Cyprus Ministry of Interior EMN NCP · migration. This report will be most useful to national and...

0

THE EUROPEAN MIGRATION NETWORK (EMN) IS CO-ORDINATED BY THE EUROPEAN COMMISSION WITH NATIONAL CONTACT POINTS (EMN NCPS) ESTABLISHED IN EACH EU MEMBER STATE PLUS NORWAY.

EMN study 2012

“Immigration of International

Students to the EU”

Cyprus Ministry of Interior

EMN NCP

EMN Main Study 2012: Immigration of International Students to the EU

1

Executive Summary

The aim of this study is to provide an overview of the immigration policies that are being

implemented by the Republic of Cyprus regarding international students, with a view to

assisting policy makers and practitioners achieve a balance between the targets of attracting

students for the purpose of study and preventing misuse of international student routes to

migration. This report will be most useful to national and EU policy makers, as it will facilitate

the identification of misalignments and unique country-specific challenges. Perhaps the most

important finding of this study is the fact that all student migration effects (financial, social,

structural, results from promotions and/or other related activities) have not been investigated

and analysed to a necessary degree. Also, as can be seen in the full report, certain pertinent

data and information - are available only in some EU and other countries but not all.

The focus and scope of this report is wide-ranging. It is divided into 6 main sections: The

introduction section elaborates on the aims and specifications of this study, with explanations

of the methodology, definitions, limitations and ethical considerations. Section 2 provides an

outline of the national education system, giving emphasis on international students. The

educational structure consists of public universities and educational institutions and private

universities and colleges. The majority of third-country students are enrolled in private

institutions, especially at the 36 private colleges. Most of these schools concentrate on

business studies and, overwhelmingly, international students are registered in such

programmes. 66% of international students (EU and non-EU) in Cyprus study at private

institutions and up to 90% of the total of third-country nationals study at private colleges. In

effect, these are the main hosts for these students, whom they attract on the most through

agents. Section 2 also lists the main actors in the Cypriot Higher Education System as it relates

to international students. The Department of Higher and Tertiary Education (DHTE) (Ministry of

Education and Culture) is responsible for cooperation with Councils to ensure that qualifications

and institutions are at a certain standard. Also, for interviewing international students and

reviewing their qualifications at Embassies and Consulates, in order to be recommended to be

granted a short term visa. The Civil Registry and Migration Department (Ministry of Interior) is

responsible for the processing and issuing of entry - and residence permits and has the power

to deport. The Ministry of Labour and Social Insurance is responsible for the processing of

employment applications. The Ministry of Foreign Affairs is responsible for issuing of visas.

And the Pancyprian Association of Private Schools of Tertiary Education represents private

educational institutions. In 2010-2011, 6,298 non-EU students were enrolled at private

colleges and the top five sending nations were Bangladesh, India, Pakistan, Nepal and China.

The Ministry of Interior expressed the country‟s overall national plan for legal migration

through the National Policy and “Action Plan for the Integration of Migrants who legally reside

in Cyprus” for 2010-2012 and the Ministry of Education and Culture focused on the national


2

goal of developing Cyprus as a regional educational centre. The latter pointed to these

approaches in order to procure the goal of making Cyprus an educational centre: cooperation

of institutions with foreign universities; dynamic participation in international educational fairs;

reinforcement of the DHTE; creation of a „promotional body‟ which will be administered and

financed jointly between the public and private sectors. These goals have met mixed success,

as there is no comprehensive strategic plan in place and no overarching single multi-

participative body to implement it.

Debates on international students have centred, in summary, on the educational institutions

accusing local governmental bodies of exercising excessive diligence to achieve parts of

legislation and policy that satisfy the latter segment of the required balance, while

governmental bodies charge the institutions for indirectly promoting systematic abuse for the

sake of ephemeral profiteering.

Section 3 examines legal and practical conditions at a national level that apply to international

students. Particularly, specific conditions relating to admission, stay and misuse of the student

route to migration are presented. In general, all the recommendations of the EU as they are

expressed in Directive 2004/114/EC have been applied in the national legislation through

Amendment 184(I) 2007. Regarding information accessibility, although it is available at

various governmental sites, it is still assessed that international students have to conduct

much information seeking of their own.

Several applications for study in Cyprus are rejected on an annual basis. The most common

ground for rejection by DHTE officials is that many applicants are clearly not legitimate

prospective students. The decrease in applications has been immediately apparent.

Indicatively, there was a decrease of 65% from Fall 2009 to Fall 2011. The two biggest

sending nations also face the highest number of rejections. It is clear that the interview stage

of the admission process is a major stumbling block and a major determinant of student flow

in Cyprus. DHTE officials accept the sharp effects, but suggest that colleges should themselves

be more diligent in accepting students. By accepting „non-students‟ they perpetuate the

„pseudo-student‟ image, they point out. The law on employment is somewhat restrictive for

international students and limited to menial jobs. This has caused complaints from

international students. Moreover, there is agreement that the most common form of misuse is

that of engaging in illegal employment outside the terms of relevant legislation.

Section 4 scrutinises transnational cooperation and agreements in the area of international

students, including mobility partnerships. Despite efforts, the DHTE agrees that more specific

bilateral cooperation agreements are needed to be concluded, especially by the Ministry of

Education and Culture. These should emphasise documents‟ and other forms of recognition,

scholarships and student exchange programmes.

Section 5 looks at the impacts of international students on the Republic of Cyprus. Close to 8%

of the total population (64,113) are from third-countries, 1.25% of whom are international

students. This factor, together with the high rate of unemployment has caused debate and


3

even friction regarding the issue of migration. Authorities see the student route as a guise for

migration for the purpose of employment. Hence the dramatic rise in applications‟ rejection. It

is a conundrum, as this practice also makes Cyprus a potentially prohibitive education

destination. Affected private colleges are concerned for their very viability. A case in point is

the fact that there is no comprehensive strategy currently in place for attracting international

students in Cyprus and, apart from lacklustre participation in international education

exhibitions, there has been little progress in signing bilateral or multilateral agreements with

the most populous sending countries. Nonetheless, the current 2010-2012 Action Plan does

include elements and actions which will help balance perceptions towards international

students. Moreover, the impact of international students in relation to revenues generated by

educational institutions and by other operations in Cyprus has not been properly assessed.

The last section (6) outlines the overall conclusions. It would seem appropriate that a

comprehensively participative body which would include officials from the involved ministries,

educational institutions, industry experts, academicians, NGOs, researchers and the students

themselves would assist all relevant efforts. The primary aim is to continue efforts to increase

the number of international students while concurrently managing migration flow through

misuse of the student route. The challenge has been to achieve this delicate balance and this

target has not yet been attained, according to involved parties.

1. INTRODUCTION

The aim of this study is to provide an overview of the immigration policies that are being

implemented by the Republic of Cyprus regarding international students, with a view to

assisting policy makers and practitioners achieve a balance between the targets of attracting

international students for the purpose of study and preventing misuse of international student

routes to migration. It is emphasised that the focus of the study is on specific migration

behaviours of international students, rather than other wider aspects of student life and

behaviour. This report will be most useful to national and EU policy makers, as it will facilitate

the identification of misalignments and help identify unique country-specific challenges.

The rationale for this report, apart from aiming to achieve a within-EU alignment, is self-

evident: the importance of international students as an industry and in the context of social

and other impacts is undisputed and is formally recognised at the EU level. Major world

destinations, as are the USA and the UK, attract record numbers of international students

(723,2771 and 405,8102, respectively). The total number of students studying abroad is

estimated to currently be in the region of 3.5 million in number, with an increase of 1.4 million

1 Open Doors Fast Facts 2011, (2010-11 statistics) http://export.gov/static/Open%20Doors%202011%20fast%20facts_Latest_eg_main_041924.pdf 2 Impact of International Students on the UK, UKCISA, (2009-2010 statistics) http://www.ukcisa.org.uk/about/impact.php

http://export.gov/static/Open%20Doors%202011%20fast%20facts_Latest_eg_main_041924.pdf

http://www.ukcisa.org.uk/about/impact.php


4

from 20023 (33% increase).Significantly, for instance, it is the UK‟s fifth largest service export

and an increase of 30,000 students per year is predicted until 2020 in that country4.

This industry is a volatile one. Although the USA is still the leading destination with a 20%

global share, it held a 27% share in 2002. In the same ten-year period, Canada has

experienced a leap of 67% and the UK a growth of 62%5. The Republic of Cyprus has

experienced similar waves and troughs: an increase in influx of 73%, 30% and 39% in 2002-

2003, 2007-2008 and 2008-2009, respectively; and a rapid decrease of 27% in 2004-2005

and a 10% reduction last year, for the 2010-2011 period6. The reasons vary. For instance,

Australia saw a decrease of 50% of applications from Indian students in 2009, due to a series

of attacks on these students7. Following the 9/11 attacks, the USA established stricter entry

policies and student influx was consequently affected. Cyprus has itself cracked down on

locally called “pseudo-students”, individuals who, some authorities have concluded, arrive in

Cyprus for the sole purpose of seeking employment rather than study. The student visa is a

passport to entry and a guise for the real intent, it has been alleged8. Officials from both the

Ministry of Education and the Migration Department seem to agree that the aforementioned

reductions were not related to any promotional or other deficiencies; rather, they were and are

the result of particular and necessary pertinent diligence in the application-for-entry processes.

It must be emphasised here, however, that country-specific in-depth studies which would

examine fluctuations and precise cause and effect reasons have not been conducted in Cyprus.

Indeed, a key finding of this study is perhaps the fact that student migration effects (financial,

social, structural, results from promotions and/or other related activities etc.) have often not

been investigated and analysed to a necessary degree. Thus, this sometimes results in

allegations, contradicting points of view and conclusions which may not always reflect what is

exactly true9. Also, as will be seen in this report, some pertinent data and information which

are available in some other EU countries and beyond are unavailable in the case of the

Republic of Cyprus. Nonetheless, and perhaps at times because of the above, this report will

indeed be useful for EU comparisons and identification of any misalignments. Indicatively,

within the EU, the number of first entry permits issued was 2,475,876 (2010). Out of those, on

average, 32.5% accounted for remunerated activities of the total number of permits issued,

against 30.2% for family reasons, 20.6% for study and another 17% for various other reasons

3 Trends in International Students Mobility, WES, V.25, I.2 http://www.wes.org/ewenr/12feb/feature.htm 4 Share of international students choosing to study in the UK set to grow, The Guardian, 23/3/2012 http://www.guardian.co.uk/higher-education-network/blog/2012/mar/23/british-council-overseas-students-report 5 See Footnote n.14 6 Cyprus Statistical Service, 2012 7 Record numbers of international students, Sean Coughlan, BBC, 10/3/2011

http://www.bbc.co.uk/news/business-12671198 8 e.g. Αλςζίδα Εκμεηάλλεςζηρ Ξένων Φοιηηηών („Chain‟ of exploitation of foreign students), Σημεπινή, 7/11/2009 http://www.sigmalive.com/news/local/199486 9 See Sections 2.2 (c) and 5for relevant debates which have arisen within the Republic of Cyprus

http://www.wes.org/ewenr/12feb/feature.htm

http://www.guardian.co.uk/higher-education-network/blog/2012/mar/23/british-council-overseas-students-report

http://www.bbc.co.uk/news/business-12671198

http://www.sigmalive.com/news/local/199486


5

(protection-related, residence without the right to work, etc.). Comparatively, Cyprus

accounted for 19,139 first permits (0.08% of the EU total), 62.3% of which were for

remunerated activities (i.e. almost double that of the EU proportion), 9.7% were for family

reasons, 14.1% for education and 14% for other reasons. Within the EU 26*, the Republic of

Cyprus ranked at a low 16th in terms of granting first permits for the purpose of study10. Thus,

it can be assumed that Cyprus is behind most EU countries in this respect. The conclusions of

this study may point to some of the reasons for this occurrence.

This study also recognises and scrutinises the complexity and diversity of international

students studying in Cyprus. Also, the issue of employment is further investigated, given the

fact that third country students are allowed to work under Directive 2004/114/EC. A

comparison, in terms of the relevant Cyprus law, the spirit of the law, practicalities and

effectiveness is included herein.

Thus, the focus and scope of this report is wide-ranging. Explicitly, it aims to explore

expectations/legislative gaps which could be filled through the amendment of Directive

2004/114/EC including:

• Procedures facilitating International Students‟ admission (entry and residence)

• The right to be issued a residence permit vs. other national provisions on visas and residence

permits

• Access to information which allows students to comply with the admission conditions

• Access to the labour market both during and completion of studies

• Synergies with (EU) programmes stimulating mobility

The report is divided into 6 main sections: The current section (1) includes an introduction of

the aims and specifications of this study, with explanations of the methodology, definitions,

limitations and ethical considerations. Section 2 provides an outline of the national education

system, giving emphasis on international students. It describes details regarding the national

framework, policy and strategy. Section 3 examines the legal and practical conditions at a

national level that apply to international students. Particularly, specific conditions relating to

admission, stay and misuse of the student route to migration are presented. Section 4

scrutinises transnational cooperation and agreements in the area of international students,

including mobility partnerships. Section 5 looks at the impacts of international students on the

10 EUROSTAT 2010 * Eurostat did not provide relevant statistics regarding Luxembourg


6

Republic of Cyprus and the last section (6) outlines the overall conclusions and

recommendations.

Finally, it must be noted that this report is presented in a constructive spirit and has no

intention to be negative toward any of the key participants in shaping practices regarding

immigration of international students to the Republic of Cyprus. Therefore, all emergent

observations, when necessary, are purely stated in a constructive manner.

1.1 Methodology

For the purposes of data collection and analysis, this study largely applied the approach of all

other EMN studies, that is, principal focus was placed on secondary sources of information. All

readily (and not so readily) available information provided by the key stakeholders, strategy

shapers, decision makers and implementers has been included in this report. All identified

information which was available through other means (e.g. public record, media reports, the

web and other sources) has also been embodied herein. The sum of the key stakeholders and

their respective specific roles are outlined in Section 2, below. Where there are gaps,

disparities and contradictions and/or uncertain information, this concern is noted when it

occurs.

This study proceeded beyond the customary approach for data collection, as primary research

was also conducted. Specifically, open-ended, depth, semi-structured interviews were held

with officials and representatives of organisations which were deemed to play a key role in

strategy and execution. These interviews covered all aspects of migration of international

students to the Republic of Cyprus. Thus, apart from presenting herein the degree to which

legally restraining procedures have been followed, practical, ethical and other concerns have

also emerged. These may possibly apply at a broader European level and may reflect similar

concerns at a broader scope.

The main source and endpoint for overall statistical data and general related information on

international students studying in the Republic of Cyprus is the Cyprus Statistical Service.

