In international education, the conversation has shifted from how many foreign students are enrolled to how well those students can succeed in their studies; feel supported and welcome; and contribute to the social and economic contexts of destination countries. For recruiters, conversion is no longer the only yardstick – conversion, retention, and graduate outcomes are now the collective measure. Respecting and abiding by government compliance expectations in hosting and supporting students is not up for debate. It is essential.

If your institution is one that believes strongly in the benefits foreign students bring to campuses, economies, and societies, and if it is one that relies significantly on international tuition fees to maintain programmes, staff, and facilities for all students, the question is not whether to continue to recruit in other countries. It is how to do so in the new context in which we operate.

Reimagining recruitment

There is an approach that is tailor-made for the times, one that:

• Mitigates risk in international markets;
• Makes it more possible to adhere to governmental compliance expectations;
• Helps local families who have become discouraged to apply to a destination/institution to regain trust and interest;
• Ensures programmes as well as current immigration rules are represented accurately;
• Dramatically diminishes the resource load and travel needs of centralised staff;
• Allows for precise targeting of the students who are the best suited for programmes, campus, admission requirements, and visa settings.

Rather than a marketing channel, this approach – In-Country Representation (ICR) – is a fresh model for successful international student recruitment. ICR is rapidly gaining traction because it solves a number of problems all at once and creates opportunities that wouldn’t exist otherwise.

Combining institutional direction and oversight with embedded, localised brand presence, the ICR model is well suited for a time in which public licence for foreign enrolment growth is more conditional than in the past. ICRs add a critical element to recruitment by enabling reputational and operational management in target markets.

Still, there is not enough understanding in our industry of what In-Country Representation is, why the model works so well, and how it differs from the agent channel.

What is ICR, and how does it differ from the agent channel?

In-Country Representatives (ICRs) are formally contracted and trained professionals embedded in target regions, functioning as extensions of the central international office. As brand representatives, they interact with students, parents, school counsellors, agents, embassies, and more.

ICRs are not to be confused with agents. While both representatives and agents work to recruit students to an institution, In-Country Representatives are bound to the overarching goals of the university or college they work for.

Their focus is broader. It is to be the brand in countries or regions, combining admissions and marketing expertise – and responsibilities. In-Country Representatives’ work adheres to the rules, mission, and strategies of their institution, and it includes protecting the brand from misrepresentation and advising the on-campus team about risks and opportunities.

ICRs often manage agents as well, fulfilling a quality control function that is very hard to implement otherwise.

What are the advantages?

1. Credibility: Many students and parents will not apply to an institution without first talking in-person to an official brand representative. ICRs solve this challenge. They are integrated in institutional infrastructure, and they add credibility to the efforts of any agents they support in their work.
   
2. Speed: As local representatives of the institutional brand, ICRs can respond in real time and rapidly to student enquiries. The speed with which they can respond to students offers a major competitive advantage.
   
3. Local insights: In-Country Representatives communicate in culturally respectful ways with prospective students and their families. They know local customs, economy, educational system, skills gaps, perceived barriers, and specific niches of demand. They work with centralised staff to communicate this knowledge, enhancing the effectiveness of all international marketing and admissions functions.
   
4. Careful selection and preparation: ICRs select students with the qualifications, visa profiles, and financial means to succeed in programmes. By pre‐qualifying applicants, vetting documentation, and reducing processing errors, ICRs increase both the quality and completeness of applications. By thoroughly preparing and nurturing applicants, ICRs set the stage for students to have accurate expectations about academics; housing; costs of studying and living; and on-campus support.
   
5. Quick feedback loops: ICRs’ on-the-ground presence allows them to detect risks early, such as shifts in visa policies, agent malpractice, competitor activities, or changes in government regulation. This intelligence feeds decision-making at institutional headquarters much earlier – weeks or months earlier – than media reports, scattered anecdotes, or data dashboards.
   
