Category: News

  • L.A. County’s Failure to Educate Incarcerated Youth is ‘Systemic – The 74

    L.A. County’s Failure to Educate Incarcerated Youth is ‘Systemic – The 74


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    Local government agencies in charge of youth violated the educational and civil rights of students in Los Angeles County’s juvenile justice facilities for decades by punting responsibility and inaction, according to a report released Wednesday.

    “Who has the power? Chronicling Los Angeles County’s systemic failures to educate incarcerated youth” blames the disconnected, vast network of local and state agencies — from the board of supervisors to the local probation department to the county office of education and more — that play one role or another in managing the county’s juvenile legal system, for the disruption in the care and education of youth in one of the nation’s largest systems.

    “This broken system perpetuates a harmful cycle of ‘finger-pointing,’ often between Probation and Los Angeles County Office of Education, which hinders the resolution of issues that significantly affect the education of incarcerated youth,” wrote the Education Justice Coalition, authors of the report.

    The coalition includes representatives from Children’s Defense Fund-California, ACLU of Southern California, Arts for Healing and Justice Network, Disability Rights California, Youth Justice Education Clinic at Loyola Law School, and Public Counsel.

    The authors listed three demands for the board of supervisors, including reducing youth incarceration by way of implementing the previously approved Youth Justice Reimagined plan, providing access to high-quality education, and adopting transparency and accountability measures.

    Decades of documented rights violations

    A timeline outlines repeated student rights violations, some of which have resulted in class-action lawsuits and settlements requiring the county to be monitored by the federal and state departments of justice for years at a time.

    Since 2000, the timeline notes that Los Angeles County has faced:

    • A civil grand jury report calling on the board of supervisors to “improve collaboration” between the probation and education departments in order to address unmet educational needs
    • An investigation by the federal Department of Justice — and subsequent settlements — found significant teacher shortages, lack of consistency in daily instruction, and issues with support for students with special needs
    • A class action lawsuit against the county office of education and the probation department
    • An investigation by the state Department of Justice, followed by settlements, found excessive use of force and inadequate services
    • Multiple findings by a state agency of L.A. County juvenile facilities being “unsuitable for the confinement of minors”

    Most recently, the state attorney general has requested receivership, which would mean full state ownership of the county’s juvenile halls.

    The Los Angeles Board of Supervisors, the probation department, and the Office of Education did not immediately respond to a request for comment.

    The lasting impact of academic disruptions

    Dovontray Farmer experienced the mismanaged system when he entered Los Padrinos Juvenile Hall a second time as a 10th grader. Now 24 and serving as a youth mentor with the Youth Justice Coalition, Farmer said that his time in L.A. County facilities “played a major role in not being able to get properly educated — I felt betrayed, honestly.”

    Returning to school after being released was difficult, he said, because he quickly realized he was several grade levels below his classmates at his local high school.

    He’d also been part of his school’s football team before his detention at Los Padrinos when he was 17, and said he tried returning to the team once released but wasn’t allowed back.

    He said the disruption to his education and participation on the football team, which he saw as a positive influence, affected how he viewed his life.

    “There was nothing I really could do, so I was really giving up,” he said. “Like, everything that I really cared for was already gone.”

    The environment at the juvenile facilities didn’t help matters. 

    Los Padrinos recently came under fire after a video published by the Los Angeles Times showed probation officers standing idle as detained youths fought. Thirty officers have been indicted on criminal charges for encouraging or organizing gladiator-style fights among youths.

    Farmer said he was put through those same types of fights when he was at Los Padrinos as a teenager.

    “A lot of the coverage recently has been about the recent gladiator fights in 2023, but clearly this is a very systemic issue that even when a problem is resolved in the short term, we’re uncovering that it’s really indicative of a larger systemic problem,” said Vivian Wong, an education attorney and director of the Youth Justice Education Clinic at Loyola Law School, whose recent clients have included Los Padrinos students.

    Education data across several years backs Farmer’s experiences while detained.

    The most recent state data available when Farmer was detained at Los Padrinos is from 2018, when 39% of students were chronically absent, less than 43% graduated, and 12% were suspended at least once.

    That same year, the state’s average was 9% for chronic absenteeism, 83.5% for graduation, and 3.5% for suspension.

    Ongoing education concerns

    The report’s authors note that students across several facilities have lost thousands of instructional minutes, with a “lack of transparency and concrete planning to ensure that the missed services are adequately made up for, leaving students at risk of falling further behind educationally.”

    While compensatory education has typically been used to resolve instructional minutes owed, “I am not sure that’s the most realistic way to remedy the injustice that young people face, because they have endured so much abuse in these facilities,” said Wong. “It’s much more than just a loss of instruction.”

    A more appropriate response to the loss of instructional time would be a consistent investment in avoiding detention and keeping young people in their communities to maintain school stability, she added.

    Past attempts at reform have often been “done without community input or leadership, both in the design and in the implementation of those reforms,” Wong said.

    The new report, she added, is meant to be a tool toward implementing Youth Justice Reimagined, or YJR, a model against punitive measures that was largely developed with input from community organizations to restructure the local juvenile legal system.