However, other bodies (e.g. the Ministry of Education and Culture [Department of Higher and

Tertiary Education], the Ministry of Interior [Civil Registry and Migration department, Asylum

Service], the Ministry of Justice and Public Order (Immigration Police) and private sector

organisations [e.g. Cyprus Association of Private Schools of Tertiary Education]) also hold their

own records as they relate to their particular role in the system.

The main sources of information were inevitably derived from the above core strategic and

implementation participants. These bodies, and their respective roles, are outlined in the

following section. As mentioned above, it must be noted that some of the relevant information

required for a comprehensive representation and scrutiny of patterns of migration of


7

international students to the Republic of Cyprus is not always readily available, even in the

form of basic raw data. There has sometimes occurred a minimal attempt to analyse and

formally account for, for example, student number fluctuations, generally or on a country-

specific basis. Additionally, what does exist is decentralised, is sometimes unreliable and

fragmented. This factor alone may point to the necessity for the establishment of a multi-party

central body which is authorised to handle relevant data. Private institutions, which are the

steam engine of this industry, often rely on their own data and initiative in order to function

and carry out their mission.

Facts and figures tend to lag behind by a period of up to twelve months, sometimes more, due

to cumbersome steps in processing. For example, initial student applications need to move

successively from the educational establishments to the Republic of Cyprus Consulates and

Embassies (Foreign Ministry) to the Civil Registry and Migration Department (Ministry of

Interior) to the Department of Higher and Tertiary Education (Ministry of Education and

Culture) and back, and so on (for processing details see for example Section 2.2 [a]), thus

data collection is time-consuming and complex. Moreover, registration data are sent by the

tertiary level institutions to the Cyprus Statistical Services Department, sometimes with errors

and others belatedly or even not at all.

Finally, the reader looking for relevant studies regarding Cyprus can find them listed in the

final section of this report.

1.2 Definitions

For the purposes of this study, "International student" refers to "a third-country national11

arriving in the EU from a third country for the purposes of study."

The EMN glossary defines, in the context of migration, a third-country national „student‟ as „a

third-country national accepted by an establishment of higher education and admitted to the

territory of a Member State to pursue as his/her main activity a full-time course of study

leading to a higher education qualification recognised by the Member State, including

diplomas, certificates or doctoral degrees in an establishment of higher education, which may

cover a preparatory course prior to such education according to its national legislation‟, based

on the definition of „student‟ under Article 2 of Council Directive 2004/114/EC.

11 In accordance with the EMN Glossary, a "third-country national" is "any person who is not a citizen of the European

Union within the meaning of Article 20(1) of the Treaty on the Functioning of the European Union and who is not a person enjoying the Union right to freedom of movement, as defined in Article 2(5) of the Schengen Borders Code." This definition means that nationals of Norway, Iceland, Liechtenstein and Switzerland are not considered to be third-country nationals.

http://emn.intrasoft-intl.com/Glossary/viewTermByName.do?name=Third-country%20national


8

This study focuses mainly on Level 5 (First stage of tertiary education) - defined as Bachelor

and Master Degree level – and to a lesser degree on Level 6 (Second stage of tertiary

education) - defined as Doctorate Degree level (PhD) – study, as these levels are defined by

The International Standard Classification of Education (ISCED)12. However, given its rising

importance, Level 4 (Post-secondary non-tertiary education) – the so-called „foundation level‟

which prepares students for Level 5 education, is also examined within.

It should be noted that the special category, „researchers‟13 is not considered separately from

Level 6 students, as there are no specific relevant data. In any case, the number, if any, of

these international students is considered to be negligible if existent at all.

1.3 Limitations

While every effort was made to cross-reference and triangulate all pertinent information,

nonetheless, especially due to time constraints, it was not always possible to ensure the

reliability and validity of all the collected data, especially in the case of stated procedures and

practices. Where there was confusion and/or conflicting reports, these have been presented as

such without any auxiliary delving to assess deeper meaning or motivations.

Furthermore, due to its nature and scope, this report does not provide cross-country

comparisons or comprehensive strategic planning or tactical details beyond those broad

recommendations which are outlined in Section 6, below.

It must be noted that this report covers migration policies and practices as they pertain to the

free areas of the Republic of Cyprus. The Turkish occupied areas of Cyprus are not under the

jurisdiction of the legal entities and are thus not included.

Finally, this report was prepared in order to provide a snapshot of the current status quo and it

should be viewed as such and with a view to whichever limitations this implies. Measures and

actions have been planned and/or are already in motion (e.g. see footnote 16 and appropriate

sections in this report) and the involved government bodies have been meeting and continue

to meet on a very regular basis in order to resolve emerging issues and challenges.

12 Available at http://www.uis.unesco.org/Library/Documents/isced97-en.pdf 13 See Council Directive 2005/71/EC which sets out a specific procedure for admitting third-country nationals for the

purposes of scientific research. Article 2(d) defines a „researcher„ in this context as a third country national holding an appropriate higher education qualification, which gives access to doctoral programmes, who is selected by a research organisation for carrying out a research project for which the above qualification is normally required.

http://www.uis.unesco.org/Library/Documents/isced97-en.pdf


9

1.4 Ethical Considerations

All the involved authorities willingly provided the requested information and went beyond that

in order to provide opinions and on-the-ground insight regarding voluminous related matters.

Although all such information was recorded and transcribed, this was done on condition that

what would be included within this final report would be reviewed for accuracy by those

involved parties and that anonymity or off-the-record statements, when requested, would be

respected.


10

2. THE NATIONAL EDUCATION SYSTEM AND INTERNATIONAL STUDENTS

2.1 Structure of National Education System

This Section examines the Republic of Cyprus national higher education system (Levels 5 and

6) and it includes a summary of the measures in place by the Cyprus government and other

agencies in order to regulate entry of international students. Particular emphasis is placed on

the parts of the system pertaining to international students.

Higher and Tertiary Education in the Republic of Cyprus is broken into two main categories14:

1) Public Institutions and Universities

2) Private Institutions and Universities

Most international students study at private institutions (third country nationals in the region

of 90%) and private universities (about 9%). The language of instruction in those institutions

is English, while the language of instruction at public educational institutions is mostly Greek.

1(a) Public Institutions

i. The Higher Hotel Institute Of Cyprus

ii. The Cyprus Forestry College

iii. The Mediterranean Institute Of Management

iv. The Police Academy

v. The School For Tourist Guides

Completion of a study programme at any of the aforementioned institutions is awarded with a

Higher Diploma. The number of international students at these establishments is negligible.

The language of instruction is Greek.

1(b) Public Universities

i. The University Of Cyprus - Established: 1992, Location: Nicosia

ii. The Open University Of Cyprus - Established: 2002, Location: Nicosia

iii. The Cyprus University Of Technology - Established: 2007, Location: Limassol

Just 16 third country students attended these educational establishments in 2010-2011. The

language of instruction is predominantly Greek.

2(b) Private Institutions

Private institutions exist in the form of Colleges, Academies, Institutes and Schools. There are

currently 36 such Institutions functioning on the Island. Most of these schools concentrate on

14 To view the overall structure of the Cyprus educational system refer to http://www.highereducation.ac.cy/en/pdf/educational-system.pdf

http://www.highereducation.ac.cy/en/pdf/educational-system.pdf


11

business studies. 66% of international students (EU and non-EU) in Cyprus study at these

institutions.15 In the last few years, between 84%-90% of the total of third-country nationals

in Cyprus have studied (or are studying) at these establishments, hence they are clearly the

most significant host for third-country nationals.

3(b) Private Universities

i. European University Cyprus - Established: 2007, Location: Nicosia

ii. Frederick University - Established: 2007, Location: Nicosia

iii. University Of Nicosia - Established: 2007, Location: Nicosia

iv. Neapolis University - Established: 2007, Location: Paphos

Successful completion of a study programme at a Private Institution, Public and Private

University is awarded with the following qualifications: Certificate (1year); Diploma (2years);

Higher Diploma (3 years); Bachelors (4 years); and Masters (1 or 2 years).

Since 2009 Franchise Study programmes have become available at a number of private

institutions. This gives students the opportunity to gain qualifications from universities abroad,

mostly from the UK. Examples include Bachelor Degrees in Business Administration from the

University of Wales and the University of Wolverhampton of the U.K. The University Of Central

Lancashire (UCLAN) is the only British University that will have its own campus in Cyprus as of

September 2012. It mainly offers degrees in Business Administration, Hospitality and Tourism

as well as other courses including Law. There are a total of ten universities with franchise

agreements with local universities and colleges in Cyprus16.

The main actors in the Cypriot Higher Education System as it relates to international students

are:

DHTE: The „Department of Higher and Tertiary Education‟ is part of the Ministry of Education

and Culture (MOEC). It was formed in 1982, functions with eleven permanent staff and has

two main roles which directly concern this study:

Cooperation with Councils and Committees to ensure that qualifications and Institutions

are at a certain standard.

„Processing‟ of international students (interviewing them and reviewing their

qualifications at Embassies and Consulates, at the initial application stage in order to be

recommended to be granted a visa).

15 (Cyprus Statistical Service, 2012)

16 Can all be viewed at http://www.highereducation.ac.cy/en/pdf/table_franchise_programmes_en.pdf

http://www.highereducation.ac.cy/en/pdf/table_franchise_programmes_en.pdf


12

Civil Registry and Migration Department: The Department is under the Ministry of Interior and

is the competent authority responsible for the processing and issuing of entry and residence

permits to foreign students and has the power to deport them.17

Immigration Police (Ministry of Justice and Public Order): undertakes the role of implementing

deportation orders issued by the Ministry of Interior.

MLSI: The „Ministry of Labour and Social Insurance‟ is responsible for the processing of

employment applications made by foreign students from third countries to work in Cyprus.18

Ministry of Foreign Affairs: Responsible for issuing of visas ACTE: The „Advisory Committee on

Tertiary Education‟ is responsible for registering all new study programmes. The ACTE is also

involved in issues concerning the establishment of public and private institutions and

universities.

CEEA: The Council of Educational Evaluation-Accreditation is the body that is responsible for

the evaluation and accreditation of study programmes, following certain criteria which ensure

they are at an acceptable standard.

CCRHEQ: The „Cyprus Council for the Recognition of Higher Education Qualifications‟ is

responsible for the recognition of study programmes. The two types of recognition it awards

are:

Equivalence: The study programme is at the same standard as its equivalent at the

University of Cyprus

Correspondence: The study programme contains the fundamental modules compared to

its equivalent at the University of Cyprus

ECPU: The „Evaluation Committee of Private Universities‟ is in charge of the procedure involved

in licensing and establishing a Private University

PASISTE (Pancyprian Association of Private Schools of Tertiary Education) and other

organisations representing private educational institutions: Most third-country students (about

90%) register at colleges registered with this and other smaller tertiary level educational

institutions‟ associations.

The establishment of an institutional framework for the evaluation process of Private Tertiary

Education in Cyprus was initiated in 1987 with the introduction of the Law for Tertiary

Education Institutions (N1/87). The Ministry of Education began accepting the first applications

from private institutions for evaluation of their programmes in 1992. The Council of

Educational Evaluation-Accreditation (CEEA) is the authority responsible for carrying out

programmatic evaluation of private institutions of higher education in Cyprus. It is an

independent body which is appointed by the Council of Ministers upon the recommendation of

17 More information on the procedure for the granting of entry permits and residence permits can be found on the website of the Ministry of Interior and in the appropriate section below

http://www.moi.gov.cy/moi/citizenscharter/citizenscharter.nsf/dmlstudents_en/dmlstudents_en?OpenDocument 18 More information on the conditions which students have to meet in order to obtain a work permit can be found on the website of the Ministry of Labour and Social Insurance http://www.mlsi.gov.cy/mlsi/dl/dl.nsf/dmlemployment_en/dmlemployment_en?OpenDocument

http://www.moi.gov.cy/moi/citizenscharter/citizenscharter.nsf/dmlstudents_en/dmlstudents_en?OpenDocument

http://www.mlsi.gov.cy/mlsi/dl/dl.nsf/dmlemployment_en/dmlemployment_en?OpenDocument


13

the Minister of Education and Culture. The Council consists of the Chairman and six members,

five of whom are university professors19 . The CEEA has European and international

recognition. It is a full member of the following bodies: The European Association of Quality

Assurance (ENQA); The International Quality Assurance Agency in Higher Education

(INQAAHE); The European University Association (EUA); The European Association of

Institutions in Higher Education (EURASHE). Cyprus universities, both private and public, have

aligned their systems with the European Transfer and Credit Accumulation System (ECTS),

thus facilitating transfer to and from educational institutions in Europe.

International Students in Cyprus

Below is an overview of trends, facts and figures relating to international (EU and non-EU)

students studying in Cyprus. Table 2.1 indicates the overall positive increase in terms of

attracted numbers, while also demonstrating the volatility of the market. Slight changes or

adjustments can indeed result in dramatic fluctuations. The sudden doubling in number of

international students between 2002 and 2004 has been expounded by DHTE officials as

mainly being the result of misuse of the student route20. The decrease in the following year

was a necessary adjustment in order to „normalise‟ the influx. The decrease in 2010-201121

was explained in similar terms by officials.

Table 2.1 Foreign students in Higher Education in Cyprus with percentage

fluctuations 22

YEAR NUMBER OF FOREIGN STUDENTS*

1986-2007 544 - 5,961

2001-2002 2,472 - 3,058 (24% increase)

2002-2003 3,058 - 5,282 (73% increase)

2003-2004 5,282 - 6,679 (26% increase)

2004-2005 6,679 - 4,901 (-27% decrease)

2005-2006 4,901 - 5,630 (15% increase)

2006-2007 5,630 - 5,961 (5% increase)

2007-2008 5,961 - 7,753 (30% increase)

2008-2009 7,753 – 10,765 (39% increase)

2009-2010 10,765 – 11,138 (3% increase)

2010-2011 11,138 – 10,026 (-10% decrease)

* Includes EU nationals. „Foreign students‟ as referred to by the Cyprus Statistical Service

19More information on the CEEA and the accreditation procedure can be found on the website of the Cyprus Ministry of Education and Culture http://www.highereducation.ac.cy/en/council-educational-evaluation-accreditation.html 20

An example of a particular institution which brought in 1,300 students all subsequently applying for refugee status

was noted by DHTE officials 21

See debates section for a balanced overview of positions of all sides 22

Cyprus Statistics of Education (Data includes both EU and non EU foreign students)

http://www.highereducation.ac.cy/en/council-educational-evaluation-accreditation.html


14

Source for figures: Cyprus Statistical Service, 2012 (The service does not analyse figures in

this manner)

The Table below displays the proportion of foreign students studying in Cyprus, according to

sex. Overwhelmingly, especially when non-EU students are considered in isolation, the

majority of international students are males.