6. Efficiency: The ICR model can be outsourced to trusted partners. A reputable ICR organisation will handle local compliance and legal infrastructure; operate within a transparent fee model that includes support, onboarding, and legal risk; manage multiple markets simultaneously; and ensure compliance with the governmental framework within which an institution is responsible. Established ICRs can hire staff quickly and reduce time and resourcing challenges for the central international team.
   
7. Accountability and scaleabllity: Return-on-investment cannot be measured only by the resources it takes to enrol a prospect. It is the sum of much more than that: stronger cohorts, lower attrition, and positive brand image in target markets. ICRs offer one of the most accountable and scalable recruitment infrastructures available.

What’s the catch?

There is no catch, but there are a couple of caveats. Success with the ICR model requires disciplined design and governance. It is crucial to align in‐market representation with institutional priorities and to set things up in a way that safeguards brand integrity.

It is also essential to train ICRs thoroughly and to welcome them as valued members of the international team. The best ways to dilute the effectiveness of the ICR model are to:

• Isolate ICRs from policy or recruitment decisions;
• Delay the sharing of information and system access;
• Offering vague expectations with no QA or review cycle;
• Allowing ICRs to operate without brand training or guidance.

As with anything that works for the long term, and not just for immediate gains, the ICR model requires commitment.

Operationalising the ICR model

For readers interested in a more comprehensive understanding of the ICR model, . It explores:

• How In-Country Representation can dramatically minimise institutional risk in overseas markets;
• How to design an ICR model to boost enrolments of qualified students and increase capacity to meet government-issued compliance rules;
• How to approach hiring, integrating, and managing an ICR network so it furthers the institutional mission and internationalisation goals.

International student demand is still there. But more than ever, it needs local presence to convert it into enrolments. Students know that they have options, and with that knowledge comes an expectation that they will receive a high level of support from the schools reaching out to them. That begins with responsible, committed, in-person recruitment.

Illume’s white paper on in-country representation , and we are pleased to recommend it to you as an important resource for further planning and research.

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In January 2026, Australia’s newest major university will open its doors to offer an education that is innovative and transformative. The new combines the strengths of the University of South Australia and the University of Adelaide, with more than 180 years of collective experience and achievement. This will be one of the largest-ever mergers of two universities in the English-speaking world.

A change of this magnitude within Australian higher education means that the pathways into the new university are naturally changing as well. Backed by 87 years of global education expertise, Kaplan is leading the way with a rebrand of its pathway programme into Adelaide University.

The new Adelaide University

A member of Australia’s leading research-intensive and prestigious Group of Eight universities, Adelaide University is ranked in the global top 100 (debuting in the 2026 QS World University Rankings at #82). It will have a student body of roughly 70,000 students – large enough to place it among the five largest universities in Australia with a strong international student population.

“Our graduates will be equipped to address the multigenerational needs of our state and nation, and the critical challenges of our rapidly changing world. Adelaide University will launch bright futures,” say co-Vice Chancellors Professors Peter Høj AC and David Lloyd. “We also aim to be in the top five nationally for student experience, providing a holistic and connected student journey that empowers our learners to transform themselves, their communities and the world – to be the best they can be by unlocking their potential and discovering their purpose.”

New pathways for a new university

As a new future-focused university, the formation of Adelaide University created the perfect opportunity for Kaplan to lean into its 87 years of expertise in international education to evolve the college. The result: reimagined pathways that reflect Adelaide University’s ambitions and meet student needs of today. In August 2025, The University of Adelaide College is becoming (KIC Adelaide). Under its new KIC Adelaide banner, the college will continue as a trusted pathway into Adelaide University, with a clear focus on preparing students for success at university and beyond.

“Our new Kaplan International College Adelaide brand is built on a 23-year relationship with the University of Adelaide,” says Kaplan’s Executive Director University Partnerships for Australia and New Zealand Janee Heffernan. “We see our rebrand as a step forward in that long partnership, and one that reflects our continuing, close alignment with the mission and goals of the new Adelaide University while also taking this as an opportunity to truly reimagine what it means to be a pathways student in 2026 and how we best meet those changing needs.”