    Three demands

    Youth Justice Reimagined, approved by the Los Angeles County Board of Supervisors in November 2020 to reform the local juvenile legal system, would move the county away from punitive approaches, such as detention, and toward rehabilitative support through counseling, family and vocational programming, small residential home placements, and more.

    Youth detention results in “severe disconnection from and disruption to their education trajectory,” wrote the report’s authors, as they urged the board to address abysmal educational access and achievement by fully funding and implementing YJR.

    The disconnect, they added, is exacerbated by delayed school enrollment when detained and upon release, the constant presence of probation officers, and turnover of educators and classmates.

    These common experiences are particularly difficult for students with learning disabilities or a history of trauma, they wrote.

    “After more than a decade of incremental reform, it is time for the County to truly reimagine youth justice,” wrote Supervisors Sheila Kuehl and Mark Ridley-Thomas in their November 2020 motion to approve YJR. “In the same way that the Board has embraced a care first, jail last approach to the criminal justice system, it is incumbent upon the Board to embrace a care first youth development approach to youth justice.”

    Despite the approval, a report published in August 2024 by the state auditor found that less than half of the YJR recommendations had been implemented by mid-2024.

    To address the high rates of chronic absenteeism, poor testing results and instructional minutes owed, the Education Justice Coalition’s second demand is to adapt educational opportunities “to address the unique and significant needs of the court school population.”

    They listed 18 actions the county probation and education departments should work together on, including:

    • Appropriate education support for students with disabilities 
    • Access to A-G approved courses for every student in a juvenile facility
    • Classrooms led by educators, rather than probation officers
    • Appropriately credentialed and culturally competent educators
    • Education access that is not disrupted due to probation staffing issues

    The coalition’s third demand centered on transparency and accountability measures by providing families with access to education planning for their children and establishing work groups that include community members.

    This story was originally published on EdSource.


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  • Court Temporarily Blocks Ban on Bargaining by Defense Department Teachers Unions – The 74

    Court Temporarily Blocks Ban on Bargaining by Defense Department Teachers Unions – The 74


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    A district court judge has temporarily blocked a Trump administration ban on collective bargaining by two teachers unions in Department of Defense schools.

    Judge Paul Friedman issued a preliminary injunction in a lawsuit filed this spring by the Federal Education Association and Antilles Consolidated Education Association, which represent more than 5,500 teachers, librarians and counselors in the 161 schools under the Department of Defense Education Activity. The agency educates 67,000 children on military bases worldwide.

    The union sued the Trump administration over a March executive order that stripped collective bargaining rights from two-thirds of federal service workers. The order impacted the Departments of Justice, Defense, Veteran Affairs, Treasury, and Health and Human Services, as well as the Centers for Disease Control and Prevention and the Environmental Protection Agency.

    The Federal Education Association has been negotiating teachers contracts with the Department of Defense since 1970, while the Antilles Consolidated Education Association has bargained on behalf of Puerto Rico educators since 1976, according to the lawsuit. The current collective bargaining agreements for both unions were approved in 2023 and are set to expire in summer 2028.

    But since the order was issued, the lawsuit says, the Department of Defense Education Activity has discontinued negotiations, stopped participation in grievance proceedings and prohibited union representation during educator disciplinary meetings. Members are also no longer allowed to conduct union work during the school day. Requests from educators to access a union sick leave bank with 13,000 donated hours have also been ignored, according to the suit.

    “These actions, taken together, essentially terminate the respective collective bargaining agreements and thus cause irreparable harm,” Friedman said in his decision.

    A 1978 federal statute allows collective bargaining in the civil service sector. The suit argued that while presidents have the authority to exclude an agency if its primary function involves intelligence, investigation or national security work, “Many, if not most, of the agencies and agency subdivisions swept up in the executive order’s dragnet do little to no national security work, much less do they have a primary function [of] intelligence, counterintelligence, investigative [work].”

    The agency declined to comment on ongoing legal proceedings. In a reply to the unions’ lawsuit, Trump administration attorneys said the executive order was within the law and that reversing it would be costly.

    “Rather than maintaining the status quo, it would force [the Department of Defense] to undo actions it has already taken to implement the executive order, causing significant disruption and resource expenditures,” the lawyers wrote.

    In April, Defense Secretary Pete Hegseth authorized a few exemptions for agencies related to the Air Force and Army, but not the teachers unions — despite a push from 45 lawmakers to exclude the school system.

    “Ensuring that DoDEA educators and personnel retain collective bargaining protections will ensure that DoDEA can continue to recruit and retain the best staff in support of its mission,” the congressional members wrote in a letter. “Collective bargaining safeguards the public interest, and its history in DoDEA has demonstrated better outcomes for mission readiness, and stronger connections between military-connected families and those who serve them.”

    An appeal from the Trump administration is pending. A similar lawsuit from six unions, including the American Federation of Government Employees, resulted in an injunction, but a federal appeals court reversed it in August.