Table 2.2 Overview of foreign students in Higher Education in Cyprus according to

gender23

Year Total of foreign

students

Male% Female%

2007/2008 7,753 5,761/74% 1992/26%

2008/2009 10,765 8,142/76% 2,623/24%

2009/2010 11,138 8,235/74% 2,903/26%

2010/2011 10,026 7,195/72% 2,831/28%

Source for figures: Cyprus Statistical Service, 2012. Includes EU and non-EU students.

As noted, there has been a noticeable drop in the total of foreign students in 10/11, which

according to Table 2.3 is mainly due to a significant decrease (22%) of non-EU students, while

the number of EU students in point of fact increased by 24% in the same year.

Table 2.3 Overview of foreign students in Higher Education in Cyprus24

Total Number of

Students at Cypriot

Institutions/Universities

% of

foreign

students

EU

Students

Non- EU

Students

Non- EU Students in

Private Non-

University

Institutions

2007/2008 25,688 30% 1,135 6,617 5,989

2008/2009 30,986 35% 1,600 9,165 8,120

2009/2010 32,233 35% 1,854 9,284 8,101

2010/2011 32,118 31% 2,447 7,579 6,298

Source: Cyprus Statistical Service, 2012

As can be seen in Table 2.3, international students mainly come from non-EU countries. For

instance, the total number of foreign students including EU citizens in 09/10 was 11,138. Out

of these students, 9,473 (85%) were from third countries. Table 2.4 indicates that the

majority of students from third countries are enrolled in private non-university institutions.

Between 07/08 and 10/11 the percentage of non-EU students studying at private non-

university institutions was at no point fewer than 83% and as much as 91%. This proportion

23 Cyprus Statistics of Education (Data includes both EU and non EU foreign students) 24 Cyprus Statistics of Education (Data includes both EU and non EU foreign students)


15

exemplifies the fact that the main market for third-country nationals is private non-university

institutions (i.e. colleges). Data from the Cyprus Statistical Service shows that the number of

non-EU students in public non-university institutions is negligible. The same applies to public

universities (i.e. below 20 in the last four academic years). Foreign students overwhelmingly

are enrolled in business studies or related subjects. Indicatively, in 2009-2010, 6,827

international students [undergraduate programmes] and 419 students (graduate programmes

[MBA]) enrolled in business studies or related subjects.

Table 2.4 Number of International Students at Private universities

Total number of

students at private

universities

EU students at

private universities

Non-EU students at

private universities

2007/2008 7,823 295 579

2008/2009 10,367 527 980

2009/2010 11,012 448 1,117

2010/2011 11,729 574 1,157

Source: Cyprus Statistical Service, 2012

The table above indicates that private universities also attract foreign students, but the

numbers still cannot be compared to those of colleges. The 8 colleges which attract the

majority of third country nationals specialize in Business Studies and to a lesser degree in

Hospitality and Tourism. The top sending nations are displayed in Table 2.5, below.

Universities and colleges in Cyprus mainly attract students from Asian countries such as China,

Bangladesh and India25. In 09/10, Bangladesh had the largest number of students in Cypriot

Tertiary non-university institutions at 2,38526. 799 Chinese studied in such institutions in the

same year, but there has been a relative drop compared to the 1,091 Chinese nationals who

studied in Cyprus in 02/03.

Table 2.5 Top 5 Sending Nations 2009-2010

2009/2010 Students in Tertiary non-

University Institutions

Bangladesh 2,385

India 1,292

Pakistan 1,174

Nepal 844

China 799

Source for figures: Cyprus Statistical Service, 2012 (The service does not analyse figures in

this manner)

25

Private universities are attracting an increasing number of Russian students (114 in 2009-10). 26

Entry permits were greatly reduced last year. See admission details in Section 3.1


16

International Recognition, Presence, Reputation

The Republic of Cyprus has often expressed its goal to become a “regional centre for tertiary

education”, thus explicitly recognising the importance of the international students‟ industry.

Given scale differences, it may not come as a surprise that Cyprus universities are still not

adequately listed and/or ranked in Academic Ranking of World Universities indices27. Web

presence and popularity is a key indicator, given the current significance of the World Wide

Web as regards information gathering and communication. The webometrics ranking (web

performance) of Cyprus universities is at least marginally better, as illustrated in the table

below28, although, notably, the second ranked higher level institution is now defunct, as since

2007 it has been absorbed by the Cyprus University of Technology.

Table 2.6 Webometrics Ranking

NATIONAL WORLD UNIVERSITY SIZE VISIB. RICH

FILES

SCHOLAR

1 1066 University of Cyprus 2,141 2,554 931 890

2 4714 Higher Technical Institute 6,437 3,526 2,972 8,237

3 4940 Cyprus University of Technology 2,566 8,668 5,265 3,270

Source: http://www.webometrics.info

Data for January, 2012

2.2 National Policy Framework for International Students

This section provides an outline of the Republic of Cyprus‟ overall framework relating to formal

policy and national strategy regarding international students. Further practical and legal

details, especially concerning on-the-ground practices and procedures, are described in Section

3.

Also included in this segment is an introduction to the debates that have arisen in relation to

the migration to Cyprus of international students. The main positions and perspectives of key

stakeholders, from without and within, are described in part (c), below. More on the overall

impact (perceptions and actual effects) can be reviewed in Section 5.

27 (e.g. see http://www.shanghairanking.com/Institution.jsp?param=University%20of%20Cyprus). 28 According to another web performance measurement site (http://www.4icu.org), Cyprus universities and colleges are in direct competition with the illegal ones from the north of Cyprus. They are ranked in this order: 1st University of

Cyprus; 2nd University of Nicosia; 3rd European University-Cyprus; 8th Cyprus University of Technology; 9th Cyprus International Institute of Management; 10th Frederick University; 12th PA College; 13th CTL Eurocollege; 14th American College; 15th College of Tourism and Hotel Management; 16th Philips College (Note: Intermediate positions held by educational institutions in the occupied areas)

http://www.webometrics.info/methodology.html#size

http://www.webometrics.info/methodology.html#visibility

http://www.webometrics.info/methodology.html#rich_files

http://www.webometrics.info/methodology.html#rich_files

http://www.webometrics.info/methodology.html#scholar

http://www.ucy.ac.cy/

http://www.mlsi.gov.cy/

http://www.cut.ac.cy/

http://www.webometrics.info/

http://www.shanghairanking.com/Institution.jsp?param=University%20of%20Cyprus

http://www.4icu.org/


17

a) National Policy

The Ministry of Interior expresses the country‟s national plan for legal migration through the

National Policy and “Action Plan for the Integration of Migrants who legally reside in Cyprus”

for 2010-201229. A stated therein, the plan bases itself on Directive 2004/114/EC and other

EC Directives (2000/43/EC, 2003/86/EC, 2003/109/EC, 2000/78/EC) which relate to equal

treatment, facilitation for entry, employment and training, all these being necessary

ingredients for a sound migration policy and for successful assimilation of third country

nationals. All these directives, it is reported, have been embodied in the local legal framework.

Moreover, the action plan adheres to the 11 „Common Basic Principles for Integration‟

(14615/04) as well as the measures suggested in Communication „COM (2005) 389 Final‟

which include such actions as are participation in a relevant EU website (ec.europa/ewsi30) and

annual reports on integration and migration. The plan has been drafted by a „Committee of

Experts‟31, led by the Ministry of Interior, which includes members from the Ministry of Labour,

the Ministry of Education and Culture, the Ministry of Health and a representative from the

Office of Ombudsman. This plan became necessary, among other reasons, because of the

„large influx‟ of foreign students to the country, it is stated. Though this plan does not

specifically focus on third country students alone, it includes actions which will benefit that

group, will improve living conditions and, thus, will contribute to the attractiveness of the

country. In summary, the Action Plan is divided into eight areas („pillars‟) of concentration:

1. Information – service – transparency

2. Employment – training – syndicalism

3. Education and learning of Greek

4. Health

5. Accommodation / housing - Improving quality of life, protection and social interaction

6. Culture - Civics - Basics of policy and social reality

7. Inclusiveness

8. Evaluation – annual and comprehensive

It is clear that many of the above targets, which are related to all forms of legal migration of

course, also coincide with the needs of international students. All related plans and actions are

listed in the appropriate sections of this report. All in all, they include publication of forms and

translations, organisation of events and education programmes, general and focused seminars

for civil servants, upgrading of databases of third-country nationals, related research projects,

29 Υποςπγείο Εζωηεπικών, «Σσέδιο Δπάζηρ για ηην Ένηαξη ηων Μεηαναζηών πος Διαμένοςν Μόνιμα ζηην Κύππο», 2010-2012 (Ministry of Interior, National Action Plan 2010-2012 for the Integration of Third-country Nationals Legally Residing in Cyprus) at http://www.moi.gov.cy/moi/crmd/crmd.nsf/All/AF2407262CCB28DCC225798B0040A71A/$file/Sxedio%20Drasis%202010-2012%20-3-GR%20D6%20fin%20WEB.pdf

or http://ec.europa.eu/ewsi/en/resources/detail.cfm?ID_ITEMS=26590 to download document in English 30 For specific information on Cyprus go to http://ec.europa.eu/ewsi/en/info_sheet.cfm?ID_CSHEET=44 31 Council of Ministers Decision No. 65.242 for the establishment of a Committee of Experts on Integration of Migrants in Cyprus

http://www.moi.gov.cy/moi/crmd/crmd.nsf/All/AF2407262CCB28DCC225798B0040A71A/$file/Sxedio%20Drasis%202010-2012%20-3-GR%20D6%20fin%20WEB.pdf

http://www.moi.gov.cy/moi/crmd/crmd.nsf/All/AF2407262CCB28DCC225798B0040A71A/$file/Sxedio%20Drasis%202010-2012%20-3-GR%20D6%20fin%20WEB.pdf

http://ec.europa.eu/ewsi/en/resources/detail.cfm?ID_ITEMS=26590

http://ec.europa.eu/ewsi/en/info_sheet.cfm?ID_CSHEET=44


18

exchange of good practices on integration with other member states, monitoring and

evaluation of policies and actions.

The main actors involved in the development of national policy are outlined at the European

Web Site on Integration32. They include the Ministry of Interior as the ministry with the overall

responsibility; the Ministry of Labour and Social Insurance, which deals with employment

issues and permits; the Ministry of Education and Culture which deals with educational issues

(quality control, application for entry interviews, educational fairs); and the Ministry of Health.

The Cyprus Statistical Service is listed as the agency responsible for relevant statistics.

Funding opportunities may be found at the Web Site for Solidarity Funds33, which include the

External Border Fund, the Return Fund, the European Refugee Fund and the Integration Fund.

As key stakeholders are listed the Cyprus Family Planning Association, KISA - Action for

Equality Support and Antiracism in Cyprus, the Office of the Commissioner for Administration

(Ombudsman), ONEK (the Cyprus Youth Board), the Cyprus Action Network and the Human

Rights and Education Network.

Who Qualifies, Admission, Stay, Extensions of Stay, Period Following Completion of

Study

Details on the above are outlined in the following Section (3). Herein is a summary of the

general rules and practices applying to international students wishing to study in the Republic

of Cyprus tertiary level educational institutions. An overview of these regulations may be found

at the website of the Department of Higher and Tertiary Education34.

Students holding a legitimate high school diploma (from a six-year secondary school) from

their country of origin may qualify for study at private tertiary level educational institutions in

Cyprus. Also is required a good knowledge of the language of instruction (Greek or English

depending on the academic programme and/or educational institution). Applicants with

insufficient knowledge of the language of instruction may be accepted for study as Level 4

students („Foundation‟ level). The „Foundation‟ level is for the duration of one year, with the

ability to retake in the event of failure or other extenuating circumstances. No further

extensions are granted. The public universities and higher education institutes require a

certified secondary school diploma or equivalent qualification. Also, depending on the

institution, they may need to pass national entrance examinations, as is the case for all

applicants, local and foreign.

The process of admission begins with the written acceptance of applicants by a specific local

institution. Thereafter, according to country of origin, specific measures must be taken in order

to receive entry clearance by a Cyprus Diplomatic Mission in that country. Regardless of

32 http://ec.europa.eu/ewsi/en/info_sheet.cfm?ID_CSHEET=44 33 http://www.moi.gov.cy/moi/sf/sf.nsf/sf01_en/sf01_en?OpenDocument 34 http://www.highereducation.ac.cy/en/international-students.html, in English and Greek

http://ec.europa.eu/ewsi/en/info_sheet.cfm?ID_CSHEET=44

http://www.moi.gov.cy/moi/sf/sf.nsf/sf01_en/sf01_en?OpenDocument

http://www.highereducation.ac.cy/en/international-students.html


19

country of origin, third country national must possess a letter of acceptance by a Cyprus

educational institution, original academic certificates, proof of possession of the necessary

financial means to cover travel needs and other needs during studies and a clean police record.

For certain countries (Bangladesh, China, India, Nepal, Sri Lanka, Pakistan), students need to

undergo an interview with DHTE officials35. These interviews are held at the premises of the

Cyprus Diplomatic Mission in those countries.

Upon receipt of entry permit, students who enter the Republic are required to apply for a

residence permit, which is granted for up to one year (depending on duration of studies). This

annual permit is renewable for every year of study of the third country national, providing,

among other conditions36, that the student continues to successfully pursue his/her studies.

Extensions of stay in order to complete degree courses are normally37 granted for up to 50%

beyond the normal duration of study (e.g. a student on a four year course may receive a two

year extension). Students wishing to transfer to other academic programmes, or transfer to

other educational institutions, or progress to higher levels of education are, according to

regulations, considered to be applying for a new and different reason to the one originally

applied for, thus, a new application is required. However, extensions and permissions for the

above reasons are granted to international students on the discretion of migration officials at

the advice of the Ministry of Education specifically dealing with the residence permits of such

students. Following their graduation, third country students are not allowed to receive any

further extensions of stay (e.g. for employment purposes).