Historically at the University of Adelaide, the largest cohorts of international pathway students have come through Kaplan. And now KIC Adelaide will continue to offer those same well-articulated programmes with clear progression pathways to Adelaide University as a prestigious Group of Eight university, including the popular Foundation Studies, Degree Transfer, Pre-Master’s, and English language programmes. As always, the progression from the pathway to degree studies at Adelaide University will be seamless, and pathway students at Kaplan International College Adelaide will continue to have access to university facilities from the first day of their studies onward.

What this means for students

Pathway students can expect smaller class sizes, more personal attention and support, individualised advising, and specialised preparation for progression to degree studies. That is exactly what Kaplan has always prided itself on in its programmes and services at The University of Adelaide College, and that is the foundation on which KIC Adelaide will continue to develop. “South Australia is known for its strong support for international students and clear pathways to post-study opportunities,” adds Ms Heffernan. “It is the ideal launchpad for your future, at university and after.”

“Adelaide is one of the most livable cities in the world,” says Degree Transfer Program student Scott Tan. “And South Australia is one of the more affordable places to live and work in the country.” He adds that the college helped him to improve his English in order to prepare for university studies, but that the college also provides “extra tutorial sessions for all of the Degree Transfer students” along with additional academic advising and transition support.

It is easy to think about services that are well linked to the university campus and that provide thorough preparation for academic study. But the pathway experience is quite a bit more personal than that, and it provides not only a foundation for academic success but for the personal networks and relationships that students can take with them into the future. Benson Kimani joined the Foundation Studies at the college before going on to complete an engineering degree at the university. “From the first day of orientation, we had plenty of activities and made new friends,” he says. “Most of whom I still interact with today and they’re still the friends I keep. My favourite part of studying at the college was just walking in through the door in the morning – smiles everywhere, banter – it was a really warm, welcoming environment to study in. And the friends that you meet make life way easier. There are people [at the college] to guide you but most of all the environment is friendly and lovely to be in.”

Foundation Studies student Evelyn Loh reflects on how the support she found in her pathway programme opened the door to success at university. “The college helped to build that foundation of discipline and work ethic for me,” she says. “We were always encouraged to be independent, to go one step beyond, and to just expand and branch out. I think that having gone through college and then to university definitely made the transition way more comfortable.”

Support extends to agents

“We pride ourselves on the support we provide not only to our students, but to our partners as well,” says Ms Heffernan. “The college has a dedicated Agent Experience Team that provides ongoing training and support for agents and counsellors. And we are known not only for our strong partnership with Adelaide University but for our fast response to counsellors queries and speedy processing of admissions files.”

Indeed, many of the advantages that the Kaplan pathway to Adelaide University offers to students extends to agents as well, from the co-branded admissions offer from both KIC Adelaide and Adelaide University to the additional tools and supports for counsellors and recruitment incentives for agencies.

To learn more or to connect with recruitment specialists at KIC Adelaide today, please contact Thomas (Tom) Dunlop, General Manager for Global Student Recruitment at Kaplan International Pathways Australia & New Zealand on thomas.dunlop@kaplan.com. And for more on the programmes and services at the college, .

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“After two years of studying at LaSalle College, graduation day finally arrived,” says Juliana Garzon. Originally from Colombia, Juliana graduated in May from LaSalle’s Business Management programme.

“The sun was shining, and the weather was perfect for a celebration. I got ready early in the morning, and as the ceremony approached, I felt a mix of emotions: happiness for completing my programme, pride in studying in another language, and nostalgia from being far from my family.

The ceremony took place in the Old Port [in Montreal], and the location looked amazing. The students and their families were all dressed up, which made the atmosphere even more special. After a few words of advice, we were ready, and the ceremony began. Everything happened so quickly, and the mood was joyful and light.

After the ceremony, we moved to the bar area. It was a fantastic moment — we enjoyed drinks on the terrace and had the chance to meet our friends’ families. The atmosphere and the beautiful weather made it perfect for taking pictures and creating lasting memories.