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  • The complex dynamics of principal turnover in modern educational institutions

    The complex dynamics of principal turnover in modern educational institutions

    Key points:

    The departure and replacement of school principals represents one of the most significant organizational changes within educational institutions, creating ripple effects that permeate every aspect of school operations. This phenomenon, increasingly prevalent in contemporary education systems, deserves thorough examination for its profound impact on institutional effectiveness, academic achievement, and organizational stability.

    When a principal exits an educational institution, the immediate effects reverberate throughout the entire school system. The administrative vacuum extends far beyond mere personnel changes, as new principals invariably bring distinct leadership philosophies, strategic priorities, and management approaches that can fundamentally reshape the school’s operational framework. Current research in educational leadership suggests that schools typically require between three to five years to fully stabilize following leadership transitions, indicating that frequent turnover can trap institutions in continuous cycles of adjustment and reorganization.

    The principal’s role transcends traditional administrative leadership, functioning as the cultural architect of the school community. During leadership transitions, the delicate fabric of established relationships between administration, faculty, and staff enters a period of uncertainty and realignment. The school’s cultural identity, carefully constructed through years of shared experiences and mutual understanding, often undergoes substantial transformation as new leadership implements alternative approaches to community building and professional collaboration. This cultural shift can significantly impact teacher motivation, student engagement, and overall school climate.

    Academic program integrity and student achievement metrics frequently experience fluctuations during principal transitions. New leaders typically introduce fresh perspectives on curriculum implementation, instructional methodologies, and resource allocation strategies. While innovation and new approaches can catalyze positive change, frequent shifts in academic direction may disrupt educational continuity and student progress. Empirical studies have consistently demonstrated that schools experiencing frequent principal turnover often exhibit temporary declines in student achievement metrics, with particularly pronounced effects in high-poverty areas where stability serves as a crucial factor for student success.

    The impact extends deep into stakeholder relationships and community partnerships. Parents, community organizations, and local partners must adapt to new leadership styles, communication protocols, and institutional priorities. The critical process of building and maintaining trust, essential for effective school-community partnerships, frequently requires renewal with each leadership change. This cyclical process can affect various aspects of school operations, from volunteer program effectiveness to community support for school initiatives and funding proposals.

    Professional development trajectories and staff retention patterns often undergo significant changes during principal transitions. Different leaders may emphasize various areas of professional growth or implement modified evaluation systems, directly affecting teacher satisfaction and career advancement opportunities. Research indicates a strong correlation between principal turnover and increased teacher attrition rates, creating compound effects on institutional stability and educational continuity. This relationship suggests that leadership stability plays a crucial role in maintaining a consistent and experienced teaching staff.

    The challenges of strategic planning become particularly acute in environments characterized by frequent leadership changes. Multi-year improvement initiatives risk interruption or abandonment as new principals implement different priorities and approaches. This instability can affect various aspects of school development, from technology integration plans to curriculum development initiatives, potentially compromising the institution’s ability to achieve long-term educational objectives and maintain consistent progress toward established goals.

    Educational institutions can implement various strategies to minimize the negative impacts of principal turnover, including developing comprehensive transition protocols, maintaining detailed documentation of ongoing initiatives, creating strong distributed leadership teams, establishing clear communication channels during transitions, and building robust institutional memory through systematic record-keeping. These mitigation strategies prove essential for maintaining organizational stability and educational effectiveness during periods of leadership change.

    The implications of principal turnover extend throughout the educational ecosystem, influencing everything from daily operations to long-term strategic initiatives. Understanding these complex dynamics becomes increasingly crucial for educational stakeholders, policymakers, and administrators in developing effective strategies to maintain institutional stability and educational quality during leadership transitions. As educational institutions continue to evolve in response to changing societal needs and expectations, the ability to manage leadership transitions effectively becomes paramount for ensuring consistent, high-quality education for all students.

    This comprehensive analysis of principal turnover effects provides valuable insights for educational professionals, administrators, and policymakers working to create more stable and effective learning environments. The ongoing challenge lies in balancing the potential benefits of new leadership perspectives with the fundamental need for institutional stability and continuous educational improvement, all while maintaining focus on the ultimate goal: providing optimal learning opportunities for students in an ever-changing educational landscape.

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  • Preventing harm by connecting the dots in school safety

    Preventing harm by connecting the dots in school safety

    Key points:

    Swatting–false reports of school violence intended to trigger a police response–continues to increase across the country. During the 2022–2023 school year, nearly 64 percent of reported violent incidents in K–12 schools were linked to swatting. That’s over 440 incidents in one year–a more than 500 percent jump from just four years prior.

    Each call pulls officers from genuine emergencies, disrupts classrooms, and leaves students and staff shaken. While emergency protocols are essential, when swatting becomes routine, it’s clear that response plans alone won’t solve the problem.

    Unpacking the early signals

    Swatting rarely emerges out of thin air. It’s often the final act following a series of compounding behaviors, such as:

    • Online harassment
    • Peer conflicts
    • Risky social media challenges
    • Unaddressed behavioral concerns

    These warning signs exist, but are typically scattered across multiple school departments.