Legislation (see next section for details) on the above issues has been adopted and is in

congruence with EU Directive 2004/114/EC.

b) National Strategy

The Republic of Cyprus‟ national strategy on tertiary level education is mainly moulded by the

Ministry of Education and Culture. In conjunction with the Ministry of Interior‟s relevant

departments, the primary aim is to continue efforts to increase the number of international

students while concurrently controlling and managing migration flow through misuse of the

student route. The challenge has been to achieve this delicate balance and this target has not

yet been attained, according to involved parties38. Within the Ministry of Education and

Culture‟s overall strategic framework is included a depiction of the country‟s goals as they

relate to international students. On many occasions, past and current ministers and presidents

have reiterated the country‟s target of developing into a regional tertiary level education

centre, although specific measures toward this direction have been intermittent, perhaps

35 As of 2009. Prior to that these interviews were held by immigration police 36 For details see Section 3.1 37 In extraordinary circumstances (e.g. student is almost finished, thesis completion etc.), third country students may be granted a few months extension 38 See Section (c), below, for details


20

because the design and implementation of a national strategy would necessarily require the

cooperation and coordination of several key parties, that is, those outlined in Section 2.1,

above. The Ministry of Education‟s strategy on education is formally expressed in a 2007

report.39 In summary, the main overall objective is to ensure and improve the quality of

education at all levels through various bodies and measures. Also, regarding tertiary level

education, mention is made of the recent resultant expansion, in terms of capacity, following

the operation of four new private universities (ex-colleges until 2007) and two public ones, the

Open University (established in 2006) and the Cyprus University of Technology (established in

2007). Moreover, it notes the introduction of new study programmes by the University of

Cyprus (established in 1992). These new institutions and programs, it was stated, lead toward

the fruition of the country‟s target to become a „centre of university education in the eastern

Mediterranean‟. The above dates indicate the relative newness of university-level education in

Cyprus. Due to this fact, many strategies and bodies (such as an inter-ministry or broader

coordination body) which have been in place for years in other nations which are vying for the

international student market, are not yet established in Cyprus. Some are in the process of

being created (e.g. see point 4, below).

Although the strategic plan indicates the targeted number of Cypriot students studying in

Cyprus40, no particular target figures for attracting international students are mentioned.

Nonetheless, the report estimated that 4,000 foreign students41 would be studying at the new

universities, mentioned above, by 2010. The actual number was 2,836 (though it must be

noted that 8,302 foreign students42 were registered at non-university tertiary level

institutions). Regarding the attraction of international students, the plan specifically pointed to

these approaches in order to procure the goal of making the Republic of Cyprus a „high

specifications‟ educational centre:

1. Cooperation of educational institutions with foreign universities.

2. Dynamic participation of Cyprus in international educational fairs.

3. Further reinforcement of the Department of Tertiary and Higher Education (DHTE), as it

would shoulder this target of promotion.

4. Creation of a „promotional body‟ which will be administered and financed jointly

between the public and private sectors.

39 Σηπαηηγικόρ Σσεδιαζμόρ για ηην Παιδεία: Η Ολική Αναθεώπηζη ηος Εκπαιδεςηικού μαρ Σςζηήμαηορ, („Strategic Plan for Education: A Comprehensive Review of our Educational System‟), Ministry of Education, Dec.2007 http://www.paideia.org.cy/upload/Arthrografia/17_1_2008_stratigikos_shediasmos_anatheorimenos.pdf 40 This target is significant, given the fact that over half the Cypriot students are themselves international students

abroad. The target number of Cypriot students for 2010 was 20,000. This figure was subsequently exceeded (21,095). 41 Includes international students from the EU and third countries. 42 Includes international students from the EU and third countries.

http://www.paideia.org.cy/upload/Arthrografia/17_1_2008_stratigikos_shediasmos_anatheorimenos.pdf


21

The results from the above approaches have been deemed by the authorities as moderately

successful: although many cooperation agreements (estimates of such agreements between

educational institutions are in the hundreds) have been signed by (mainly the private)

educational institutions, the flow of third country international students to Cyprus has not been

attributed to such memoranda of cooperation by the experts. Instead, the market still mainly

depends on agents, who oftentimes send international students to colleges and universities of

their (rather than the students‟) choice, based on commission criteria and their cooperation

agreements (i.e. between the agent and the educational institution). Regarding the second

approach, Cyprus has participated in several international educational fairs (see details

elsewhere in this report), however with similar results to those of point 1, according to

ministry officials. Still, this presence at those events enhances exposure and provision of

information to interested parties. On point 3, the DHTE, which was formed in 1982, functions

with eleven permanent staff, but does not employ promotional experts per se. On the last

point, the specialised promotional body has yet to be created.

More recently, the ex-Minister of Education outlined what he judged to be needed in order to

establish Cyprus as a regional educational centre43. He stated that public universities

possessed the necessary quality and recognition; however, they could not attract international

students because the language of instruction is Greek. On the other hand, private institutions

offer instruction in English, but have limitations linked to their authority and recognition. He

suggested that:

1. Government university institutions offer courses / programs in English44.

2. Public and private institutions must develop in a way to attract the demand of local

students. A regional educational centre must have a bigger proportion of Cypriots

studying in Cyprus instead of abroad.45

3. Infrastructure facilitating students (accommodation, mobility) must improve46.

4. An „international educational policy‟ is developed which will include bilateral and

international agreements which in turn will convince other nations that Cyprus is an

„ethical and academic power‟ despite its size.

Because there is no overall fully coordinated strategic plan for the development of the

international students market as such, the country‟s approach is based on the sum of the parts

of the strategic plans of involved parties. For instance, the strategic plan of the Cyprus Police

43 Demetriou Andreas, «Μποπεί η Κύππορ να γίνει Διεθνέρ Κένηπο Τπιηοβάθμιαρ Εκπαίδεςζηρ;», Παιδεία και Πολιηιζμόρ, Τ.44, Οκη.-Νοε. 2009 44 Some courses / programs (e.g. MBA) are now taught in the English language 45 More Cypriots now study in Cyprus. In 2010 20,051 studied abroad and 21,095 stayed to study in Cyprus

educational institutions 46 There are more accommodation options available today, although excessive pricing or other reasons for unsuitability have periodically been expressed. Regarding mobility, the public transportation system has greatly improved, with the initiation of improved bus services and bicycle hiring services as well


22

(2008-2011)47, which plays its part as implementer of legal and policy related national

directives, naturally focuses on containing the influx of illegal migration through the student

and other routes.

In conclusion, the country‟s migration-related national policy and strategy and its alignment

with EU directives is primarily coordinated by the Ministry of the Interior and it includes

contributions by other key ministries such as that of the Ministry of Education.

Private and public educational institutions are involved in policy making to a lesser degree and

this has led to some friction and reciprocal accusations, as will be seen in the next section. In

fact, apart from governmental agencies, several non-state or semi-governmental state actors

also have particular perspectives/visions/strategies in place concerning the migration of

international students. These are also reviewed in the section below.

b) Relevant Debates

The main subject of debates in the Republic of Cyprus, which have been raised both at the

political level and through civil society, relate to the challenges of the elusive target of

achieving the necessary balance of promoting and facilitating mobility of third country

nationals while curtailing systematic abuse of the student route to entry into the country. In

summary, the educational institutions accuse the local governmental bodies of exercising

excessive diligence to achieve parts of legislation and policy that satisfy the latter segment of

the aforementioned balance, while the governmental bodies sometimes charge the institutions

for indirectly promoting a systematic abuse for the sake of ephemeral profiteering. To

illustrate, below is a summary of perspectives of the key stakeholders:

Ministry of Education and Culture officials at DHTE agree that more has to be done in

order to attract better quality (in academic terms) students from third countries. They

are concerned that in some countries the student route system is abused and is rather

used in order to facilitate entry into the country for employment (legal and illegal)

purposes. Their efforts have concentrated on curtailing this tendency and they are

given the opportunity to do this through the interview process which is carried out at

the embassies or commissions of Cyprus in the six main sending countries. Also, as

demonstrated in other sections of this report, efforts have been made to increase the

quality of the educational „product‟ in order to in turn attract better students. Finally,

although promotional attempts have been made through attendance at educational

47 Relevant chapter (2) at http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CFQQFjAB&url=http%3A%2F%2Fwww.police.gov.cy%2Fpolice%2Fpolice.nsf%2FAll%2F9BA11AEF0DDC7A19C22578A900272711%2F%24file%2F2.%25CE%25A5%25CE%25A6%25CE%2599%25CE%25A3%25CE%25A4%25CE%2591%25CE%259C%25CE%2595%25CE%25

9D%25CE%2597%2520%25CE%259A%25CE%2591%25CE%25A4%25CE%2591%25CE%25A3%25CE%25A4%25CE%2591%25CE%25A3%25CE%2597%2520-%25202011.doc&ei=Cu8cUNTBF4rZsgbwhIGwDg&usg=AFQjCNG47gjKYHpHhLEB0cYgSa2Y1QixdA&sig2=81jyoglZr-WgnvZfCA_Zfw (Note: in Greek)

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CFQQFjAB&url=http%3A%2F%2Fwww.police.gov.cy%2Fpolice%2Fpolice.nsf%2FAll%2F9BA11AEF0DDC7A19C22578A900272711%2F%24file%2F2.%25CE%25A5%25CE%25A6%25CE%2599%25CE%25A3%25CE%25A4%25CE%2591%25CE%259C%25CE%2595%25CE%259D%25CE%2597%2520%25CE%259A%25CE%2591%25CE%25A4%25CE%2591%25CE%25A3%25CE%25A4%25CE%2591%25CE%25A3%25CE%2597%2520-%25202011.doc&ei=Cu8cUNTBF4rZsgbwhIGwDg&usg=AFQjCNG47gjKYHpHhLEB0cYgSa2Y1QixdA&sig2=81jyoglZr-WgnvZfCA_Zfw








23

exhibitions around the world, more could be done in this field via agreements and

better collaboration, as well as „twinning‟ with such countries48.

Through the Civil Registry and Migration Department, the Ministry of Interior sees as its

main role the control and management of student migration flow. However, just eight

officers are assigned to deal with student matters at CRMD and this fact puts enormous

workload on their shoulders, thus making it all but impossible to service students

directly49.

PASISTE (the organisation representing private colleges offering tertiary level

education) and private universities, which together effectively host all the third country

international students in the Republic of Cyprus, are aggrieved with government bodies,

as can be seen in reports in the media, below, because of, they allege, cumbersome

bureaucracy, difficulty in communication, lack of participation in national policy and a

generally negative treatment.

There has been much impassioned debate in the local media and on the web among the key

stakeholders in relation to the migration of international students to Cyprus. Particularly, the

label of “students-workers” or “pseudo-students”, implying that a majority of students come to

Cyprus as workers with the guise of study purposes, is often voiced by some parties, while the

educational institutions try to defend the positive elements involved in attracting international

students.

The students themselves perhaps fuel the worker label as they demand better working

conditions and improvement of the current law which allows them to work a maximum of

twenty hours in specific „low level‟ industries (for more details see Section 3.2 [c], below)50.

Accusations have come from outside the country as well. Amnesty International has used

selective cases to illustrate a tendency for detention without first seeking alternative courses of

action to asylum seekers who often first entered the country as students and who were

subsequently arrested and detained for overstaying beyond their visa allowance or for working

illegally51.

Since EU Directive 2004/114/EC52 was integrated into Cypriot law, together with the addition

of further procedural regulations, many individual private higher education institutions as well

48 More efforts are under way. For instance, see Action F3 (1.3.1) „1st Priority Pillar in the National Action Plan 2010-2012 49 In fact, students are not granted access to any Registry and Migration officers. They can communicate with them only via educational institutions‟ representatives 50 Characteristic protests may be viewed at, for example,

http://www.youtube.com/watch?v=wR1Fp_XceN4&feature=related. A small demonstration is depicted, featuring international students with the demand, “Students deserve appropriate Job (sic) and good condition which guarantee

our dignity and student status. We are not slaves exposed to exploitation.” 51 Punishment without a crime: Detention of migrants and asylum seekers in Cyprus, Amnesty International, 2012 http://www.amnesty.org.uk/uploads/documents/doc_22579.pdf. See more details later in this section. 52 Council Directive 2004/114/EC

http://www.youtube.com/watch?v=wR1Fp_XceN4&feature=related

http://www.amnesty.org.uk/uploads/documents/doc_22579.pdf


24

as PASISTE and SIAEK (a smaller coalition of colleges) have condemned the new practices as

excessive and unnecessarily damaging to the intake of foreign students. The debate has

mainly hovered between the new regulations being sufficient and necessary for the curbing of

illegal immigration in Cyprus53 and on overstepping the line thus actively discouraging third

country nationals from pursuing their studies in Cyprus. Further, issues concerning the

employment of non-EU students and complaints by colleges over alleged lax regulations

reserved only for private Universities are also part of the growing. Complaints by students and

administrators in educational institutions also include that of a severe lack of communication

with authorities. As a case in point, students claim that they have no access to civil registry

and migration officials, and administrators can only see them after securing an appointment

which in itself is allegedly extremely hard to secure. The following are the main bones of

contention:

The new regulations put in place at the beginning of 2009 are a big talking point of the debate.

PASISTE and SIAEK believe the new process in place for their students to obtain a residence

permit and a student visa is severely hampering the vision of Cyprus becoming a regional

centre for education. They have repeatedly stated that it is time consuming and inefficient54.

Worryingly for institutions, the significant reduction in the number of foreigners applying for

positions at Cypriot institutions could mean their closing down, they claim. It is worthy of note

that approximately 90% of non-EU students in Cyprus study at these institutions, so this would

essentially mean the collapse of the entire market. In the year following the introduction of the

new process, Cypriot colleges reported a 51% drop in applications from foreign students, and

an 80% reduction in the successful acquirement of student visas. A particular grievance

included one that 300 visas were granted by DHTE officials following a second review after the

interviews at the Cyprus embassies, which were then subsequently rescinded once more by

the Immigration Police55. PASISTE and SIAEK believe that there will also be serious

repercussions on the Cypriot economy. More specifically they state that the effects will include:

The loss of an annual inflow of 13.5 million Euros from students‟ tuition fees.

The loss of an annual inflow of 18 million Euros from students‟ living expenses

The loss of state income due to the reduction of corporate tax

The loss of jobs (lecturers, administrative officers) due to the overabundance of

employees compared to the number of students

http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2004:375:0012:0018:En:PDF 53 e.g. see Nicos Anastasiades (Head of the biggest Cypriot political party and candidate for the Presidency of the Republic of Cyprus) “Citizens‟ Security – Immigration” (13/06/2012)

http://anastasiades.com.cy/blog/news/index.php/permalink/62343.html (Accessed on 12/08/2012) 54 e.g. Φιλελεύθεπορ «Τα κολέγια οδηγούνηαι ζηον αθανιζμό 27/11/2010» 55 e.g.There was disagreement regarding this episode. See „Cyprus Mail‟, May 28, 2009, at http://www.thefreelibrary.com/Shakalli+denies+entry+to+300+foreign+students.-a0200692129

http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2004:375:0012:0018:En:PDF

http://anastasiades.com.cy/blog/news/index.php/permalink/62343.html

http://www.thefreelibrary.com/Shakalli+denies+entry+to+300+foreign+students.-a0200692129


25

The reduction of development projects with the initiative of private colleges which have

so far channelled money into the economy

Though the statistical evidence provided by private non-University institutions concerning the

greatly reduced intake of foreign students seems worrying, the backing of their demands by

prominent political figures is lacking. The support for the new process is significant at a

political level, due to the common accusation that, allegedly, numerous foreign students have

illegally obtained employment and showed little interest in continuing their studies. There have

even been allegations of a network which uses illegal documents to obtain student visas for

third country nationals.56 PASISTE were forced to distance themselves from such practices and

condemned them. Meanwhile, one of the leading candidates in the 2013 elections for the

Presidency of the Republic of Cyprus, Nicos Anastasiades, stated in his manifesto57 that the

process needs to be re-evaluated and more strictly followed.

