In May 2019 OPMI noted that one of these actions is marked complete, five are considered to be 'on track' and four have 'minor problems or delays'.
Department of Justice and Equality, 'Ireland to accept up to 4,000 persons under Relocation and Resettlement programmes -Fitzgerald', www.justice.ie. Parliamentary Question 4 October 2017 [42127/17], oireachtasdebates.oireachtas.ie.
International student mobility has grown significantly worldwide over the past two decades, increasing from two million to five million between 1999 and 2016 (OECD, 2018). The EU is one of the main destinations for international students, with 1.6 million international students enrolled in the EU in 2016 (OECD, 2018). The importance of attracting international students was most recently highlighted in EU Directive 2016/801 on the conditions of entry and residence of third-country nationals for the purpose of research, studies, training, voluntary service, pupil exchange schemes or educational projects and au pairing. 1 While Ireland has not opted into the Directive, the publication of two international education strategies since 2010 and reform of the non-EEA student immigration framework reflect the importance now being attached to promoting the higher education of non-EEA students in Ireland. Immigration of non-EEA nationals for the purposes of higher education in Ireland grew by 45 per cent between 2013, when 9,325 first residence permits were issued to students, and 2017, when 13,519 such permits were issued. 2 This study examines policy, law and practice in Ireland relating to non-EEA students undertaking a full-time course of study leading to a higher education qualification in public and private third-level institutions. The study focuses on recent developments in policy on the internationalisation of higher education and changes to the student immigration framework that took place between 2012 and 2018. In particular, it looks at measures to attract non-EEA students to Ireland and retain those students following the completion of their studies. 3 Non-EEA nationals enrolled in English language and further education programmes are outside the scope of this study. NON-EEA STUDENTS IN HIGHER EDUCATION IN IRELANDTwo main sources of data exist on non-EEA students in Ireland: data on residence permits issued for study collected by the Garda National Immigration Bureau (GNIB) and the Irish Naturalisation and Immigration Service (INIS) and reported by 1 Recital (3) and ( 14). 2Residence permits issued for the first time provide information on the 'flow' of non-EEA nationals coming to Ireland for the first time for study purposes. See: Eurostat, 'First permits issued for education reasons by reason, length of validity and citizenship' [migr_resedu], available at http://appsso.eurostat.ec.europa.eu/nui/show.do?dataset=migr_resedu&lang=en.3 Retention for the purposes of the study relates to facilitating the stay of non-EEA students following completion of their studies, such as through measures to support access to the labour market. 4Eurostat, 'First permits issued for education reasons by reason, length of validity and citizenship' [migr_resedu], available at http://appsso.eurostat.ec.europa.eu/nui/show.do?dataset=migr_resedu&lang=en; Eurostat, 'First permits by reason, length of validity and citizenship' [migr_resfirst], available at http://appsso.eurostat.ec.europa.eu/nui/show.do?dataset=migr_resfirst&lang=en...
Existing research paints a mixed picture of how international students fare academically following a transition to a host higher education institution. Most studies that have examined differences between domestic and international students’ engagement treated international students as a homogenous group. Less evidence is available on the experiences of international students from different regional groups. Drawing on Irish Student Engagement Survey data, this article explores the extent to which international students’ engagement differs from that of their Irish peers, and whether there are differences across regions of origin. The findings indicate that while international students are highly engaged compared to their Irish counterparts, regional differences persist when the data were disaggregated. The paper is of potential interest to policymakers and higher education institutions, offering insights into how the provision of services and supports to international students could be better targeted.
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