Seeing my classmates again helped me realize that this chapter is ending. Looking back on my time at the College, I can say that even though it was sometimes challenging, most of the time was filled with great moments. My teachers and friends supported me and helped make this experience truly special.”

Juliana’s story perfectly reflects the student journey that is at the heart of international education. And, increasingly, that journey is marked by a series of decisions that lead a student to a particular destination or institution to pursue their studies but also their larger career goals.

In the most recent edition of its Emerging Futures survey programme, IDP asked prospective international students why they were considering studying in Canada. Two out of three respondents (67%) said they were focused on career development.

“Education quality” was the next most-common factor cited among responding students. But, interestingly, most students also said that they measure the quality of institutions first and foremost by the outcomes they provide –��in particular, the graduate employment rate.

Because return on investment from study abroad –��especially the career readiness and employment outcomes of graduates –��is such a key driver for international students, many institutions in Canada are now placing a renewed emphasis on student success.

LaSalle College, however, puts its commitment to great graduate outcomes in writing with a detailed statement: ““.

“Our promise is simple and clear: we put our students’ academic and personal success at the heart of our mission,” says the college. “Student achievement [at LaSalle] is driven by a concrete plan, personalised guidance, comprehensive 360° services, and direct industry connections.”

In practice, that Promise shows through in a number of key student services, including:

• Success Centers that provide additional tutoring services in languages, math, and computer science. And Student Success Workshops that provide additional practical skills and guidance.

• Personal and academic advising that provides individual support and promotes student wellness and sound programme and career planning.

• Career services that are offered from the first day of studies onward and that provide networking events, internship fairs, employer conferences, and access to LaSalle’s exclusive Portfolios Platform –��a dedicated online space where students and graduates can showcase their creativity and skills. Students use Portfolios to publish their CVs, projects, and creations, and apply for targeted job and internship opportunities.

The impact of those wraparound supports come through loud and clear in a second story from the May 2025 graduation ceremony, this time from Artificial Intelligence and Machine Learning graduate Felipe Cordero, who came to LaSalle from Chile.

“On 16 May, I graduated. The day before, I received a call from my now great friend, Émile Trottier-Dufour, Student Life Advisor. He asked for my family’s names and told me they would have a special place at the ceremony. And for me, many surprises –��but ones he couldn’t reveal yet.

The day arrived, and from the very beginning, my family and I were surrounded by such warmth and affection. Émile arranged a special spot for them and treated them as if they were part of his own family. Elisa Schaeffer, Dean of Technology, was also kind and thoughtful, making sure my family felt welcomed and well cared for.

Then, after a few moments, Alban Baldacchino, from Air Canada began to speak about an academic excellence scholarship. Seconds later, Émile came to stand beside me, and that’s when I started shaking. A minute later, they announced my name. I couldn’t hold back the emotion, but there was Émile, giving me the warmest and most heartfelt hug I’ve received in a long time. ‘You deserve it, my friend!’ he said.

“The emotion was overwhelming. I cried as I shared a few words with those present. This journey has been anything but easy. Two years ago, leaving my country and immigrating to Canada with my family was one of the most difficult things we’ve ever done. But it’s also here that I’ve realized more than ever that God’s kindness has always been with me and my loved ones.

Afterward, there were more hugs and kind words. Thank you, LaSalle College and Air Canada, for this recognition. Thank you to my friends and classmates. To my wife and children, who deserve this recognition even more than I do.”

You can learn more about the student experience at LaSalle College through the following video.

Please visit the LaSalle website to learn more about the college’s .
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In December 2024, a BBC investigation kicked off a firestorm of controversy in the United Kingdom. “Universities enrolling foreign students with poor English, BBC finds,” . The resulting press coverage argued the point back and forth with plenty of commentary on all sides.

As international student numbers surged in the years after the pandemic, similar press inquiries have played out in other major study destinations. And they often settle on one central question: “What is the correct admissions requirement for English proficiency?”

