting AQF training requirements

Meeting the AQF’s expectations for agent training doesn’t require a one-size-fits-all approach, but it does call for structure and consistency. As an education provider, you can take practical steps to embed good training practice into your institution’s agent partnerships by focusing on the following:

• Structured onboarding: Ensure all new agents receive a consistent induction covering your institution’s unique value proposition and ethical recruitment standards. Embed short quizzes with minimum pass scores to confirm understanding and reduce the need for manual follow-ups.
• Continuous professional development: Include upkeep of certification as a contractual requirement.
• Flexible training: Offer on-demand online modules to make training accessible across time zones and adaptable to different learning styles. 

Include case studies in your courses to test decision-making and reinforce the real-world application of AQF standards. If resources are available, complement online training with in-person meetings to strengthen your agent partnerships.

• AQF alignment mapping: Assign one or more of the AQF pillars to each of your training modules and run periodic checks to ensure every pillar is fully covered in your training and identify any gaps.
• Introduce micro-credentials:  Depending on your available resources, break your core topics into bite-sized badges or certifications that agents earn one by one. You can also gamify this by introducing leaderboards or point systems to boost engagement and reward top performers.
• Real-time monitoring: Host your content on a scalable digital platform such as or your Learning Management System (LMS) to automate assignments, track completions, and maintain audit-ready records of training activity.
• Regular content refreshes: Schedule updates according to your resources, to reflect policy changes, institutional developments and sector best practices, ensuring all agents remain current.

The AQF’s focus on professionalism, ethics, and transparency offers a clear roadmap for elevating your agent partnerships. By combining structured onboarding, flexible delivery methods, and targeted module-to-pillar mapping, you will be able to build a compliant training programme that drives more effective, student-centred recruitment.

Furthermore, by integrating real-time monitoring tools and committing to regular content reviews, you will ensure your agents remain current and aligned with your institution’s strategic goals. In so doing, you’ll safeguard student outcomes and reinforce your institution’s reputation.

For additional background, please see:

• Of special note to agency-based counsellors: the . Join this online course, produced by the British Council, for a comprehensive understanding of the United Kingdom’s education system and study options, and to develop specialist skills for advising students who wish to study in the UK.
• “���Ϲ��� Podcast: Together for transparency – Building global standards for ethical international student recruitment“
• “Who decides about quality? Education agents and the question of increased regulation“
• “UK sets out new immigration strategy, will reduce Graduate Route work term to 18 months“

The post How the UK’s Agent Quality Framework will shape the future of agent training appeared first on ���Ϲ��� Monitor - Market intelligence for international student recruitment.

Our hosts are then joined by an expert panel for a feature discussion on standards and quality assurance in student recruitment. The panelists include Gordon Lunan, Vice President, Commercial Operations at ; Ghadah Khojah, the Founder of ; and Flavio Crusoé, the CEO of .

For additional background on the subject, please see our related feature, “Who decides about quality? Education agents and the question of increased regulation“.

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:

• “���Ϲ��� Podcast: Live from NAFSA 2025“
• “Who decides about quality? Education agents and the question of increased regulation“

The post ���Ϲ��� Podcast: Together for transparency – Building global standards for ethical international student recruitment appeared first on ���Ϲ��� Monitor - Market intelligence for international student recruitment.

Several best practice guides exist to help institutions:

• Distinguish between high-performing, ethical agents and agents who operate less scrupulously;
• Create good contracts clearly outlining both parties’ responsibilities and obligations;
• Learn how to partner most productively with agents (e.g., respect, communications, a sense of mutual benefit).

But there is less out there in terms of guiding students and parents to choose good agents. This is a crucial gap into which has arrived a new digital resource from Education New Zealand. The resource is intended to help prospective international students and their parents who can assist them in finding the right study abroad experience in New Zealand. It also includes information for students applying to every level and type of school in New Zealand, from K-12 to higher education, vocational education and private training providers, and English language schools.

The resource provides a checklist for students and parents to consult when deciding whether an agent is (a), reputable, and (b) suited for their intentions.

You can review it now on the .

For additional background, please see:

• “Who decides about quality? Education agents and the question of increased regulation”
• “���Ϲ��� announces new agent code of conduct”

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