An Action Plan for Renewing Ontario’s International Education System

Authors

• Mahtab Laghaei (she/her)
  André Côté (he/him)
  Noah Morris (he/him)

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• Education + Skills

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Article in the Ontario Undergraduate Student Alliance (OUSA) Educated Solutions publication, under the theme "From Global to Local: The Complexity of Internationalization.

An Action Plan for Provincial Policymakers

1. Improve Quality Assurance of Designated Learning Institutions

A Designated Learning Institution (DLI) is approved by a provincial or territorial government to host international students. In Ontario, postsecondary institutions - including public and private institutions, and registered career colleges - must meet the requirements of the International Student Program to both apply and be redesignated as a DLI. 13 The joint federal-provincial program establishes that institutions have in place the facilities, services and curriculum to educate international students. While most postsecondary institutions appear to be meeting their DLI obligations, it has become apparent that the program is not resourced to ensure full compliance. With a one-time review at time of application and few requirements to remain a DLI, the system lacks sufficient on-going monitoring for compliance and quality assurance.

The DLI process should be made more rigorous, through annual or more regular requirements to retain the accreditation, periodic on-the-ground inspections for quality assurance, and regular reporting processes (i.e., graduation rates; time to completion; etc) that can better inform both levels of government and the public about how each institution is doing. Over the longer term, DLI designation should be better tied to evidence-based outcomes that better reflect why Ontario is educating international students in the first place.

While the merits and mechanics of linking international study permits to labour market requirements or other goals are hotly contested, policymakers should commit to ensuring that international student experiences and outcomes are in line with the Queens Park’s  international education policy objectives. This is also a direction the federal government has signaled with the proposed “Recognized Institutions Framework,” which would provide preferred or fast-track study permit access to DLI’s that meet a higher bar for quality assurance or outcomes.

2. Enforce Consumer Protection in International Recruitment

International students face significant uncertainty, financial outlay and opportunity cost in choosing to study in Ontario. Clear and accurate information about their choices is essential. Yet, research and expert discussions reveal that one of the most consistently cited challenges for international students is the lack of transparent or accurate information from postsecondary institutions and third-party recruiters. Public post-secondary institutions in Ontario are subject to Ontario’s Consumer Protection Act. Private colleges are also mandated to follow specific advertising rules to avoid misrepresentation of degrees offered and outcomes possible. 14 Still, there have been many reports of misleading information provided to international students by unscrupulous international recruiters and agents.15 This includes misleading international students on issues relating to immigration and post-graduate work permits, and overselling their chances for successful permanent residency (PR).16

Improved consumer protections in international recruitment should seek to assure the integrity of recruitment tactics and the accuracy of essential marketing information, including about programs of study and applications; tuition and fees, cost-of-living, and other financial obligations; in-study student work regulations; study permit application requirements; and post-study immigration eligibility. One option would be to modify and extend the advertising rules applied to private colleges for all postsecondary institutions. Another would be to borrow from practices in other jurisdictions, such as Manitoba’s legislated Code of Conduct for Recruiters,17 or the ethical recruitment models in the United Kingdom and Australia.18 19 How these requirements are enforced is also critical. Ontario should tie on-going DLI accreditation for institutions to robust evidence of compliance, tracked through data, reporting, inspections and more. The Province could also introduce administrative penalties for postsecondary institutions that willfully violate their DLI responsibilities, similar to those under the Ontario Career Colleges Act.

3. Enhance Support Services for International Students

Another area of concern has been the inadequacy of supports for foreign students after they arrive and begin their studies. Academic supports, ranging from language proficiency to tutoring and academic upgrading, are often unavailable, difficult to access, or poor quality. Access to adequate and affordable housing has been a particular difficulty for many international students, who can be subject to housing discrimination and exploitation by landlords and property managers.20 International students can face challenges accessing healthcare and mental health services that are culturally appropriate for their needs. Lastly, many international students, reliant on off-campus employment to fund their studies and living costs in Canada, struggle to find work or protect themselves from unscrupulous and exploitative employer. 21

Our research and consultations also revealed that many international students voice feelings of being lost or stranded.Representatives of student advocacy organizations share that career services staff can be unfamiliar with the international student experience and unable to provide adequate or culturally-informed support. In a recent study that examined experiences at an Ontario college, the authors noted that “faculty training and development, and intercultural co-curricular activities” were crucial to the success of international students. 22

The Province should establish minimum standards for international student support services. Like for recruitment, these minimum standards could become a requirement for securing and maintaining DLI status. Further, institutions could be required to demonstrate that they dedicate a percentage of international tuition revenue to these support services. Some institutions already do this. For example, the University of British Columbia’s Vancouver campus established a policy that allotted 7.5% of international tuition revenues for international student financial aid.23 Institutions should ensure these services are culturally-informed, based upon the unique profile of international students on their campuses and in their programs. Lastly, standards for support services should be part of evaluation and data collection efforts to ensure institutions are meeting their obligations.

4. Restore the Ontario Brand (as part of “Brand Canada”)

One outcome of the turmoil in the international education system, and the federal government’s striking reforms to rein in growth, is that Canada’s “brand” as an international education destination has been tarnished. Evidence ranges from media coverage of the perceptions of international students to online message boards in source countries like India.24 The impact has already been felt in admissions: there has been a significant drop in applications to Canada, with projections suggesting international admissions for the 2024 year could underperform even the reduced admissions cap.25 As a result, though some institutions and provincial systems bear greater responsibility, all could suffer for Canada’s reputational damage.

Ontario should take the lead in rebooting the “Study in Canada” brand. It could play a leadership role in mobilizing PTs and the federal government to repair the country’s reputation as a trustworthy and attractive destination for high quality postsecondary education. The marketing strategy should emphasize that the reduction in study permits is not about “closing the door” to foreign students, but a part of substantive efforts to shore up the integrity, quality, oversight and support for international students in Canada. Promotion efforts should seek to coordinate across provincial, institution-specific and third-party postsecondary international recruitment, and broader trade promotion efforts through Global Affairs Canada, the Trade Commissioner Service and others. Intergovernmental and cross-sector collaboration is the key to success, and Ontario can play a leadership role.