You might think that there is a straightforward answer – a magic number of some sort – but the sheer variety of proficiency tests, and the correspondingly wide range of academic programmes on offer, makes working out the right score for academic admissions more complex than you might guess. The good news is that there are many resources, plenty of data, and lots of guidance for admissions teams working to set or review English proficiency requirements.

, hosted by ���Ϲ��� and featuring expert panelists from Cambridge English and Cardiff University, explored the topic at length.

Part of the challenge here arises from the fact that the stakes are really high. The purpose of the English proficiency requirement – that is, the test score that applicants must achieve for admission – is to reflect the minimum level of English ability that a non-native speaker will need to academic success at their chosen institution. By establishing an effective standard, institutions can admit students who are better prepared to perform well in their studies and to graduate.

“However,” cautions Dr Hye-won Lee, Senior Research Manager with Cambridge English, “if this threshold is set too low, students may struggle to keep up with their coursework. This may lead to higher dropout rates from the perspective of the institution or instances of academic misconduct as students may attempt to compensate for their language difficulties. Therefore setting an appropriate threshold is essential for maintaining academic integrity, upholding the institution’s reputation, and also fostering a thriving learning community in general. Needless to say, this has a material impact on student well-being as well. Students who are better prepared to succeed in their studies are also better able to make connections with instructors and peers and to more fully become a part of the campus community.”

How universities decide

Sally Rutterford, the Head of Admissions and Deputy Director at Cardiff University, made it clear during the webinar that universities take this question seriously. She described an extensive process of research and deliberation at Cardiff when evaluating proficiency tests and setting admissions thresholds.

This includes an examination of test validity data, an evaluation of correspondence to other tests or to well-established frameworks like the (CEFR), and a careful review of security measures. The entire process leads to formal recommendations with respect to overall test score requirements as well as “subscores” for reading, writing, speaking, and listening. Those recommendations are in turn scrutinised by a committee composed of senior admissions staff and faculty, before any proficiency requirements are formally adopted.

Dr Lee cautions that there is no such thing as a magic number that works for all programmes or all institutions. She adds that, “It’s essential to consider the specific demands of your context including the types of language use tasks involved, such as let’s say writing a lab report or giving a presentation and also the level of English proficiency needed to complete those language use tasks successfully. So for example, disciplines that require advanced linguistic skills such as the discipline of law or fields where clear communication is critical to safety, such as medicine and nursing. So those disciplines typically set higher or should set higher proficiency thresholds. But in contrast, disciplines with maybe slightly lower language demands can establish a more moderate minimum requirement.”

“A lot of it depends on the programme and what you are studying along with the length of that programme,” adds Ms Rutterford. “Intensive courses, 12-month masters, your level of English will probably need to be at a higher standard than it would for a three or four year undergraduate degree. Also, there are different needs and requirements based on, for example, if you’re doing a creative writing course, it’s going to be very different from your English language needs for a mathematical or science-based programme. You need a standard across a suite of programmes rather than a standard across the whole institution.”

Testing providers typically offer extensive, evidence-backed references and recommendations for institutions that are adopting a new test or reviewing test settings. But some research in the field that institutions may nevertheless choose to deviate from those recommendations.

An April 2025 found that “the minimum required scores set by universities and professional bodies often don’t align with the recommendations of test developers…For starting a ‘linguistically demanding’ academic course…an IELTS 7.5 band score is recommended, representing an ‘acceptable’ level of English proficiency. A band score of IELTS 7.0 is deemed ‘probably acceptable’. The report’s data shows the average minimum score set by universities was IELTS 6.6, deemed ‘English study needed’. Some universities set a minimum score as low as IELTS 5.0.”

“This research again underscores the importance of raising awareness about setting appropriate thresholds and making full use of the support and resources provided by test providers,” says Dr Lee.

Finding the right score

Cardiff’s approach provides something of a best practice model for institutions when it comes to setting those English requirements for admissions.

