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1. I have received numerous inquiries from students associated with ICL concerning their visa processes and experiences with studying in New Zealand. One of the most concerning issues raised is how some students appear to have enrolled in master’s degree programmes despite having very limited English-language proficiency and little understanding of the courses they have chosen.

   These concerns raise important questions about the way international students are recruited, the responsibilities of education agents and education providers, and whether students are receiving the information they need before making substantial financial commitments.

   Are students making informed decisions about their education?

   Master’s degree programmes require students to engage with complex academic material, conduct independent research, write critically and communicate effectively in English. For many New Zealand universities, an IELTS Academic score of 6.5 or higher is a common minimum requirement for postgraduate admission, while some programmes require 7.0 or 7.5. The applicable requirements depend on the institution and qualification.

   English-language requirements should not be treated as a mere formality. They exist to help ensure that students can understand lectures, complete assignments, conduct research and succeed in their studies.

   Education agents can provide a valuable service by helping students understand admission requirements, compare institutions and navigate application processes. Many work professionally and genuinely in the interests of students.

   However, concerns arise when recruitment and commission arrangements potentially influence the advice students receive.

   Some students may be encouraged to enroll in master’s programmes without fully understanding the subject matter, the academic requirements or the relevance of the qualification to their previous studies and future employment. Others may not receive adequate advice about their existing qualifications, possible career pathways or the immigration implications of their choices.

   If financial incentives influence recommendations at the expense of students’ interests, that is a serious problem requiring greater transparency and scrutiny.

   For many international students, coming to New Zealand involves considerable sacrifice. Families may borrow money, sell property or use their savings to fund tuition fees, living expenses and travel. Some students arrive with partners and children, expecting that their qualifications will help them establish a stable future.

   Students may discover that the programme is more difficult than they expected, that their English is insufficient for the academic workload, or that employment opportunities are more limited than they anticipated. They may struggle to support their families while studying and find that the financial burden becomes overwhelming.

   A New Zealand qualification does not automatically guarantee employment, a work visa or residence. Immigration settings change, and eligibility depends on the rules in force at the relevant time, the individual’s circumstances and the particular pathway available.

   It is therefore irresponsible for any adviser to create unrealistic expectations about future employment or residence outcomes.

   What Student need to do?
   Read the entry requirements carefully, including English-language standards and academic prerequisites.

   Understand the course content and confirm that it aligns with their previous qualifications, experience and genuine career interests.

   Ask about total tuition fees, living costs, refund policies and the financial consequences of withdrawing or failing to complete the programme.

   Check the institution’s official information about international student support, academic expectations and available qualifications.

   Research employment opportunities and understand that completing a qualification does not guarantee a job or residence.

   Check current immigration requirements directly through Immigration New Zealand rather than relying solely on an agent’s assurances.

   Keep copies of all applications, offers, payment receipts and written advice received from agents and institutions.

   Students can contact universities and colleges directly to ask questions and submit applications. An education agent is not automatically necessary. Where a student chooses to use one, they should understand the services being provided, the fees involved and any commercial relationship the agent has with the institution.

   New Zealand’s international education sector should be built on genuine academic achievement, informed student choice and responsible recruitment. Education providers must ensure that admission requirements are meaningful, while agents should provide accurate, transparent advice that prioritises students’ interests.

   Institutions should also examine whether their recruitment practices adequately protect students who may be vulnerable because of language barriers, limited knowledge of New Zealand or a lack of independent advice.

   Regulators and relevant authorities should consider whether existing oversight is sufficient to identify and address recruitment practices that place commercial interests ahead of students’ welfare.

   The issue is not whether international students should come to New Zealand. International education can create valuable opportunities for students and make a positive contribution to this country. The issue is whether students are being given a fair opportunity to make informed choices and succeed once they arrive.

   A student’s future should not become a source of commission-driven recruitment. Before choosing a qualification, students must understand what they are studying, why they are studying it, whether they are academically prepared, and what realistic opportunities it may offer. They should make those decisions based on reliable information rather than promises.

   Education is an investment in a person’s future. It deserves careful consideration, honest advice and a system that puts students’ interests first.

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