    Counselors might log escalating incidents. Teachers may notice changes in student behavior, and school resource officers (SROs) might track repeated visits involving the same individuals. Without a unified way to connect these observations, critical warning signs go unnoticed.

    Operationalizing early intervention

    Districts are reimagining how they capture and coordinate behavioral data. The goal isn’t surveillance or punitive action. It’s about empowering the right people with the right context to align and intervene early.

    When schools shift from viewing incidents in isolation to seeing behavior patterns in context, they are better positioned to act before concerns escalate. This can mean initiating mental health referrals, alerting safety teams, or involving families and law enforcement partners at the appropriate moment with comprehensive information.

    Technology that enables teams

    The process requires tools that support secure, centralized documentation and streamline communication across counselors, administrators, safety staff, and other stakeholders. These systems don’t replace human judgment, but create conditions for clearer decisions and more timely coordination.

    Swatting is just one example of how fragmented behavioral data can contribute to high-risk outcomes. Other incidents, such as escalating bullying, persistent mental health concerns, or anonymous threats often follow recognizable patterns that emerge over time. When schools use a centralized system to document and track these behaviors across departments, they can identify those patterns earlier. This kind of structured coordination supports proactive interventions, helping prevent larger issues before they unfold and reinforcing a culture of safety and awareness.

    Consider Washington State, where swatting affected more than 18,000 students last year, costing schools over $270,000 in lost instructional time. These figures illustrate the operational and human costs when coordination breaks down.

    Reducing risk, not just reacting to it

    Swatting is a symptom of a larger issue. Building safer schools means moving upstream from reactive emergency response to proactive coordination. It requires shared insight across teams, strengthened behavioral threat assessment protocols, and the right supports in place well before crisis calls occur.

    Early intervention isn’t about adding complexity. It’s about reducing risk, improving situational clarity, and equipping school communities to act with confidence–not simply responding when harm is imminent.

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  • a view from the inside

    a view from the inside

    Last week, news emerged of State Department plans to cut FY25 funding for 22 study abroad programs, rendering the programs cancelled in an unprecedented slashing of funding already approved by Congress.  

    “We were completely blindsided by the whole thing,” said a federal employee of the Bureau of Educational and Cultural Affairs (ECA), speaking anonymously to The PIE News. 

    Rather than informing ECA staff, news of the cancelled funds was sent to state department regional bureau officials, they explained, eventually spreading throughout the study abroad community over social media and by word of mouth.   

    “We put our heart and soul into implementing these programs… for lots of people to find out about the cuts through a list shared on LinkedIn was deeply troubling,” said the employee.  

    While the decision to cancel the grants came from higher up, the emails were sent by a “non-political” ECA leader. Over a week has passed and ECA staff are yet to receive any official announcement from the administration. 

    Upon receiving the news, the study abroad community quickly galvanised, with a campaign by the Alliance for International Exchange which has seen at least 13,500 letters sent to Congress as of August 21.  

    “I do think the campaigns are going to be helpful… from where I sit within the ECA, we need these campaigns, our livelihoods depend on these campaigns,” said the source. 

    “My fear is that there’s nothing at this point that would stop the current administration from doing this again in FY26… I would say they’re laying the groundwork for that to be possible for that to have happen again,” they added. 

    Currently, the cancelled funds relate to fiscal year 2025, which ends on September 30, though many of the programs are forward funded, meaning that they were waiting on the FY25 funds to support the 2026 calendar year.  

    “For FY25, I’m not sure how we come back from this,” said the ECA staff member. “Even if everything came back online today, we would still have a paperwork issue of trying to get everything done before the September 30 deadline.” 

    As such, the campaigns are fighting for the long-term survival of study abroad, amid “real fears” of programs unable to reopen in the following year.  

    “If we allow the Office for Management and Budget (OMB) to cut these congressionally appropriated FY25 awards, it will give them license to do it again and again, effectively eliminating exchange programs,” stated the Alliance.  

    Though ECA staff were not privy to high level conversations between ECA official Darren Beattie and State Department leadership, a notable difference this year was the presence of OMB, “who have never ever been involved in this process previously”, said the employee.  

    What’s more, experts have questioned the legality of the cuts, with stakeholders highlighting that the cancellation of funding already approved by Congress is “unconstitutional”. 

    This is one of the primary messages of the campaign, which the ECA source said they hoped would “set the stage” for FY26 to ensure that Congress decides.  

    We put our heart and soul into implementing these programs… for lots of people to find out about the cuts through a list shared on LinkedIn was deeply troubling

    ECA employee

    “We are letting the administration and Congress know that these programs have a valuable impact and that they could meet administrative priorities if they decided to use them the way they’re meant to be used,” they added.  

    After a slate of State Department layoffs last month, ECA staff are thought to be safe from job losses caused by the cuts, though staff furloughs are widely expected among program implementers, with whole organisations at risk of going under.  

    More broadly, employees are concerned about the “dire” consequences for US diplomacy and soft power.  