Justin Rodford, Senior Recognition Manager at Cambridge English, recommends that institutions “gather together a working group from the admissions team, the international office faculty, especially if it’s a new programme or a new test. Work out what the level of English is required for that course. Look at the evidence that they’ve already got, and then set the appropriate requirements.”
 
He adds that, “Institutions really need to ask test providers for evidence. There are so many new tests coming onto the market and if the test is robust, if it’s valid, test providers will be able to provide a body of evidence backing that up that the test is doing what it’s supposed to be doing – that it is testing what it’s supposed to be testing and that the test is appropriate for an academic setting.”

Cambridge English, for example, provides extensive test data for institutional review, including by programme area and student nationality. And it provides as well a range of supporting resources, including to support institutions in setting English proficiency admissions requirements. Those types of supports are invaluable building blocks in a process of establishing or reviewing the right score for academic admissions.

For additional resources on setting test score thresholds for admissions, .

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“People are obviously more and more shopping online,” says Luc Laroche, Head of Marketing and Enrollment at LaSalle College Montreal. “And we are focused on building skills that can be applied worldwide and in many, many fields. Our students want to begin their careers right away and hit the ground running so more specialised training in key growth areas such as E-Commerce and Digital Marketing is a critical launching pad for our graduates.”
 
Students can apply now for the January 2026 intake, with the new specialisations in E-Commerce and Digital Marketing officially launching with the August 2025 intake. Given their particular focus in areas of high demand in the Canadian economy, LaSalle College expects that graduates of both the E-Commerce and Digital Marketing specialisations could be eligible for (PGWP) and, through that eligibility, to have an opportunity to stay and gain work experience in the field in Canada after their studies.
 
“The DCS is taught in both the English and French streams at LaSalle College Montréal,” adds Director of Studies Elana Cooperberg. “The programme design follows current practices and technologies closely and is updated all the time to reflect the latest techniques and tools. Our faculty are working in the field and so there is lots of interaction between students and industry, including dedicated networking events with potential employers.”
 
To help further build that bridge between classroom and working in the field, the DCS model features a 120-hour internship. LaSalle College offers a dedicated online platform –  – to match candidates with internship opportunities and provides ongoing placement support for students seeking internships positions as well.
 
“With the help of the LaSalle College Career Services, I found my first part-time job during my studies,” reflects LaSalle graduate German Pulido. “I started as a credit card sales representative for a marketing company. After achieving the highest result in Canada, I got promoted as an event supervisor for the Quebec region where I had the opportunity to manage a team of five people. I always wanted to work in the banking sector. So I applied for a job and started working as a bank teller. Today, I work as a Financial Service Representative.”
 
“When I started at LaSalle College, I was searching for my vocation,” says Awa Diarra, another DCS alumnus. “The program allowed me to touch all the aspects of day-to-day life in a company, and the concepts I learned are very useful to me today.”
 
“We are so lucky to be in a bilingual city with such strong ties to industry,” adds Ms Cooperberg. “Students can attend our in order to upgrade English or French skills and to prepare for their academic studies in the DCS at LaSalle College.”
 
For additional programs and admissions information on the new DCS specializations at LaSalle College Montreal, please visit the and DCS profile pages.

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“Now more than ever, creativity and design play a pivotal role in shaping our world,” explains Dr Jamie Kemp, chief academic officer at LaSalle College Vancouver. “Creative problem solving is at the core of what it means to be an artist or designer today. It’s about making the world a better, more beautiful place while addressing some of the most pressing social and environmental issues of our time.”

As Dr Kemp reminds us, the creative sector is booming. Now more than ever, organisations need creative problem solvers, innovative thinkers, and creators of every variety.

That’s where comes in. A leader in creative education, the LCI Education’s global community of higher education institutions traces its roots back to Montreal, where it was founded in 1959. LCI Education now operates 12 institutions across 5 continents – with thousands of faculty and staff supporting more than 20,000 learners worldwide each year. All told, LCI Education’s students come from more than 130 countries to join a global community of creative hubs based on an innovative education model that combines hands-on learning with leading technology to graduate job-ready creative professionals.

