Countries in crisis: credential evaluation for interrupted or undocumented studies

The UNESCO Global Convention on Recognition of Qualifications is working to streamline and simplify mobility and admissions.

Now in its third annual iteration, the EAIE’s Snapshot report on international admissions for the academic year 2023–2024 provides indications of international student application and enrolment dynamics for the year ahead. As in the editions published in 2021 and 2022, in 2023 the EAIE undertook a short data collection exercise aimed at gathering information from higher education institutions across the 49 countries of the EHEA in March 2023. The results of the exercise and analysis thereof are featured in this report.

What will the 2022–2023 academic year bring when it comes to international student admissions and enrolment across the European Higher Education Area? To offer a glimpse into this complex dynamic, the EAIE undertook an online survey between 15 and 24 March 2022, which gathered responses from professionals working at higher education institutions in more than 30 European countries. This report offers a summary and analysis of their responses, as well as an indication of what the European higher education sector might expect moving forward.

With international admissions set to rebound as we emerge from the pandemic, these five lessons learned in the crisis can help admissions officers navigate the path forward.

In autumn 2021, the European higher education sector kicked off the second full academic year under the conditions imposed by the COVID-19 pandemic. The EAIE collected data from higher education institutions acrossthe European Higher Education Area (EHEA) via a short survey from 18 June to 19 July 2021. Our goal was to develop a simple yet informative picture of how international degree-seeking student numbers were trending across the EHEA at that time. This report summarises our findings.

The first ever UNESCO Qualifications Passports for Refugees and Vulnerable Migrants have now been issued. What does that mean for the future of equitable access to education?