Non-EU students engaging in illegal economic activities: Mr. Anastasiades also

mentioned that employers who illegally hire foreign nationals should face stricter punishments.

In fact, the issue has long been exposed by the media, and a bill was drafted in Parliament in

2007 with the aim of stopping “pseudo-students” from entering Cyprus.58 Today, the problem

of third-country students taking up illegal employment or exceeding the maximum of 20 hours

per week faces strong arguments from both sides. A demonstration by the students took place

in December 2011 over what is, according to them, an “unfair violation of our right to work

outside college hours”.59 They feel that even though relevant Cypriot laws do not go against

the EU Directive on part-time work, the Labour Ministry has gone against the spirit of the law

and is refusing to approve employment applications for jobs outside a limited number of fields.

Their complaints have been echoed by PASISTE, which adds that while in other EU countries

students are allowed to work in a variety of jobs, there is a very limited list of jobs which

foreign students can apply for in Cyprus. This prevents them from working in a field related to

their studies, a practice which would enable them to gain valuable experience. With students

being allowed to work a maximum of 20 hours a week and the minimum wage being around 5

Euros per hour and therefore earning roughly 100 Euros per week, it is not possible for them

to keep up with their tuition fees and living expenses.60 Labour Minister Soteroulla

Charalambous has said that prospective employers had prior obligations to hire other

employees before third-country nationals, and that some employers try to use foreign students

while driving other permanent or seasonal staff to unemployment. Furthermore, she argued

56 Φιλελεύθεπορ (11/10/2011) «Καμιά ζχέζη κολεγίων με ηα πλαζηά έγγραθα» 57 Anastasiades Nicos (Candidate for the Presidency of the Republic of Cyprus) “Citizens‟ Security – Immigration” (13/06/2012) http://anastasiades.com.cy/blog/news/index.php/permalink/62343.html (Accessed on 12/08/2012) 58 Η Σημεπινή (06/07/2007) «Φοιηηηές ζηα χαρηιά... ηέλος» 59 Cyprus Mail 08/12/2011 – “Foreign students in work protest” 60 Interview with PASISTE President on ASTRA Radio Station (07/05/2011). Of course, the law has been put in place for students to supplement their studies.

http://anastasiades.com.cy/blog/news/index.php/permalink/62343.html


26

that the list of jobs where students can find employment cannot be enlarged because of the

current labour market conditions. Directive 2004/114/EC backs her in the sense that it allows

the host country to take into account its labour market situation61.

Allegations of discrimination between colleges and private universities: Another issue

which PASISTE and SIAEK have brought forward which is not related to the 2009 changes in

visa regulations is the Ministers‟ Council decision in October 2008 to spare candidates for

positions at private universities the requirement to have a separate interview by DHTE in order

to obtain an entry permit to Cyprus, while it remains mandatory for students who wish to

study at private colleges. The two organisations describe this practice as “irregular”, and report

that the success rate for applications at colleges is only 21% while entry permits are issued for

almost all university applicants. They also believe that this pushes educational advisers and

prospective students away from colleges and towards universities and describe it as unfair

competition62.

The Accreditation System and its effect on newly established Higher Education

Institutions:

The president of the parliamentary Committee of Education, Nicos Tornaritis, has expressed

concerns over the accreditation system and its effect on newly established higher education

institutions. 63 Speaking before Parliament, he said that in order to enroll third-country

nationals, newly established institutions need to be able to offer certain accredited courses. For

these programmes to be accredited, they need to be run beforehand with the participation of

students. On the other hand however, for Cypriot students to be allowed to claim grants, they

need to participate in accredited programmes. Therefore, since students from third countries

cannot be enrolled on courses which have not yet been accredited due to the regulations put in

place by the Ministry of Education and Culture and the Ministry of Interior, these institutions

are essentially denied the right to be operate properly64.

Amnesty International Report on the detention of asylum-seekers and migrants in

Cyprus65

The report, published in June 2012, refers to the case of a student who was arrested and

detained after his visa expired and was deported to his country, despite the length of his

detention (10 months) being found unlawful and his application for asylum still pending before

the Supreme Court.

61 Cyprus Mail 08/12/2011 – “Foreign students in work protest” 62 e.g. Φιλελεύθεπορ «Τα κολέγια οδηγούνηαι ζηον αθανιζμό 27/11/2010» 63 Parliamentary session on 21/06/2011 64 Also, the Ombudsman has intervened in favour of a college which was registered after 2007 and which, by law, could not accept foreign students Complaint AP/420/2011, 26/8/2011 65 Amnesty International (June, 2012) “Punishment without a crime – Detention of Migrants and Asylum-seekers in Cyprus”


27

3. LEGAL AND PRACTICAL CONDITIONS AT NATIONAL LEVEL THAT APPLY TO

INTERNATIONAL STUDENTS

The section explores the conditions that apply to International Students and whether the

Republic of Cyprus has specific measures in place at the admission stage, during stay, and

following completion of studies, to facilitate admission of international students and what the

most effective triggers are for student mobility. These measures are founded on both the

policy and legal framework currently in place in the Republic of Cyprus.

In general, all the recommendations of the EU as they are expressed in Directive

2004/114/EC, have been applied in the national legislation through Amendment 184(I) 2007.

However, the Republic has reserved its right to add, amend or omit some points in order to

accommodate specific requirements and reinforce national policy and legislation. A summary of

the specific provisions and congruent additions in parallel to each article of Directive

2004/114/EC (regarding conditions for admission, stay, and completion of studies) is listed in

Table 3.1, below. When there are modifications or further clarifications, this is noted

appropriately. Further details regarding individual stages can be reviewed in sections 3.1 to

3.4:

Table 3.1: Alignment of Republic of Cyprus legislation (Aliens and Immigration Law

184(I) 2007) with Directive 2004/114/EC

Council Directive 2004/114/EC Republic of Cyprus Legislation (with 2007

Amendments) 184(I)2007

Article 1: Purpose-conditions and rules of entry for

the purposes of studies, exchange, training or

voluntary service

Identical, see official government newspaper L375, 12,

2004, p.12

Article 2: Definitions Identical, with clarifications: „Student‟: same, however

„preparatory course‟ is specifically limited to two semesters.

„Establishment‟: same, however, for Cyprus it must either

have state recognition or be registered by 200766

„Residence permit‟: same, however, a further distinction is

made between residence permit and entry permit (visa) for

the purpose of study

Article 3: Scope Identical (see Article 18MA)

Article 4: More favourable provisions Identical (see Article 18MB)

Article 5: Principle of admission Identical (see Article 18MC)

66

This definition (paragraph B (ii) 18M) has caused problems with newer institutions wishing to admit third country

students. However, a recent review by the Ombudsman (F.N: AP420/2011) has exonerated them in contrast to positions

held by the Ministry of Interior and the Ministry of education and culture.


28

Article 6: General conditions Identical (see Article 18MD) with clarification that:

validity of travel document must be a minimum of 2 years;

and with clarification that: third country nationals are not

entitled to public financial assistance

Article 7: Specific conditions for students Identical (see Article 18ME) with the omission that:

student possesses sufficient knowledge of the language of the

course

Article 8: Mobility Identical (see Article 18MST)

Article 9: Special conditions for pupils Identical (see Article 18MZ)

Article 10: Specific conditions for unremunerated

trainees

Identical (see Article 18MH) with the optional omission

that: student receives basic language training relating to

placement

Article 11: Specific conditions for volunteers Identical (see Article 18MΘ) with clarification that:

minimum age is 18 and maximum age is 30

Article 12: Residence permit issued to students Identical (see Article 18N) with clarification that:

application for renewal is submitted one month before expiry

of current residence permit; and that part-time work is

permitted in specific areas and under specific conditions (see

Article 18 NE, below)

with additional provisions that: the issuance of a

residence permit is followed by the provisions for issuance of

an entry permit (visa - 2 types) (see details in Section 3 (C),

below)

with additional provisions that: transference to another

educational institution and/or programme of studies and/or

concentration/specialisation is allowed if permission is granted

by the Director of the Migration Department. Permission must

be granted unless the student is in breach of the employment

terms of A. 18NE, or has stopped his studies, or is not

progressing normally and specifically, has not completed the

foundation cycle or has not completed his study in the

allocated time plus 50% of that time

Article 13: Residence permit issued to school pupils Identical (see Article 18NA, P.3) with additional

provisions relating to requirements for entry permit

Article 14: Residence permit issued to

unremunerated trainees

Identical (see Article 18NB, P.3) with additional


Article 15: Residence permit issued to volunteers Identical (see Article 18NC, P.3) with additional


Article 16: Withdrawal or non-renewal of residence

permits

Identical (see Article 18ND)

Article 17: Economic activities of students Identical (see Article 18NE) with the omission that:

entitlement to exercise self-employment is not specifically

included


29

with additional provisions: maximum work hours per week

is 20 hours67; employment is allowed after residence of 6

months; a contract of employment, reviewed by the

Department of Labour and including terms of employment

and the student‟s study schedule; remunerated employment

in households whereby employers are officially registered and

hours and dates and remuneration are posted; employers in

breach of the law may be fined Cyprus pounds (cy.p.) 500

escalating to cy.p 2000 for a second offence and students in

breach of the law may be fined cy.p. 200 escalating to cy.p

500 for a second offence. The offender is notified and may file

a defence within 15 days. If the fine is not paid authorities

may take legal measures to secure payment (see Article

18NZ)

Article 18: Procedural guarantees and transparency Identical (see Article 18NST) with the omission of point 4

that: where a residence permit is withdrawn the person shall

have the right to mount a legal challenge before the

authorities

Article 19: Fast-track procedure for issuing

residence permits or visas to students and school

pupils

Omitted

Article 20: Fees Fees for processing applications are clearly in the law:

50 cy.p. (for entry permit); 20 cy.p. (for residence permit)

Sections 3.1 to 3.4, below, follow the approach of addressing particular issues as they have

been set by the call of the EMN. When responding to these issues, the different actors

undertaking measures at national level, including public authorities and administrations,

institutions of higher / vocational education (both private and public) and other (non-state)

actors are identified. Also, apart from occasions when it is expressly stated, the responses

apply to Educational Levels 5 and 6.

3.1 Admission

The issue of admission has been one which has been dealt with through various laws, practices

and measures which, as can be seen in the table above, are mainly in line with the guidelines

of Directive 2004/114/EC. Table 3.2 below provides a summary of the admission requirements

of third country nationals68. In broad terms, admission requirements may be separated into

five categories:

Countries where students must undergo interviews by Ministry of Education and Culture

officials from the Department of Higher and Tertiary Education (DHTE)69. In general,

67 More hours (max.38) are allowed during certain periods. For details see appropriate section, below 68 A summary of all countries‟ admission requirements is provided in Annex 2. 69 And not police officers, as indicated in the table below. This has changed since 2009. Due to increased demand for study in Cyprus, Nepal has been added into this category. Also, under Council of Ministers Decision Protocol no.


30

these countries have been observed to send the most applications for admission, hence

the need for personal interviews.

Countries where students must apply for entry permit (visa) at a local Republic of

Cyprus Embassy or Consulate

Countries where students are from Apostille Treaty signatories.

Countries with no Consulate or Embassy and where entry permit may be received in

Cyprus

Countries where no attestation is required.

The main documentation (academic documents, passport, police letter of clear record, health

certificates, bank letter) and other relevant comments are also included:

806/2011, private universities and those offering “evaluated‟ (i.e. accredited) programmes of private schools of tertiary education” and approved programmes „dispatched‟ through franchises, must interview prospective students themselves. For other details regarding interviews, refer to the appropriate point in this section, below.


31

Table 3.2 Summary of Admission Requirements

Academic

Documents Passport Police Letter Health Certificates Bank Letter Comments

Country Migration Migration Migration Migration Migration

COUNTRIES WHERE INTERVIEWS FOR VISA ARE CONDUCTED BY POLICE OFFICERS FROM CYPRUS

Bangladesh

attested by

MFA + Consulate

attested by

MFA + Consulate

attested by

MFA + Consulate

attested by

MH or NP + MFA + Consulate

attested by

NP + Consulate

Bank letter not

attested by MFA

China

attested by

NP + MFA + Embassy

OR MJ

attested by

NP + MFA + Embassy

OR MJ

attested by

NP + MFA + Embassy

OR MJ

attested by

MH or NP + MFA + Embassy

attested by

NP + MFA + Embassy

OR MJ

Chinese passports

cannot be renew ed

unless they expire in 6

months or less

India Apostillised Apostillised

Issued by

MFA + Aposillised

attested by

MH or NP + Apostillised

attested by

NP + Apostillised

Pakistan

attested by

MFA + Consulate

attested by

Consulate

attested by

MFA + Consulate

attested by


attested by

NP + MFA + Consulate

Passport not attested

by MFA

Sri Lanka

attested by

MFA + Consulate

attested by

MFA + Consulate

attested by

MFA + Consulate

attested by


attested by


Nepal

attested by

MFA + Consulate

attested by

MFA + Consulate

attested by

MFA + Consulate

attested by


attested by

NP + Consulate

Bank letter not

attested by MFA

COUNTRIES WHERE STUDENTS APPLY FOR VISA AT EMBASSY / CONSULATE IN THEIR COUNTRY OF RESIDENCE

Cameroon

attested by

MFA + Consulate

attested by

MFA + Consulate

attested by

MFA + Consulate

attested by


attested by


Nigeria

attested by

MFA + Consulate

attested by

MFA + Consulate

attested by

MFA + Consulate

attested by


attested by


Syria

attested by

MFA + Embassy

attested by

MFA + Embassy

attested by

MFA + Embassy

attested by


attested by

NP + MFA + Embassy

Iran

attested by

MFA + Embassy

attested by

MFA + Embassy

attested by

MFA + Embassy

attested by


attested by

NP + MFA + Embassy

Egypt

attested by

MFA + Consulate

attested by

Consulate

attested by

MFA + Consulate

attested by


attested by


Passport not attested

by MFA

COUNTRIES WHERE STUDENTS APPLY FOR VISA AT EMBASSY / CONSULATE (HAGUE)