    “All the people that work on exchange programs that I have ever encountered had an international experience that changed our lives,” said the employee. “From a policy perspective, that’s the definition of soft power, and the consequence of not having those connections for even a year are dire.” 

    “I have every reason to believe that this administration is doing this with other aspects of the federal government, and we just don’t know that it’s going on.” 

    “ECA has this large alumni network that is passionate, and we can make our voices heard by Congress,” they said. “But my biggest fear is that if ECA doesn’t come out on top then it’s going to have a greater impact on other grants in other industries that don’t have a voice as loud as ours.” 

    Other than being deemed as a “lower funding priority in the current fiscal environment”, no rationale has been provided for which programs got the axe, with the ECA employee particularly surprised by the cancellation of the Young African Leaders Initiative (YALI).  

    Established in 2010, YALI had the support of the Trump administration, with the employee deeming it “one of the best US programs for the African continent”. 

    As for the remaining initiatives, including the state department’s flagship Fulbright Scholarship, nothing is off the table.  

    “Fulbright carries the weight of more protections than most,” said the ECA employee: “That being said, I think alumni need to pay attention. I don’t think anything is out of the realm.”  

    The State Department did not immediately reply to The PIE’s request for comment.

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  • Egypt and Czech Republic to deepen higher education ties

    Egypt and Czech Republic to deepen higher education ties

    Conversations between Egypt and Czech Republic are focused on expanding opportunities for student and faculty mobility, launching joint research initiatives, and creating frameworks for institutional partnerships between universities in both countries.

    Senior officials including Ayman Ashour, Egypt’s minister of higher education and Czech Ambassador to Cairo, Ivan Jukl, gathered at the New Cairo Education Building to discuss deepening educational ties.

    Ashour emphasised the importance of deepening academic and research collaboration between Egyptian and Czech institutions, noting that closer ties would help build human capacity and advance the priorities of both countries.

    “We agreed on the importance of strengthening academic and research collaboration between Egyptian and Czech institutions, fostering knowledge exchange, and creating new opportunities for joint projects in priority fields that serve both nations’ development goals,” commented Ayman Ashour.

    “Together, we will work towards building impactful partnerships that advance innovation, research, scholarships, and sustainable development.”

    Together, we will work towards building impactful partnerships that advance innovation, research, scholarships, and sustainable development.

    Ayman Ashour, minister of higher education,

    In recent years, Egypt has launched new universities, welcomed international branch campuses, and developed dual-degree programs with globally ranked institutions, aiming to attract more students.

    Egyptian universities are increasingly offering programs taught in multiple languages, designed to draw a more diverse pool of international students. This part of the expansion strategy and national development agenda, the minister explained, is Egypt’s ambition to establish itself as a regional hub for higher education, attracting students from across the Arab world, Africa, and the Middle East.

    Jukl, meanwhile, welcomed the developments, stressing the Czech Republic’s commitment to extending its cooperation with Egypt.

    He praised Egypt’s young, dynamic population and its position as a gateway to the African continent, calling these factors a strong foundation for building long-term academic and scientific partnerships.

    For students, the enhanced cooperation could mean greater access to scholarships, exchange placements, and dual-degree opportunities in the coming years. Egyptian students may also see more Czech institutions participating in academic fairs and mobility schemes across the region, opening new pathways to Europe for postgraduate study and research.

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  • EaseMyTrip enters sector with almost 50% stake in Planet Education

    EaseMyTrip enters sector with almost 50% stake in Planet Education

    As part of its diversification drive, the travel platform has formed a strategic alliance with Planet Education to forge its path into international study tourism. 

    According to an exchange filing by EaseMyTrip last year, the company acquired its stake in the study-abroad organisation by purchasing shares from existing shareholders through the issuance of fully paid-up equity shares of EaseMyTrip worth INR 39.20 crore (approximately £3.5 million).

    While EaseMyTrip, a publicly listed company on India’s National Stock Exchange (NSE) and Bombay Stock Exchange (BSE), will provide Planet Education with access to its customer base and technological capabilities, the travel platform is expected to gain from Planet Education’s 25 years of experience in the international education sector, including expertise in counselling, university placements, and visa assistance.

    Leveraging Planet Education’s expertise, we aim to simplify the process of visas and documentation for students, making it hassle-free
    Nishant Pitti, EaseMyTrip

    “Every year, lakhs of students pursue higher education in countries like the USA, Canada, the UK, Australia, Singapore, New Zealand, and Ireland. Our acquisition in Planet Education is a strategic step to enter the burgeoning international study tourism, allowing us to offer a seamless, end-to-end experience that integrates both education and travel services for our customers,” said Nishant Pitti, CEO & co-founder, EaseMyTrip.

    “Leveraging Planet Education’s expertise, we aim to simplify the process of visas and documentation for students, making it hassle-free. We see immense potential in Planet Education’s model and are excited to combine our tech-driven capabilities with their expertise to create enhanced value for our valued customers.”

    “[The] proposed alliance would be a perfect synergy for expansion and growth of businesses of both the entities whereby wide network of Planet Education in form of its presence across the country and EaseMyTrip’s presence through its online platform for travel and tourism will be facilitating each other’s line of business and thereby achieving growth in the businesses,” stated Sanket Shah, founder, Planet Education. 

