Trust, Training, and Tough Markets: An Agent’s Story of Resilience

When Krishna Aryal, Executive Director at EDF Admissions, Nepal, first started as an international education agent nearly 20 years ago, student recruitment was different. Word of mouth mattered more than social media, most inquiries came through walk-ins, and the idea of ‘aggregators’ barely existed. The international education sector has since evolved considerably, but Krishna’s core approach hasn’t changed – put the student’s interests first, stay informed, and adapt without losing sight of ethics.

In this conversation with ICEF Academy, Krishna shares his views on the challenges agents face today, the value of professional training, and the advice he would give to anyone considering a career in the sector.

What inspired you to become an education agent, and how did you get started in the industry?

I founded my education consultancy in 2008, but my journey in the international education sector actually began with my own plans to study abroad after finishing my master’s. I researched courses and universities in Australia, Germany, Belgium, and New Zealand so thoroughly that I became, in effect, an education consultant for myself. 

Although I wasn’t able to go overseas for my studies, that deep, genuine interest and passion that I had in finding the right universities and programmes stayed with me. At the time, there weren’t many professional education consultancies in Nepal, so my partner and I decided to start one. I’m an owner, but first and foremost, I consider myself an education consultant.

What does a typical day look like for you as an education consultant, and how do you approach your responsibilities?

After nearly 18 years in the business and having advised hundreds of students, my days are a mix of routine and flexibility. I usually start at the office by checking and responding to emails — I manage relationships with a lot of partner universities, so clearing my inbox and ensuring all queries are answered is my first priority. Most mornings, I spend an hour in a team meeting where we review recent trends, flag any issues, and align on what needs attention that day.

I intentionally keep the second half of the day more open. I use that time for research, training, and keeping up with changes in destinations and programmes, and I also take some student enquiries. As a co-founder, I still do counselling myself — I enjoy talking with students and helping them to work through their options — so I keep room in the day for those conversations.

When it comes to students, how do you maintain strong relationships with them and even with the institutions?

In our business, relationships grow organically – you build one connection at a time. For us, that starts with a simple principle: ethical counselling that prioritises the student’s best interests. Yes, it’s a business and we need a revenue model, but our 18-year reputation is built on client referrals, a nod to our honesty and helpfulness.

Our counsellors offer personalised support to students, sometimes extending beyond regular office hours. We maintain contact with students even after they’ve commenced their studies, and proactively check in, help resolve any issues, and remain accessible for any unforeseen challenges that they may face.

As for our partner institutions, we make a point of getting regular feedback from them through forms, follow-up calls or in-person meetings, so that we can continuously improve our services. We also collect feedback from our students. For example, when we place students in a new university, we ask them about the quality of support received from the institution’s international admissions and support teams, to determine if we should recommend more students.

To maintain strong relationships, we keep our institution partners visible in the market through info sessions, webinars, and fairs, even if that destination is relatively ‘quiet’ because of policy changes or other factors. That ongoing activity reassures universities that we’re always working on their behalf, and it helps us to know whether to scale recruitment up or down based on real, on-the-ground experience.

What are the main considerations that students and their parents or guardians have when choosing a study destination or an institution?

From our experience in Nepal, a few clear priorities do come up again and again. Families usually ask about the total cost of attendance — tuition plus living expenses — and that often becomes the first filter. Nepal is a price-sensitive market for the majority of applicants, so budget drives many early decisions.

That said, there’s also a noticeable segment of families who will pay a premium if they believe an institution is highly reputable. They may even stretch their budget for perceived prestige or better long-term returns.

City, lifestyle, and proximity to support networks also matter a lot in Nepal. Students are often influenced by where their relatives or friends live; for example, a student with friends or relatives in Sydney is likely to favour Sydney universities even if there are good options elsewhere. 

Visa policy is the next major factor — when visa rules or approval rates shift, students and agents react quickly. I’ve seen whole cohorts move interest from one country to another because of perceived visa difficulties. 

Safety and campus support are also real concerns, especially for families of female students. Parents frequently ask about on-campus security, student services, and how well a university supports international students.

How do you adapt to industry shifts and ensure that your agency stays sustainable?

This industry changes constantly — not just because of external factors like visa policies or economic shifts, but also because of changing student needs. Over 18 years, I’ve learned that the best survival strategy is to provide excellent service. 