Belarus Apostillised Apostillised Apostillised

attested by


attested by

NP + Apostillised

Moldova Apostillised Apostillised Apostillised

attested by


attested by

NP + Apostillised

Ukraine Apostillised Apostillised Apostillised

attested by


attested by

NP

Bank letter not

Apostillised

VISAS ISSUED IN CYPRUS- NO CONSULATE/EMBASSY OF CYPRUS IN THE COUNTRY

Morocco

attested by

MFA+MFA CY

attested by

MFA+MFA CY

attested by

MFA+MFA CY

attested by

MH or NP + MFA +MFA CY

attested by

MFA+MFA CY

Vietnam

attested by

MFA+MFA CY

attested by

MFA+MFA CY

attested by

MFA+MFA CY

attested by

MH or NP + MFA +MFA CY

attested by

MFA+MFA CY

COUNTRIES FOR WHICH NO ATTESTATION IS REQUIRED

Russia attested by NP attested by NP attested by NP attested by NP attested by NP

Serbia attested by NP attested by NP attested by NP attested by NP attested by NP

MFA Ministry of Foreign Affairs

MH Ministry of Health

MJ Ministry of Justice

NP Notary Public

MFA CY Ministry of Foreign Affairs in Cyprus

NOTE: Since 2009, interviews (see the 1st category, above) are no longer conducted by

immigration police officers. Rather, interviews are now conducted by Ministry of Education and

Culture officials from the Department of Higher and Tertiary Education (DHTE)

Source: European University Cyprus, 2012


32

The following points are direct responses to specific queries of the EMN call:

a) Specific measures designed to encourage third-country nationals to pursue

study opportunities within its higher education

Republic of Cyprus‟ key officials agree that more can be done to enhance and better coordinate

this need for „encouragement‟. Related activities (e.g. participation in Education Fairs and

Exhibitions such as „Academia Egypt 2010‟, the „China Education Expo 2011‟and GUEDEX 2012

at Muscat) are few and far between and have been met with moderate success. It is agreed by

the Ministry of Education and Culture officials that more targeted campaigns towards

prospective students of specific countries need to be put in place. These, together with a

holistic system for recognising qualifications of third-country nationals from particular countries

or educational establishments or with specific qualifications70, would encourage more and

better „quality‟ (in academic terms) of students to come for study to Cyprus. Such actions

would also reduce the need for lengthy interviews with prospects from the main sending

countries.

In the new governmental action plan of 2010-2012, under Priority Pillar 1 and through actions

by the Ministry of Education and Culture, efforts will be made to sign „agreements of friendship

and exchange of information, experience and good practices with countries of origin, as well as

twinning with these countries‟. Included in that plan are past actions such as the publications

of information material in various languages, on the students‟ rights and obligations and other

useful information (Priority Pillar 1- 2009-AP2007). Other positive actions include planned

measures on facilitating the reception of third-country nationals through personal contact,

telephone, printed material and other information (Priority Pillar 1, 1.1, 2010-2012) to be

prepared by the Ministry of Interior in cooperation with other ministries and bodies, local

authorities and NGOs; enhancement of relations with countries of origin (Priority Pillar 1, 1.3c,

2010-2012) and measures to encourage interaction and cultural exchange (Priority Pillar 1, 2.

Action B.2, 2010-2012).

The main hosts of international students, that is, the private educational institutions (the

colleges in particular), feel that they are excluded from the few (in any case) promotional

activities undertaken at the governmental level and that they are left to their own devices in

their attempts to attract international students. With their own finances, they target areas and

work with trial and error through presentations at hotels (and other venues or educational

fairs), with mixed success. Both sides, government and private institutions, agree that the

main drivers of the Republic of Cyprus international students market are the country

representatives, the so-called agents. To a secondary degree, the flock tendency and word of

mouth are also said have an effect.

70 Though efforts are underway, no such agreements have been signed yet


33

There are just a few available funding opportunities for international studies. Apart from

European programmes (e.g. third-country students enrolled at other EU educational

institutions can transfer to Cyprus institutions via ERASMUS and such programmes – although

fewer than ten students have been reported to use this route in the last few years), these

students, if they are refugees, are entitled to scholarships at the same level as Cypriots.

Section 21 (b) (iC) of the Refugee Law, provides that refugees “shall enjoy equal treatment as

Cypriots in relation to the right of education, explicitly as regards the granting of scholarships”.

In any case, there have only been two cases of students of this status utilising this

opportunity. It is generally agreed by officials that such awards, if selectively given to

outstanding third-country students, would enhance the quality of foreign student intake and

would contribute toward a more positive local perception of international students.

At the moment, there are no provisions for fast tracking of applications for entry and residence

permits.

b) Provision of information to international students on the terms and conditions

of their study at educational establishments and/or the EU in general (e.g.

European Network of National Information Centres (ENIC)

The terms and conditions of study at the Republic of Cyprus are comprehensively available at

the ENIC website71. The site lists, successively, the following:

National Information Centres: Links to KYSATS (Cyprus Council for the Recognition of

Higher Education Qualifications).

Note: A more accessible dedicated body would be more beneficial to international students

National education bodies

Note: Links to the Ministry of Education and Culture. Within that page is a guide to

education in nine languages (Greek, English, Turkish, Russian, Bulgarian, Romanian,

Georgian, Ukrainian, Arabic) at http://www.moec.gov.cy/odigos-ekpaideusis/index.html73.

Each guide contains information on the fundamental rights of students, Greek language

classes for foreign students, etc. However, it must be emphasised, these guidelines are

primarily directed to secondary level students.

System of education: Links to the Ministry of Education and Culture, with a

comprehensive description.

71 See http://www.enic-naric.net/index.aspx?c=Cyprus#Lists of Recognized Higher Education Institutions0 72 For example, see http://www.moec.gov.cy/odigos-ekpaideusis/documents/english.pdf 73 For example, see http://www.moec.gov.cy/odigos-ekpaideusis/documents/english.pdf

http://www.enic-naric.net/index.aspx?c=Cyprus#Contact Information0

http://www.enic-naric.net/index.aspx?c=Cyprus#National Education Bodies0

http://www.moec.gov.cy/odigos-ekpaideusis/index.html

http://www.enic-naric.net/index.aspx?c=Cyprus#Education System0

http://www.enic-naric.net/index.aspx?c=Cyprus#Lists of Recognized Higher Education Institutions0

http://www.moec.gov.cy/odigos-ekpaideusis/documents/english.pdf

http://www.moec.gov.cy/odigos-ekpaideusis/documents/english.pdf


34

University education: Links to the DHTE site.

Quality Assurance in Higher Education: No links are provided. However, at the DHTE

web site is the following statement: “The Council of Ministers, with its decision No.

66.010 dated 5 September 2007, has initiated legislation for the establishment of the

Cyprus Agency of Quality Assurance and Accreditation in Education as the competent

authority to assure the quality of higher education offered in the Republic of Cyprus in

any form.” This body has yet to be formed.

Post-secondary non-university education: Links to the DHTE web site where all public

and private universities and educational institutions are listed, with links to the

institutions home pages.

Recognized higher education institutions: Links to the DHTE website. Therein, at

http://www.highereducation.ac.cy/en/kysats.html is explained the jurisdiction of

KYSATS (Cyprus Council for the Recognition of Higher Education Qualifications). As a

point of reference for equivalency is used the corresponding programmes of public

universities. However, recognised institutions that foreign students can check for are

not clearly listed.

Policies and procedures for the recognition of qualifications: Links to KYSATS (Cyprus

Council for the Recognition of Higher Education Qualifications). Therein are all the

educational institutions which are recognised around the world. In the case of Cyprus,

the link to evaluated educational programmes is broken. The programmes of study of

public universities and institutions are listed as universally recognised. However,

regarding other institutions, the Council reviews and decides on the recognition of

programmes awarded by „recognised educational institutions‟ and those which relate to

evaluated programmes of education. All these provisions are described in the Greek

language and in any case, lack specificity. A reader can only be confused in trying to

decipher the issue of recognition, which is quite complex74.

Qualifications Framework: No link is available, see comments above.

Diploma Supplement Information: No link is available.

More information (e.g. relevant legislation, structure of the educational system, procedures for

admission, etc.) is available at the DHTE web site75. There is no legal obligation to provide this

74 The matters of registration and accreditation pass through several bodies: SETE (Advisory Board to the Ministry of Education) accepts registrations and checks for the basic provisions (e.g. premises, teaching personnel), SEKAP (CEEA) is the competent authority in the Republic of Cyprus for carrying out programmatic evaluation and

accreditation of the Private Institutions of Higher Education is the Council of Educational Evaluation–Accreditation; and KYSATS (Cyprus Council for the Recognition of Higher Education Qualifications) evaluates and checks for equivalency of programmes of study. 75 http://www.highereducation.ac.cy/gr/international-students.html

http://www.enic-naric.net/index.aspx?c=Cyprus#University Education0

http://www.enic-naric.net/index.aspx?c=Cyprus#Quality Assurance0

http://www.enic-naric.net/index.aspx?c=Cyprus#Post-secondary Non-university Education0

http://www.enic-naric.net/index.aspx?c=Cyprus#Lists of Recognized Higher Education Institutions0

http://www.highereducation.ac.cy/en/kysats.html

http://www.enic-naric.net/index.aspx?c=Cyprus#Policies and Procedures for the Recognition of Foreign Qualifications0

http://www.enic-naric.net/index.aspx?c=Cyprus#Qualifications Framework0

http://www.enic-naric.net/index.aspx?c=Cyprus#Diploma Supplement Information0

http://www.highereducation.ac.cy/gr/international-students.html


35

information, however the above dedicated websites are mostly translated in English and they

do provide a useful understanding of the Republic of Cyprus educational system and structure.

Nonetheless, it is assessed that the international students will have to conduct much

information seeking of their own, even though all the educational establishments which attract

international students provide information and guidelines to perspective students.

As a result, because this lack of comprehensive formal website to go to for admission

procedures and other relevant information, the prospective international student may be quite

confused, depending on where he/she looks. There are sometimes mixed messages from

questionable authorities regarding entry qualifications, etc.76

c) Process for issuance of visas and entry residence permits

As can be seen in the table at the beginning of Section 3, the process of issuance of residence

permits is exactly congruent with that of Directive 2004/114/EC. However, the Republic‟s

Aliens and Immigration Law 184(I)2007, (Article 18N) includes certain clarifications and

additional provisions. Most importantly, that the prospective student must first secure an entry

permit77 before applying for a residence permit, which is issued while the student is in Cyprus.

The requirements for an entry permit or visa are commensurate to those of Articles 6 and 7 of

Directive 2004/114/EC, and come with a charge of cy.p.50. The following are also required: a

passport which will not expire in the period of study or whose expiry is at least in two years;

parental permit in the case of underage students; a clean police record; medical analyses; an

acceptance letter from a Cyprus educational institution and a bank statement78. Upon arrival to

Cyprus, the student must register with the state within 10 days (Regulation 33) and pay a fee

of cy.p.20 for the issuance of a residence permit. The passport requirements are the same as

for the entry visa, however also at this stage is needed health insurance79, new medical

analyses conducted in Cyprus80, statement of a Cyprus bank statement in the student‟s name81

and a bank guarantee for the expenses of repatriation. The reasons for, at times, this duplicate

process are outlined in the associated footnotes, above; in general, this process allows

authorities to double-check requirements and to receive assurance that the conditions relating

to the student when abroad (finances, medical insurance etc.) still hold true after arrival to

Cyprus. On the whole, when admission conditions in the Directive have been met the student

does receive an entry permit or visa. Also, if the conditions of Articles 6-7 are met the

76 e.g. http://www.studyabroaduniversities.com/Student-Visa-Requirements-for-Study-in-Cyprus.aspx 77 There are two types of entry visas (identical, but dependent on country of origin), both short term, for a short period up to a month. 78 In practice, evidence in the amount of Euros7000 is required by immigration and/or DHTE officials. That is to cover the expenses of the institution (Euros 3,200), the rest for travel, initial expenses and other expenses for the first year of study. The Ministry of Foreign Affairs states that possession of at least $4,000-$6,000 (depending on the higher institution) upon arrival in order to be allowed to enter Cyprus. 79 Local educational institutions provide „group‟ policies to the authorities covering all their international students. 80 Migration officials justify this because oftentimes medical documents from home countries have been found to be inadequate or not valid. 81 This is done to ensure that the finances which were shown at the time of request for an entry visa have actually been brought to Cyprus.

http://www.studyabroaduniversities.com/Student-Visa-Requirements-for-Study-in-Cyprus.aspx


36

prospective student generally automatically receives an entry permit or visa. However,

although this is not expressly stipulated in the above law, following application to a local

institution, the international student wishing to enrol in a private non-university institution

must be interviewed by DHTE officials at the Cyprus embassy or consulate in his/her country in

the cases of students from Sri Lanka, Bangladesh, Nepal, Pakistan, India and Pakistan.82

It must be emphasised that the interview process is the common route to admission

acceptance as the majority of third-country nationals are from the aforementioned countries

and do wish to study at private non-university institutions. The timeframe for all procedures is

governed by the academic semesters, thus officials visit the above countries thrice a year, in

time to accept prospective students in time for each coming semester83. Residence permits are

issued before the short term entry visas expire and have a usual duration of one year or less,

if the study program is of less duration84. There are no fast-track procedures currently in place.

Articles 8 of the Directive and Law 18MST are a match and international students utilising EU

programmes like Erasmus Mundus are granted residence permit within a time period that does

not hinder continuation of study they have initiated in another EU country. Although there are

no special arrangements between consulates, no problems have been recorded. In any case,

such students are very few in number. The facilities of the Visa Code are not put into use in

the case of the Republic of Cyprus.

Under Article 18N, students are entitled to receive residence permit for a period of one year for

the purpose of completing „foundation‟ courses (preparatory year). They are granted a one

year extension in case they do not succeed.

Several applications for study in Cyprus are rejected on an annual basis. The main

responsibility for these decisions lies with DHTE officials who conduct interviews at consulates

or embassies, though Foreign Ministry officials may also reject applications on the strength of

normal entry permit granting provisions. The most common ground for rejection, according to

DHTE officials, is that many applicants are clearly not legitimate prospective students. For

instance, according to their reports, they may not be aware of the name of the exact

institution they will be studying at or what exactly they will be studying. Another common

reason for rejection is that of illegal or false or inadequate documents. Due to the obvious

82 PASISTE officials claim that often students applying to colleges must undergo duplicate interviews from DHTE and Foreign Ministry officials 83 Colleges have complained of delays. 84 Students and private institution officials have expressed concerns that the annual issuance is burdensome. Also, that

often the issuance of less than a year‟s permit renders travel difficult as returning students may be deemed illegal (with an expired permit) and refused entry back to Cyprus. Residence permits are issued for attendance at a specific institution. Hence, a new application must be submitted by the student in case of transfer. It is to the Discretion of the Migration Director to grant this new permit (see legislation, elsewhere in this report)


37

gravity of these rejections, there are no recorded appeals at this stage85. The table below

depicts the number of applications and rejections at private non-universities86.