    Meanwhile, Planet Education founder Sanket Shah said the partnership marked “a perfect synergy for expansion” and the growth of both businesses.

    While this marks the first investment by an Indian travel platform in an international education provider, several travel companies over the years have introduced services aimed at India’s growing outbound student population, which is expected to reach 2.5 million by 2030.

    Just last year, BookMyForex, a subsidiary of another leading travel platform MakeMyTrip, launched a promotional campaign offering cashback on forex cards and tuition fee transfers for students planning to study abroad.

    Moreover, in 2023, MakeMyTrip rolled out a series of student-focused collaborations, teaming up with airlines to provide additional baggage allowances and special fares, with banks to extend exclusive credit card discounts on bookings, and with travel accessory brands to offer concessions.

    “We are delighted that this integrated offering will lead to economy and convenience for the student cohort travelling abroad, especially to destinations such as the USA, Canada, Europe, the United Kingdom, Australia, and New Zealand,” stated Saujanya Shrivastava, COO, Flights, Holidays, and Gulf Cooperation Council, MakeMyTrip.

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  • Has Canada reached a “turning point” in study permit approvals?

    Has Canada reached a “turning point” in study permit approvals?

    • After months of high study permit refusal rates, stakeholders welcome a more successful second quarter of 2025.
    • But concerns remain about the overall volume of approvals – especially as students from key market India continue to struggle to secure study permits.
    • Meanwhile, approvals from Ghana surge over 200% compared to Q1 of 2025.

    The IRCC data, compiled by BorderPass, showed that while Canadian study permit applications dipped in Q2 2025, the number of approvals increased by 4,450 – leading to a 10% increase in the overall approval rating. 

    “The encouraging sign is that June saw the highest approval rate of the year at 39%, which could point to a modest improvement in the second half of the year,” Jonathan Sherman, vice-president of sales & partnerships at BorderPass told The PIE News. 

    After record low approval ratings in Q1, stakeholders have welcomed the rise in approvals, though serious concerns remain about overall volumes.  

    “Just 31,580 permits were approved in the first half of 2025. IRCC’s published target for the year is about 300,000, which means at the current pace we will only reach around 20% of the goal unless there is a dramatic shift,” warned Sherman.  

    After Canada’s implementation of the study permit cap in 2024, the approval rate dropped from 67% in 2023 to 45% in 2024. So far in 2025, approvals for new study permits (excluding extensions) are tracking at 31%.  

    One of the most striking trends is India’s continued decline, with data showing study permit approvals falling another 7% in Q2 to just 20%, reflecting a “fundamental shift in how IRCC is assessing these applications”, said Sherman.  

    This stands in sharp contrast to the more than 80% approval rates for Indian students just a few years ago, “reflecting a fundamental shift in how IRCC is assessing these applications”, said Sherman.  

    The widening gap between universities and colleges also stood out in the data, a difference that Sherman said was “reshaping the international education market in Canada”.  

    Among the top 20 institutions by volume, university approvals have dropped from 63% in 2024 to 53% so far in 2025, but colleges have seen a steeper fall from 60% to 28%.  

    Colleges have felt the heaviest impact of federal policy changes, including the study permit cap and the new field of study restrictions for post-graduation work permits.  

    Despite a major win for the college sector in March this year when PGWP eligibility was expanded for degree students at colleges, these institutions have still been the hardest hit by the changes, with many of their programs no longer eligible for a work permit.  

    “That said, colleges that are focusing on programs with clear labour market outcomes such as health, technology, and skilled trades are showing better results,” noted Sherman.  

    “The institutions that carefully vet applicants for immigration quality and program alignment are also proving more resilient,” he advised.  

    At the current pace we will only reach around 20% of IRCC’s published target unless there is a dramatic shift

    Jonathan Sherman, BorderPass

    Alongside students from India, Iranian students also experienced volatility, with the country’s approval rating falling by more than 50% from Q1. In contrast, Ghana saw its approval rating surge by 225% on the previous quarter. 

    The approval rating for Chinese students – who make up Canada’s second largest international student cohort – saw stable growth, surpassing 65% approval, and South Korea remained a consistent top performer with approvals at more than 85%.  

    “Smaller markets like Vietnam, Nepal and Nigeria are also moving – some positively, some unpredictably – creating both new opportunities and risk. For many DLIs, this means rethinking region-based strategies in real time,” advised the BorderPass report. 

    As well as seeing variations across institution type and source market, a large number of IRCC officers were hired and trained in the first half of 2025, which Sherman said had “introduced some inconsistency in decision making as new processing are applied”. 

    “On this note, we are hearing that processing backlogs may get worse before they get better,” he warned.

    Overall: “It is clear that IRCC is applying far greater scrutiny to new applications,” said Sherman, with the gap between high- and low-performing institutions becoming ever wider.  

    Specifically, by investing in application intelligence, thoroughly reviewing documents, confirming travel readiness and working with legally backed partners, some institutions have seen approval rates more than double the national average, according to Sherman.  