This year, the group is demonstrating its commitment to leadership in creative education with the opening of two expanded and reimagined campuses in two of the world’s important centres for design and creative industries: Vancouver and Barcelona.

Where East meets West

Vancouver is not only one of North America’s most beautiful cities, but it is also a vital intersection of cultures along the Pacific Rim and an important creative centre, especially when it comes to design, fashion, and gaming.

LCI Education has operated a college in Vancouver for a decade, but is now opening a new chapter on creative education on Canada’s West Coast. With its new campus, opening Fall 2025, LCI Education is bringing technology, active learning, and social engagement together in .

Nearly 90% of this new vertical campus is illuminated by natural light, and each floor will have social and flexible gathering spaces for students including outdoor patios on the third and seventh floors. LaSalle College Vancouver has been ranked the #1 undergraduate school in Canada for video game design by Princeton Review for ten years in a row, and the project architects have designed a giant screen in the Gaming Lounge for students who want to showcase their work, or experience the latest game releases.

“Through our investment in this stunning new campus, LCI Education is fuelling the growth of British Columbia’s booming art, media, culinary and design industries and further positioning Vancouver as a hub of creative education for the future,” says Jason Dewling, Chief Learning Officer at LCI Education. “We’re developing some of the most outstanding creative learning infrastructure in Vancouver in support of people all over the world who are pursuing their creative passions.”

Where industry, learning, and innovation connect

LCI Education’s roots go even further back in Barcelona, a city that has truly established itself as a European hub for art and design.

First established in 1928 as a fashion school, offers also diverse programs in art, design, communication, and technology. And newly opened for the 2024/25 academic year, the new LCI Barcelona campus is a seven-story, 120,000-square-foot building in the heart of Barcelona’s most creative and technological neighbourhood, district 22@.

Alumni of LCI Barcelona include world-renowned designers and creative professionals, such as Domingo Rodríguez Lázaro, whose brand is favoured by celebrities like Lady Gaga, Rosalía, and Beyoncé. Other notable alumni include Josep Font (designer), Maria Escoté (designer), Ruben Berkeley (animation), Juan Vidal (designer), and more. Those trail-blazing graduates perfectly reflect the global impact of LCI Education and its commitment to cultivating the next generation of leaders in the creative industries.

The new LCI Barcelona is now an even more impactful design education hub for Barcelona and Spain; a role that is reflected in the institution’s close relationship with creative industries in Spain and with major design and fashion events in the city. In 2024, for example, the campus was an important venue for programming during Barcelona Design Week.
 
“The world is shifting, rules are changing, but we are opening our doors to give people a chance to pursue their creative passions in state of the art facilities and a step beyond what you would expect in a classic school setting,” says LCI Education’s Europe Vice President Alessandro Manetti. “These are places built to deliver an incredible student experience and to make their dreams come true.”
 
For more on each of these landmark, future-focused campuses, please visit and online.
 

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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 (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.

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But the BC story goes well beyond those beautiful surroundings. The history of international education in British Columbia reaches back more than 50 years with long-established flows of students from around the world, and correspondingly well-established services and supports for visiting students.
 
“Students come to BC to pursue their academic goals,” says Baihua Chadwick the Vice President International at Thompson Rivers University. “However, we understand that many other factors support their academic success. Support services need to be tailored for international students because most services on college and university campuses are designed for Canadian students. If you are serious about international student success, you must invest in services focused on their unique needs. Our goal is for international students to enjoy all the same services as domestic students on campus but also have access to those dedicated supports that are designed just for them.”
 
“For instance, we must support the cultural integration of our students into the campus and the wider community. At Thompson Rivers, we hire international student advisors (ISAs) from the same cultural backgrounds as our students. We continually build and expand our ISA team based on our current student demographics and anticipated future trends. This ensures that our staff not only speak the same languages as our students but also share similar cultural backgrounds.”
 
That commitment, she explains, extends to housing as well: “Our institutions have an important role to play when it comes to housing. We take responsibility in making sure every student has a place to stay.”
 