Table 3.3 Applications and Issuance of Entry Permits (visas) to Private non-

universities

Source: DHTE, 2012 (Note: DHTE does not conduct a percentage analysis)

The decrease in applications is immediately apparent. Indicatively, there was an 86% decrease

in applications from Spring 2009 to Spring 2012 (391-2801) and a decrease of 65% from Fall

2009 to Fall 2011. A total of 6,213 applications were made in 2009 (1823 visas issued [29%])

compared to a total of 1,345 (just 22% of 2009) in 2011 with an acceptance rate for issuance

of visas at 44%. It is clear that the rate of rejections has fallen, but the number of applications

has also witnessed a drastic reduction. DHTE officials justify the figures as a legitimate

correction and a necessary adjustment, in order to host „real‟ students at Cyprus. PASISTE

views this as excessive diligence which is killing the international students market. Interviews

for the Summer and Spring semesters have a sharply higher rejection rate than Fall

semesters. This may be logical, as usually more legitimate students apply at Fall.

The two biggest sending nations also face the highest number of rejections. Indicatively, in the

three semesters of 2009 Bangladesh had 2015 applications with 705 granted visas (35%) and,

in 2011, 135 applications with 18 visas granted (13%). It is clear that the interview stage of

85 Appeals regarding the rejection for renewal of a residence permit are lodged by private institutions for students studying at their institution. Although exact figures are not available, they usually relate to request for further extensions in order to complete studies, leniency regarding illegal employment and documents (e.g. passport) expiration. The Migration Department states that it deals with these matters in a humanistic and practical approach, while colleges and universities respond that they are faced with rigidity, inaccessibility and bureaucracy 86 The significance of this table is especially high as approximately 90% of third-country nationals enrol in those institutions

Semester/Year Applications Visas Accepted%

Spring 2009 2801 661 24%

Summer 2009 1793 523 29%

Fall 2009 1619 639 39%

Spring 2010 1160 578 50%

Summer 2010 2011 217 11%

Fall 2010 1000 221 22%

Spring 2011 437 139 32%

Summer 2011 342 147 43%

Fall 2011 566 305 54%

Spring 2012 391 204 52%

Summer 2012 281 62 22%


38

the admission process is a major stumbling block and a major determinant of student flow in

Cyprus. DHTE officials accept the sharp decline‟s effects, but suggest that colleges should

themselves be more diligent in accepting students to study at their institutions. By accepting

„non-students‟ they perpetuate the „pseudo-student‟ image, they point out.

Table 3.4 Applications from Private Universities and Private Colleges

Spring

2009

Summer

2009

Fall

2009

Spring

2010

Summer

2010

Fall

2010

Spring

2011

Summer

2011

Fall

2011

Spring

2012

Summer

2012

Total

Private

Universities

171 167 208 104 161 325 267 163 205 111 39 1,921

Private

Colleges

2801 1793 1619 1160 2011 1000 437 342 566 391 281 12,401

Source: DHTE, 2012

Tuition fees are charged at private universities and private colleges, while tuition at public

educational institutions is free of charge, however most of these institutions and their

programmes are currently offered in Greek, so there are a few more than a handful of students

attending these establishments. As there is a free market system, fees are not completely

consistent from institution to institution. The charges and what they entail (e.g. tuition,

medical insurance, application fees etc.) are generally available at the institutions‟ web pages.

The DHTE and migration authorities use the figure of 3,200 as an approximate fee for tuition.

In fact, fees at the top host colleges vary. Fees of Euro 379087, 385088, 591089 (specialising in

hotel management), for undergraduate study, 414090 indicate the variation and approximate

charges. Private universities charge larger amounts, about 9,600 per year91. Institutions

provide estimates for living expenses ranging from Euro 4000 to 6500. While there have been

slight increases in the charged fees in recent years, experts believe that this has not been a

factor affecting the impact on the number of applications from third-country nationals.

Students themselves do not cite this as a key issue, although on the other hand they do

demand better working opportunities92.

87 American College 88 CDA College 89 College of Tourism and Hotel Management 90 Limassol CTL Eurocollege 91 University of Nicosia estimate for non-EU students (http://unic.ac.cy/nqcontent.cfm?a_id=6520&tt=graphic&lang=l1). The European University-Cyprus states that: “The Ministry of Education and Culture requires all international students to submit a total payment of €3,500 to the University in order to be considered for visa approval. This amount includes the Application Fee of €52 (non-refundable), the International Student Guarantee of €350, the Immigration Application fee of €86 (non-refundable) and the estimated tuition for the first semester of €3,012.” 92 “A significant improvement is the amendment of the legislation of Private Universities operating in Cyprus to allow the Minister of Education and Culture to control any increase in tuition fees which are imposed by private universities every year, to therefore protect students and their families from excessive increases.” (Cyprus Reform National Program 2012)

http://unic.ac.cy/nqcontent.cfm?a_id=6520&tt=graphic&lang=l1


39

3.2 Stay

The length of stay of international students depends on the type of study and its duration. The

conditions are described in Article 18NE: If the student has stopped his/her studies, or is not

progressing normally and specifically, has not completed the foundation cycle or has not

completed his study in the allocated time (plus 50% of that time), then the residence permit is

not renewable. In the event that a student is not attending classes, or progressing, each

educational institution is obliged to inform the authorities. Also, DHTE officials periodically visit

institutions in order to establish that indeed classes are being held and that students are

attending93. In general, the conditions for permit renewal are the same as those originally

requested (e.g. financial statement – officials may request to see recent transactions,

unexpired personal documents), with the addition that the students must possess an

accommodation rental contract and that they are attending classes (a transcript may be

requested). Request for renewal must be submitted at least a month before expiry of the

current permit. All students‟ requests for renewal of permits are submitted collectively by the

educational institutions and never by the students themselves94.

The rate of success of students in completing their courses has not been specifically examined

by the authorities. Nonetheless, the rate of graduation gives an indication of success.

Indicatively 9 third-country students graduated from public institutions in 2008-200995; 109

third country nationals graduated in the same year at privates universities (out of 980

attending third-country nationals) and 240 (total EU and non-EU) foreign students graduated

from both private and public universities. In the same year, 648 foreign students graduated

(547 from Business Studies and related) from private non-university institutions. Regarding

failure of a year of study, apart from internal regulations of individual institutions (e.g.

probation, expulsion96), students are granted residence permits for the duration of their

studies plus 50% of that duration. In the case of the preparatory foundation year, students are

granted one more year in the event of failure.

According to records of the Civil Registry and Migration Department, in 2010, 4860

applications for entry permit were submitted for study in the Republic of Cyprus. In 2009 that

figure was 6824. In 2010, 8584 applications for residence permit were submitted by students

in comparison with 10600 applications in 200997. The residence permit applications can be

used as a guideline for identifying students who are in the country, yet perhaps not registered

93 However, this can only be done in institutions applying for registration and accreditation. Institutions are not obliged by law to do so. 94 This inaccessibility is a concern, as students complain of locked doors at the Migration Department. However, officials contend that this method eases the process for the students themselves, as they need only deal with the administrators of their institutions. 95 Newer records will be available soon. In any case, regarding public institutions, very few third-country nationals

attend them. It is assumed that all those enrolled students graduated. 96 There are indications that such measures are not very common among institutions, especially at non-university institutions. 97http://www.moi.gov.cy/moi/crmd/crmd.nsf/DMLStatistics_gr/DMLStatistics_gr?OpenDocument

http://www.moi.gov.cy/moi/crmd/crmd.nsf/DMLStatistics_gr/DMLStatistics_gr?OpenDocument


40

at academic institutions98. These figures are annual, rather than based on academic periods,

thus, given the lack of ready analyses, only rough estimates of renewals and dropouts can be

made. Indicatively, in 2009-10 there were 9,284 registered students, according to Cyprus

Statistical Service, in contrast with 10,600 residence permit applications (i.e. difference of

1,400 individuals). The following year, there were 8,584 registered students in contrast to

7,579 (i.e. difference of 1,005 individuals).

Under article 18 NE, which is identical to the guidelines of Directive 2004/114/EC (except that

entitlement to exercise self-employment is not specifically included), international students are

entitled to employment of a maximum of 20 hours per week99. Employment is allowed after

residence of 6 months and work permits are submitted while the student is residing in Cyprus.

A contract of employment, reviewed by the Department of Labour and including terms of

employment and the student‟s study schedule, is required by law. Remunerated employment

in households is allowed, but employers must be officially registered and hours and dates and

remuneration posted on a special form. Employers in breach of the law may be fined cy.p. 500,

escalating to cy.p 2000 for a second offence and students in breach of the law may be fined

cy.p. 200, escalating to cy.p 500 for a second offence. The offender is notified and may file a

defence within 15 days. If the fine is not paid authorities may take legal measures to secure

payment (see Article 18NZ).

Specifically: Third-country students who have been accepted by recognised tertiary education

institutions or institutions which had been registered by 31/12/2007, are full-time students on

a recognised course of study or a programme which had been registered by 31/12/2007, and

have completed 6 months of full time study and residence in Cyprus are entitled to be

employed, provided that the student has secured an employment contract from a specific

employer (the typical employment contract is available at the District Labour Offices).The

student presents the employment contract together with the time-table of his/her studies

validated by the Education Institution, to the Department of Labour (District Labour Offices) to

be checked and stamped. Employment takes place outside study time. The hours of

employment do not exceed 20 per week, while during vacation periods the hours of

employment can be increased to 38 per week. Taking into account the situation of the labour

market, access to employment is restricted to the following activities:

98 Cyprus Statistical Service drafts its report (on student numbers) based on figures received by educational institutions. On the other hand, the Civil Registry Department uses its own records. 99

Unfortunately, certain government sites still state that foreign students are not allowed to work:

E.g. Ministry of Foreign Affairs:

http://www.mfa.gov.cy/mfa/mfa2006.nsf/All/D09DBB14A2E4F0BFC225720B0027F9E9?OpenDocument

Even the dedicated website (http://www.highereducation.ac.cy/en/international-students.html) states “Employment

during periods of study is not allowed for third countries students. However, a relevant directive from the European

Union allowing part time work permit will be enforced within 2007”

http://www.mfa.gov.cy/mfa/mfa2006.nsf/All/D09DBB14A2E4F0BFC225720B0027F9E9?OpenDocument



41

Table 3.5 Access to employment activities and nature of employment

No. Economic activity Employment

1 Industry - Repairs Freight handlers in wholesale trade and labourers

at petrol stations and car wash

2 Health – Social services Care givers in homes for the elderly provided

that the provisions of the relevant law are

fulfilled

3 Household activities Circumstantial work in households

4 Manufacturing Labourers in bakeries, in animal feed production,

in waste recycling and night shift labourers)

5 Agriculture - Husbandry - Fishing Labourers in agriculture, fishing and husbandry

6 Other activities Building / cleaners

7 Catering Delivery.

Note (1) During the period 1st June – 15th October, the employment of students in the hotel/

catering sector is allowed for training purposes in accordance with current policy and

practice.

(2) Students registered in recognized mechanical and electrical engineering courses will

be allowed to be employed for practical training purposes, provided a relevant written

training agreement is signed between the employer and the Educational Institution and

has been approved by the Department of Labour.

Employment of students in private households is allowed for household work provided that it is

occasional. In these cases the employers shall have to sign and fill in a special booklet held by

the student their details (name / address), the date of employment, the hours of employment

and the salary paid to the student. There is no need for a contract of employment. The student

has to pay Social Security contributions in accordance with national legislation based on

his/her emoluments indicated in the booklet. Before offering employment, the potential

employer should check that the student holds a valid entry and residence permit as a student

in Cyprus and that 6 months have lapsed since his/her entry in the country, is employed

outside the study time and is not employed in excess of the time limit provided by the law. The

student, when seeking employment, should have in his/her possession the residence permit

and the course timetable validated by the Educational Institution where he/she is studying.

Table 3.6 shows the number of employment contracts and the nature of work given to third-

country students in 2011. As may be noted, the law is somewhat restrictive and limited to

menial jobs. This has caused complaints from international students.


42

Table 3.6: Occupation and location of third-country students in Cyprus

OCCUPATION NICOSIA LIMASSOL LARNACA FAMAGUSTA PAPHOS TOTAL

Agriculture/

Husbandry

11 4 14 1 30

Bakeries 14 1 11 26

Sewage systems 5 1 6

Cleaning Services 16 2 18

Wholesale trade 58 15 22 3 98

Catering/Delivery 190 7 29 7 233

Petrol stations 35 22 21 78

Old peoples‟ homes 13 13

TOTAL 342 51 87 21 1 502

Source: Regional Employment offices, 2011

In case of violation of the provisions of the above law the employer is liable to a fine up to

€854 and disqualification up to 6 months of the right of employment of third-country nationals

for the 1st infringement; a fine up to €3,417 and disqualification up to 12 months of the right

of employment of third; country nationals for the 2nd infringement; a fine up to €3,417

multiplied by the number of infringements for any further infringements and disqualification of

the right of employment of third-country nationals. The student is liable to a fine of €342 for

the 1st infringement; a fine of €854 for the 2nd infringement; a fine of €854 multiplied by the

number of infringements, for any further infringements. The employment of third-country

nationals not in possession of a valid residence and employment permit is illegal and

constitutes a criminal offence100. Apart from these special stipulations, students are entitled to

the same right as Cypriot nationals.

While resident, students have access to healthcare via a comprehensive group plan which is

agreed by private educational institutions with local medical insurance companies. Unless they

have other status (e.g. refugee), international students are not entitled to other welfare

benefits.

Under normal circumstances, visas and residence permits are granted only to the students and

not any of their family members. However, all third-country nationals who reside legally in the

Republic for at least 2 years can apply for family reunification (fee €170.86) with their spouse

and children, included their adopted children101. In any case, there is no evidence to suggest

that the right to be accompanied by family members and the conditions in relation to this right

100 Information for these specific stipulations provided by the Department of Labour Central Offices 101 A total of 692 applications for family reunification were made by third-country nationals in 2010. Separate records regarding students are not immediately available.


43

are important factors for international students to come to Cyprus. Rather, most experts agree

that incoming students focus on employment opportunities and conditions.

3.3 Period following the completion of study for international students:

After having completed their studies, international student graduates are not allowed to stay

in the Republic of Cyprus. In fact, their residence permit is designed to expire as the period of

study ends. Thus, international students who have completed their studies are not allowed to

stay and look for a job or seek self-employment and are not entitled to job search or

unemployment support.