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  • US-based TOEFL scorers “shut out” of ETS shifts, petition claims

    US-based TOEFL scorers “shut out” of ETS shifts, petition claims

    • Petition from ETS scorers takes issue with shifts being handed to offshore colleagues, claiming that such decisions are often taken last minute.
    • Concerns raised over new scorers not having English as a first language – which ETS says does not matter so long as the scorer has the correct expertise.
    • ETS defends “strategic decision” to look beyond the US for some of its scorers, saying this reflects the global nature of its business.

    “Over the past several months, ETS has stopped assigning shifts to US-based rates and scoring leaders without any clear or honest explanation,” states the petition. 

    “There has been a quiet transition to a completely offshore rater pool, with scoring for the TOEFL Speaking section now handled almost entirely out of India. US raters – many of whom have supported this work for over a decade – have been ghosted,” it claims.  

    According to speaking raters and leaders interviewed by The PIE News, shifts for US-based raters and scoring leaders started reducing in December 2024 and have all but dried up, though employees are still asked each month to submit their availability.  

    But according to the testing giant, scoring staff were informed in December 2024 of the expansion of ETS’s scoring capabilities beyond the US, including being told that the shift “could result in a reduction of scoring hours for US-based raters”.  

    “This change reflects our effort to meet international demand more effectively and leverage a broader, global pool of qualified scoring professionals,” an ETS spokesperson told The PIE.  

    And yet, employees have complained of a lack of transparency from ETS: “Those who complained to HR or Scheduling receive either silence or vague boilerplate responses citing ‘global strategy’ or ‘volume’”, the petition states.  

    According to Teri Anglim, a scoring leader who has worked for TOEFL since 2006: “The email that came in December was well crafted… they said they were going to be including global raters and that some would see their shifts increase and others would decrease”.  

    “Come February, lots of raters would email me and say they were only scheduled for five days out of the month, some having registered their availability for every day,” said Anglim.  

    “Come March, they might get 10 days for the month, but a day and a half before their shift, they’d get an email saying that half of their shifts were cancelled,” she explained.  

    Several employees have echoed similar frustrations over shifts being cancelled at the eleventh hour.

    Speaking to The PIE anonymously, another scoring leader explained it was their understanding that “ETS still sends out availability requests every month and actually confirms one or two shifts at most, only for them to be cancelled at the last minute”.  

    “Because I work for other programs, I’m getting scheduled for them but not for TOEFL. ETS essentially wants to keep our pool of workers ‘on-call’ to the side, just in case,” they said.  

    By Anglim’s accounts, shifts for US test raters had all but dried up in April, though test scorers training the new global raters continued receiving shifts.  

    In May, the number of raters on each scoring leader’s roster was increased, with experienced leaders finding it difficult to keep up with the increased monitoring.

    “It’s humanly impossible to keep tabs on 24 people who are novices at scoring,” said Anglim, who became concerned that mistakes could slip through the cracks.  

    And yet, by June, Anglim was assigned six shifts for the whole month and saw three of them cancelled: “That was the end of TOEFL for us, the scoring leaders,” she said.  

    It’s not diverse, it’s certainly not equitable, and it’s not inclusive

    Teri Anglim, TOEFL scoring leader

    The petition is demanding that ETS provides a “clear, honest explanation of how shifts are being assigned”, as well as detailed accounts of how many US raters have received shifts since April and the ratio of US raters and the new global pool.  

    The scoring leader speaking to The PIE anonymously said they were “devastated to no longer be a part of a program [they] helped build 20 years ago… ETS used to be a great side income, but it’s mere pittance now.” 

    “[ETS] basically told us last fall that we would be training our replacements – they didn’t word it quite like that, but we all knew our days were numbered at that time.”

    Since many raters work part-time for ETS, they say they have had to rely on other jobs and pick up shifts elsewhere since the reductions.  

    “At this point in my life, I do get social security, and I’m looking for other remote jobs,” said Anglim, who holds a BA from Arizona State University and two MA degrees from the University of Texas Arlington.  

    Beyond the personal impact on employees, Anglim said she was concerned about the standard of the new scorers, with the petition claiming that the scoring of the TOEFL Speaking section is “now handled almost entirely out of India”. 

    Anglim, who trained many of the new scorers, said: “I have nothing against the raters in India – I liked working with them – though I was concerned about non-native English speakers marking the test without other people.” 

    “How can a company like the Educational Testing Service (ETS) promote DEI when having scorers only from one place is not diverse, it’s certainly not equitable, and it’s not inclusive,” she said.  

    For its part, ETS has countered the claims, stressing that new raters are given the same “rigorous” training as existing ones and that it is irrelevant whether or not English is their first language.

    Anglim recalled a case when she was reviewing the scores given to a test-taker from Germany, whose English was “impeccable” – “his vocabulary was better than I use”, she said – though he was scored two out of four for delivery.  

    In that incident, Anglim initiated a score change, but she said she was worried that individuals who have taken the test since January could be “collateral damage” of the new pool of scorers.  