That tradition of quality international student services is shared by all 25 public post-secondary institutions in BC – in fact, it is one of the benchmarks used to measure an institution’s eligibility for a provincial quality designation.

Built on quality

Those sophisticated services are built on the long experience of BC educators in working with international students. But they are also underpinned by the quality of British Columbia’s education system. There is a remarkable diversity of institutions found throughout the province, including globally ranked research universities, comprehensive universities that are routinely recognised among Canada’s best institutions, dynamic polytechnics, and trade and career-oriented colleges.

Collectively, those institutions offer a wide range of programme options at the college, undergraduate, and graduate levels, all of which are backed by a unique mark of quality. BC is the first province in Canada to implement a globally recognised quality standard for post-secondary education: the . The EQA mark offers international students the assurance that an institution meets or exceeds government-mandated quality standards. In fact, in order to be recognised as in British Columbia –��that is, to be authorised to receive international students –��an institution must first earn the EQA designation.��

“There is something for everyone here,” says Leonel Roldan-Flores, AVP International at Douglas College in Metro Vancouver. “And most of all, there is the opportunity for an outstanding experience of study in Canada.”

A system that works together

Another thing that distinguishes the BC system is the level of integration and collaboration among its colleges and universities. This is perhaps best exemplified through , a comprehensive approach that maps courses and qualifications at one institution to all others across the province.

What this means in practice is that students can begin their studies at one BC institution, and then smoothly transition to another to continue their programme. For example, a student who is new to Canada may choose to begin degree studies at a smaller college or polytechnic where the transition to life and study can be easier, where tuition costs may be a bit less, and where individual students can receive more individual attention and support. And then, after having made that transition successfully, the student may choose to transfer university to complete their degree studies.

By the same token, a student who begins a programme at a large research university, can also easily transfer to a polytechnic or college, whether to take advantage of additional student supports or to access a more specialised programme. That smooth student movement throughout the system is enabled by the BC Transfer System, an approach that is unique within Canada and that has been characterised as the best college-to-university transfer system in North America.

“People don’t believe you when you tell them how easy it is to move within the system,” says Geoff Wilmshurst, an experienced international educator and Vice President at Camosun College who is currently seconded as a Special Advisor to the Government of British Columbia.
 
“But it’s not that complicated at all. In fact, the Transfer System is really a very simple thing: it comes down to institutions agreeing that course content is the same from one campus to the next.”
 
“The system functions extremely well,” he adds. “And we see large numbers of students going from colleges to universities. You can come to BC, begin your studies at a smaller institution and then quite easily transfer to a larger, highly ranked university to finish your degree.”
 
Perhaps the more important thing to recognise in all this is that a special feature like the BC Transfer can only exist because of the strong connections and collaborations among institutions across British Columbia.
 
“We have a really collaborative approach to post-secondary education in the province,” adds Mr Wilmshurst. “And there is a lot of collaboration between institutions. We have 25 public institutions that are mostly within 400 km of each other,” he says with a smile. “And we meet regularly and talk.”

Preparing for the future

In 2024, international student recruitment in British Columbia is becoming even more focused on student outcomes and on supporting students in making the transition to employment after their studies. This reflects in part in the new linkages that are now being built between fields of study that lead to careers in areas where there is notable labour market demand, both in Canada and in the students’ home countries.
 
Some priority areas in this respect include health care, education, human services, and science and technology fields. Those sectors are in focus in spring 2024, for example, when BC will host a delegation of educators from the Philippines to explore opportunities for new partnerships and collaboration. That special summit in BC is expected to lead in turn to a similar mission by BC officials and educators to the Philippines in 2025.
 
“We think this is an innovative new model for building links and well-articulated programmes with colleagues around the world,” says BC Council for International Education Executive Director Dr Randall Martin. “The goal is to provide education opportunities and links to careers for students both in Canada and at home, and we see a lot of room to extend this high-level collaboration to other countries as well.”
 

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