Even in a digital age where social media heavily influences decisions, strong word of mouth still matters. Many of our students come to us through referrals from friends or family who’ve had a good experience. That steady flow has helped us remain sustainable through market ups and downs.

Another important approach is not putting all our eggs in one basket. In Nepal, student preferences can shift overnight. If the US feels uncertain as a destination, or Australia’s financial requirements are too high, students may quickly turn to a more feasible option. Early on, our agency focused heavily on the US and Canada, but we’ve expanded to include other destinations, so that when one market slows, another can pick up the slack.
 
We’ve also changed the way we recruit students. In the past, we were mostly relying on walk-ins or referrals. Now, we actively reach out — visiting schools, running information sessions, even offering test preparation services on-site. And of course, we meet students where they are online, whether that’s through Instagram or other social platforms.

As an education agent, what are some of the biggest challenges you’ve faced — and how do you navigate them?
 
One of the biggest challenges we’ve faced is the rise of aggregators – particularly when it comes to ethics and the way they recruit students.

There’s no entry barrier in this industry. Anyone can start an education consultancy and now, with so many aggregators in the market, agencies can recruit students without having direct institutional partnerships. The downside is that many aggregators — understandably, from a business point of view — focus only on the institutions in their portfolio. That means students might never hear about other universities that could be a better fit for their needs, simply because they aren’t in that portfolio.

For me, that approach doesn’t sit right. If a student comes to me and none of the universities I represent are a good match, I still believe it’s my responsibility to guide them toward better options — even if that means recommending institutions I don’t directly work with. Students make a huge investment of time, effort, and money in their education, and we owe them advice that’s in their best interest, not just ours.

Recruitment targets and revenue goals are part of running a business, but when they start driving every decision, we risk losing the heart of what education consulting should be about. The challenge for me is to keep holding onto the original values that got me into this profession: acting in the student’s best interests, building trust, and thinking long-term, even when the market is pushing for short-term gains.

How have professional development courses, like the ones offered by ICEF Academy, helped you in your career? 

When you’ve been in this industry for a long time, it’s easy to feel like you already know everything. But taking the ICEF Academy training reminded me how much there still is to learn. 

When I started my career, my focus was mainly on university requirements and basic details about study destinations. But through ICEF Academy’s training, I’ve gained a much deeper, 360-degree understanding. For example, while taking the Canada Course for Education Agents, I didn’t just study admission requirements — I learned about different provinces, cultural nuances, economic activities, and even local industries. This kind of knowledge helps me give students a more complete picture of where they’ll be living and studying.

The training has made me a more well-rounded counsellor. It’s helped me connect the dots between academic fit, lifestyle considerations, and long-term opportunities for students. The structured format means I can get in weeks the same depth of insight that might take six months to gather on my own. In fact, I’ve found it so valuable that I’m encouraging my team members to take these courses as well.

Why do you think it’s important for education agents and agencies to invest in professional certifications?

I think certifications are important for two main reasons: validation and credibility.

In today’s world, people want proof of expertise. I may have years of experience as a counsellor, but without a recognised certification, my authenticity could still be questioned. A credential from a reputable body like ICEF provides that validation — both to students and institutions — that I have met a certain professional standard. It’s something tangible they can trust, and it becomes a lifetime investment in my career.

The second reason is institutional partnerships. When I approach universities to build new relationships, one of the first things they often ask is how many of our counsellors have completed ICEF or other recognised training programmes. Having a certified team gives universities confidence that we understand their programmes well and can represent them accurately to students. It also demonstrates our commitment to professional development, which sets us apart from agencies that don’t make that investment.

What advice would you give to someone who’s just starting out in the international education industry?

The first thing I’d say is that you need genuine passion for helping students. This industry is full of opportunities and career growth, but it also comes with challenges. If you’re not truly interested in guiding students toward the right path, it’s going to be difficult to sustain yourself here.

Second, do your research — and then do some more. You need a deep understanding of the destinations you’re advising on, including not just entry requirements but also culture, lifestyle, and long-term prospects. Students are trusting you with their future, and this responsibility requires more than just surface-level knowledge.

Third, stay updated. This industry changes constantly — policies shift, visa rules evolve, and global events affect student mobility. Don’t rely solely on what you learned when you started. Follow reliable sources like ICEF Monitor and the PIE. Keep reading, keep learning, and keep refining your expertise so you can provide accurate, timely advice.

If you combine genuine passion with constant learning and a commitment to research, you’ll be in a strong position to thrive in international education.