    The TOEFL exam is primarily used to measure the English proficiency of test takers applying to English speaking universities in the UK, Canada, the US, Australia and New Zealand, among a few others.

    Out-of-work US-based raters fear that moving the test scoring offshore will lead to a loss of raters who instinctively know the nuances of the English language that can affect score outcomes.

    What matters is expertise, not where someone was born or what their first language was

    ETS

    Alongside a “commitment to transparency, accountability and professional respect” for its employees, the petition’s signatories want an “acknowledgment that the rater and scoring leader roles are now being filled exclusively from India”.  

    The scoring leader speaking anonymously also said they were “concerned about the integrity of the test”, fearing “it will be compromised due to raters and leaders who aren’t fully proficient in English”.  

    “My interactions with some raters over the years and with these specific ‘global raters’ left me wondering how thoroughly ETS had vetted their language abilities. 

    “I fear that TOEFL will die once US universities get wind of this shift and also if scores end up being inaccurate, leading to difficulties or even failure for international students,” they said.  

    Responding to the claims, an ETS spokesperson said that the integrity of the TOEFL would “always be [its] highest priority”.

    “All of our raters, whether English is their first or learned language, go through the same rigorous training, qualification process, and continuous monitoring to ensure scores are fair, accurate, and consistent.

    “What matters is expertise, not where someone was born or what their first language was and our diverse community of raters reflects exactly that.”

    ETS leadership have not formally responded to the petition or addressed the 342 signatories or their demands.

    Speaking to The PIE, an ETS spokesperson said the company had “a growing global customer base and a business that continues to evolve to meet the needs of learners, institutions, and partners worldwide.  

    “In response to these changing demands, we made the strategic decision in late 2024 to expand our scoring capabilities beyond the US. 

    “This shift allows us to better serve a global testing population, increase operational flexibility, and uphold the quality and efficiency our customers expect.” 

    It told The PIE: “We are grateful to the many raters and scoring leaders in the US who have supported TOEFL over the years and helped establish the standards we maintain today.  

    “ETS remains committed to treating all members of our scoring community with respect and to communicating transparently as we continue to adapt in an increasingly globalised education landscape.”

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  • Alumni urge Harvard not to “give in” amid settlement rumours

    Alumni urge Harvard not to “give in” amid settlement rumours

    “This is a critical juncture – and it’s essential you live the values Harvard teaches and not make a deal with the Trump administration that cedes the university’s autonomy in unconstitutional or unlawful ways,” states the August 1 letter.  

    Signed by 15,068 alumni, faculty, researchers, staff and other supporters, the letter criticises settlements made by Columbia and Brown, which signatories warn “represent a dangerous capitulation that risks eroding the foundation of American higher education”.  

    “As Harvard rightly argued in court in its lawsuit, the unconstitutional demands being made by this administration represent a blatant encroachment on academic freedom and university autonomy,” it continues.  

    Last month, Columbia became the first institution to settle with Trump over allegations of antisemitism on campus, paying the administration $221m in return for settling various civil rights and employment claims and restoring $400m in terminated funding.  

    Soon after, Brown University followed suit, reaching its own deal with the administration over similar disputes about DEI admissions practices and access to student data.   

    Harvard, having the largest endowment of any global university, has been the only one to challenge the White House in the courts, though recent rumours have suggested a $500m deal between Harvard and the government could be in the making. 

    The letter’s message is clear: “Do not give in.” 

    It calls on university leadership to uphold Harvard’s independence and reject political interference and punitive action, ensuring that admissions hiring, employment and disciplinary processes do not treat student and staff differently based on their political views. 

    The signatories recommend the establishment of a structure for the university to directly engage with the Harvard community about policy changes impacting them, urging Harvard to use its financial resources to “protect and honour” their livelihoods and education.  

    “Protect students, faculty, researchers and staff, especially those with international status, from any intrusions of privacy, unwarranted immigration action, and attacks on their constitutionally protected rights and freedoms,” it continues. 

    At this moment of national reckoning, Harvard must demonstrate that our values, integrity, and freedom are not for sale

    Harvard alumni

    The letter warns of the “chilling effect” that a settlement would have on the Harvard community and beyond.

    Holding the line is critical for campuses across the US, for those that benefit from the research and scholarship of the university, and for the “foundational role that independent higher education plays in our democracy,” it argues.  

    “At this moment of national reckoning, Harvard must demonstrate that our values, integrity, and freedom are not for sale.” 

    Since mid-April, the Trump administration has launched multiple attacks on Harvard for allegedly failing to root out antisemitism on campus and failing to hand over international students’ records, among other accusations.   

    The university is fighting the government on multiple fronts in the courts, including defending its right to enrol international students, which the administration has repeatedly tried to revoke.  

    The university has publicly stood by its 7,000 international students, who make up over 27% of Harvard’s student body and come from nearly 150 different countries.  

    Amid broader attacks on higher education and severe visa challenges, colleges across the country are bracing for a major decline in international students this fall, with “conservative” estimates of a potential 30-40% decline.  

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