There have been few initiatives in Cyprus that aim to match the needs of the national labour

market with the skills of international students (e.g. co-operation between the universities /

colleges (careers services) and the business sector, for example, in order to match

employment demands). Moreover, international students cannot apply for relevant work

permits and authorisation to stay without leaving Cyprus following completion of study. Also,

highly skilled third-country nationals don‟t have favourable treatment102. However, it must be

noted that the legal framework (N29 (I) 2009) allows third country nationals to be employed in

Cyprus for research purposes103.

Third-country nationals can apply for transfer from student to other migration statuses.

Records for 2011 show that 440 students formally applied for asylum, out of a total initial 1770

applications. The main countries of applications were: 142 from Bangladesh, 90 from Pakistan,

84 from Nepal and 69 from India. In 2012 (up till June): 215 formal applications out of 776

applications. 111 of those were from Bangladesh nationals, 53 from Pakistan, 17 from India

and 14 from Nepal.

102 A 2012 report stated: “Brussels, 27 February 2012 – Three Member States are still making it too difficult for highly

skilled people to come and work in the EU, prompting the Commission to act. Despite having been warned in July

2011, Austria, Cyprus and Greece have not yet transposed the rules of the Blue Card Directive, which should have

been implemented before 19 June 2011. This is why the European Commission today issued reasoned opinions (Article

258 TFEU) requesting Austria, Cyprus and Greece to bring their laws into line with EU legislation.” In response,

Interior Ministry Permanent Secretary Mr. Ashiotis has said: “Through this directive, the influx of highly qualified third

country nationals seeking employment in the EU for more than three months will be greatly facilitated and this will

boost the EU‟s creative potential and limit possible brain drain” said Ashiotis… He was confident that the House would

ratify the bill as soon as possible and was sure that Cyprus would avoid any sanctions by the EU. “The ratification is

standard procedure” he said.( http://www.about-pissouri.com/component/content/article/5462-cyprus-lagging-

behind-on-eu-blue-card.html)

103 It has to be noted that Cyprus has harmonized its legislation to include the provisions of the Council Directive

2005/71/EC. The Research Promotion Foundation is the competent authority for approving research organisations who may invite third country nationals for related employment. 32 research organisations are currently allowed to invite and accept third country nationals for research related employment (http://www.euraxess.org.cy/services_incoming_practical_info_12.shtm)

http://www.about-pissouri.com/component/content/article/5462-cyprus-lagging-behind-on-eu-blue-card.html

http://www.about-pissouri.com/component/content/article/5462-cyprus-lagging-behind-on-eu-blue-card.html

http://www.euraxess.org.cy/services_incoming_practical_info_12.shtm


44

3.4 Misuse of the ‘student route’ to migration

According to DHTE officials who conduct the short-term entry permit interviews (for details see

Section 3.1), abuse of the system and this route begins at the application process with

frequent identification of forged or illegitimate documentation and with agents even informing

several applicants of what they will be purportedly studying and which institution they will be

attending just minutes before the interview process. They state that the high number of

rejections (see Section 3.1 C) is not the result of a difficult challenge but, rather, it is patently

obvious at the start of interviews that many applicants are simply not „real‟ prospective

students.

Government officials from the two most involved ministries (Ministry of Education and Culture

and the Ministry of Interior) agree that the student „route‟ to migration is widely misused in the

case of the Republic of Cyprus104. Reports on the extent of this abuse vary between

authorities. However, there is agreement that the most common form of misuse is that of

engaging in illegal employment outside the terms of permission of relevant legislation (see

Section 3.2 above). Indicatively, officials‟ estimates of illegally employed third-country

nationals range from 70 to 99%.

Regarding academic matters and performance, educational establishments are obliged to

inform authorities in the event of non-attendances to class. On the matter of non-progression

in studies, each organisation has in place its own measures (e.g. probation). Also, migration

officials may request the student‟s transcript before renewal of the annual permit. And, in the

case of establishments seeking registration or accreditation, DHTE representatives may visit

the premises of institutions in order to conduct physical checks.

The unusually high number of applications for asylum (see Section 3.3, immediately above),

may indicate misuse (at least of the initial short stay [visa] process) of the student „route‟ to

migration.

Authorities agree that most misuse comes from the private non-university sector which, in any

case, attracts most international students. Also, given the high imbalance between male and

female international students (for details see section on educational structure), officials agree

that most misuse comes from male individuals.

The practical measures taken by the Republic of Cyprus have been outlined in previous

sections. In summary, qualifications and other papers are painstakingly checked during the

104 College representatives disagree on this matter. See previous section on Debates


45

interview stage105 (for a short-term permit) the 6 highest „sending‟ nations and there is again

opportunity to double-check documentation at the time of issuance of the residence permit.

Public institutions require entrance tests to be taken by applicants or will accept results from

internationally recognised tests (e.g. GCE‟s), while private institutions only give tests for

placement purposes. Officials agree that more stringent inspection regimes would probably aid

the prevention of misuse at the 4 private universities and the 36 private colleges106. The

ultimate measure is that students cannot perpetually renew their residence permit but can only

extend that by 50% of the duration of their study.

4. TRANS-NATIONAL COOPERATION IN THE AREA OF INTERNATIONAL STUDENTS

4.1 Bilateral/multilateral agreements including Mobility Partnerships

The Republic of Cyprus recognises the need for closer cooperation with governments,

administrators and key stakeholders of the sending countries of international students. With

such cooperation in place, especially with the main sending countries, it is believed that

process delays, quality control and other related challenges will be mitigated. The Ministry of

Interior Action Plan 2010-2012 highlights this need through various proposed actions107.

Efforts for closer links and signing of cooperation agreements are underway by involved

ministries (Ministry of Education and Culture, Ministry of Foreign Affairs). Apart from efforts by

the Minister himself, the Ministry of Education and Culture has set up, since 2009, an Office

(the European and International Affairs Office [EIAO]), which is specially dedicated, among

other tasks to be a contact point for the development, coordination and implementation of

educational objectives of the Government of Cyprus, both at the bilateral and multilateral

level.

Cyprus‟ overall cooperation development policy is within the authority of the Ministry of

Foreign Affairs. The country‟s development policy is aligned with that of the European Union.

The main aim of this policy is to “contribute to efforts to achieve a high level of aid

effectiveness within the global development architecture”108. The Ministry‟s policy for the first

mid-term (2006-2011) focuses on several priority countries (e.g. Egypt, Lebanon, Mali and

Yemen) and education is part of the sectors to be agreed. The mid-term programme includes

“technical assistance in the form of scholarships” and it involves, among others, important

„sending‟ destinations to Cyprus as are those of Bangladesh, China, Iran, Pakistan etc. The

105 The interviews for entrance at private universities are now conducted by administrators employed at these institutions. As a result, contend administrators of private colleges, rejects from DHTE interviews enrol at private universities. This accusation could not be verified or disproved. 106 Registration and accreditation are not required by law. For details regarding the education system and the quality assurance system in place, refer to the „educational structure‟ section. 107 See: a) Priority Pillar 1: 1.3 c) Enhancement of relations with the countries of origin, 2010-2012 Ministry of Interior; b) 1.6 f) Exchange of knowledge and good practices on integration with other Member States 2010-2012 Ministry of Interior and other competent Ministries; c) 1. Action 3.1.3 Organisation of intercultural events of exchange and interaction 01/01/2009-30/06/2011 (AP 2009) 108

See http://www.mfa.gov.cy/mfa/mfa2006.nsf/devcoop_en/devcoop_en?OpenDocument

http://www.mfa.gov.cy/mfa/mfa2006.nsf/devcoop_en/devcoop_en?OpenDocument


46

Cyprus Planning Bureau is responsible for implementation of the Republic‟s cooperation policies

and agreements.

Despite the above efforts, the DHTE agrees that more specific (i.e. regarding international

students) bilateral cooperation agreements are needed to be concluded, especially by the

Ministry of Education and Culture. These should emphasise documents‟ and other forms of

recognition (e.g. educational institutions, local exams etc.), scholarships and student exchange

programmes. Also, needed are bilateral or multilateral agreements focusing on mobility

partnerships with third countries and covering the migration of third-country nationals to study

in Cyprus. These should specifically consist of details regarding admission procedures,

conditions of stay, access to the labour market during and upon completion of the study,

family reunification, etc.

There are but a handful of these agreements currently in place. The Ministry of Education lists

11 bilateral agreements, 5 of which are with non-European countries. An important agreement,

due to the size of the market is, for example, is the Agreement reached between the Ministries

of Education of Cyprus and China on April 20th, 2012. The eight articles of agreement include:

the exchange of visits of officials of the two ministries (and other involved parties) in order to

reach a better mutual understanding of the respective educational systems; provision of

scholarships to the other country‟s nationals; exchange and cooperation of faculty and within

the area of research; support for institutions from the two countries to teach the respective

languages; recognition and acceptance of the academic qualifications awarded by tertiary level

institutions of the two countries. The effects of this agreement are yet to be recorded given

that it has recently been signed. However, it is hoped that it will halt the sharp decline in

attracting Chinese students to Cyprus109. Another agreement is that between the Ministry of

Education and Culture110 with the Ministry of Education and Science of Kazakhstan. Within the

nine articles in the Memorandum are included: the establishment and development of mutually

beneficial bilateral scientific and technical contacts; implementation of joint research and

technical projects; exchange of relevant information; organisation and participation in joint

scientific conferences and projects; practical training, joint management of doctoral students;

and mutual exchange of experts and scholars. Other related agreements include one with the

Ukraine for educational visits from Ukraine to Cyprus and joint studies and research

programmes; a Cyprus-Syria agreement for cooperation with the International Centre for

Agricultural Research in Dry Area; and a Cyprus-India programme for Cultural, Educational and

Scientific Cooperation for 2007-2010.

109 For details see Educational Structure section 110 Signed by the Minister of Foreign Affairs for the Ministry of Education


47

Nonetheless, it is generally agreed by officials that the impact of such agreements is minimal

and that they are but a first step to productive cooperation because details regarding process

etc. must eventually be included.

Both public and private universities and educational institutions have formed their own

bilateral agreements for student – faculty exchange and other forms of cooperation with

educational institutions from several countries around the world. Perhaps due to the

competitive nature of the market, the main host institutions appear reluctant to release all the

agreements for cooperation they have signed. However, several can be found on the

internet111 and in other documentation which is open to the public. For instance, the Open

University, on the basis of research cooperation, has developed bilateral cooperation with 12

universities or research institutes of Greece, 5 from the United States, 7 from the UK, 6 from

Germany, 2 from Holland, 3 from Italy, 2 from Ireland, 2 from Romania and 1 from several

countries including S. Africa, Australia and Israel. The institution has signed Memoranda of

Cooperation with the Greek Open University and Saint Louis University for offering joint

degrees. Other public and private universities have signed memoranda of cooperation and

student exchange with diverse countries including Brazil, China and Russia. A special

committee (the Committee of International Relations, Programs and Mobility) has been set up

by the University of Cyprus, since 2009, which undertakes initiatives concerning the

development and promotion of agreements on international relations, programs and mobility.

In any case, administrators from educational institutions suggest that the number of these

Memoranda is in the hundreds. However, the effectiveness of these agreements, in terms of

attracting international students, can be disputed because most arrive through the „agents‟

route outlined previously.

111 E.g. 1: On January 2012 an Agreement of Cooperation has been signed between YPU and University of Nicosia,

Cyprus which is a member of the European Union, the main points agreed are the following: - Provide opportunities to our students to study common courses and grant of joint degrees in specializations that are common to both Universities. The Syrian council of high education has agreed on this in its degree no. 314 dated 14-5-2012. - Accept students for after graduation level to obtain Master degree in some specialties. - Joined research activities - Participating in seminars and academic meetings - Organizing short-term academic visits and programs. - Professional development programs - Organizing joint conferences and workshops in topics to be agreed upon. at www.unic.ac.cy

e.g.2: Strategic alliance between European University Cyprus and the Moscow State Open University - Chernomyrdin The agreement includes: a) exchange of academic staff, b) exchange of students, c) cooperation in undergraduate and graduate programs, d) synergies in research programs, and e) partnerships in publishing, co-organized international conferences, workshops etc. (June 2012) at www.euc.ac.cy

http://www.unic.ac.cy/


48

4.2 Cooperation with EU (and EU-financed mobility programmes) or international

organisations

According to the Cyprus Planning Bureau, since 2011 Cyprus has contributed substantial

resources to the EU Development Budget. The mechanism which decides Cyprus‟ development

policy – Cyprus Aid - was set up in 2005. It comprises of the Ministry of Foreign Affairs, the

Ministry of Finance and the Planning Bureau. It is chaired by the Minister of Foreign Affairs.

The Planning Bureau is tasked with the implementation of Cyprus‟ development cooperation

policy. More information can be found at their website112. As is stated, “European and

international cooperation agreements are a required duty of the Cypriot government in order

to promote Cyprus abroad and also establish networks of partnerships. Main RTD Bilateral

Agreements have been signed with Greece, Italy, Egypt, France, Slovenia and Romania. These

agreements oversee the exchange of short-term visits of a number of researchers, thus,

enhancing networking and international cooperation.113”

Although a very rare occurrence, the Republic of Cyprus has legislation which is in line with

Directive 2004/114/ EC and permits the admission of third country nationals participating in

EU Programmes. The Ministry of Education is also a partner in the Erasmus Mundus Active

Participation Project (EMAP) which aims to enhance the participation of higher education

institutions from countries which are less well represented.

However, specific rules and measures to fast-track procedures are not in place at the moment

and no plans have been announced to do so. Although third-country students under the

Erasmus Mundus programme must apply for short-term visa and a residence permit for the

duration of the study, this has been readily granted in the very few cases it was necessary.

Migration officials are entitled, by law (see Article 18MST), to double-check documentation in

order to ensure that all is in order. In any case, Erasmus administrators suggest that third-

country nationals may be reluctant to utilise the option of mobility through such programs.

Perhaps due to this, Cyprus has not experienced any major difficulties or obstacles for Erasmus

Mundus students studying in Cyprus who wish to continue or complement their studies in other

member states, e.g. through participating in an exchange programme. Also, it has not been

faced with problems of students who were accepted by an educational establishment and then

112 See www.planning.gov.cy

113 They include „indicative‟ agreements between The Department of State's Bureau of Oceans, and International

Environmental and Scientific Affairs, Office of Science and Technology Cooperation (OES/STC and the Government of the United States of America and the Government of the Republic of Cyprus have signed an agreement on Science and Technology Cooperation (Signed 2/5/2009); Cross Border Cooperation Programme Greece-Cyprus 2007-2013, Transnational Cooperation Programme MED, Cross-Border Cooperation Programme of the Mediterranean Basin ENPI, Interregional Cooperation Programme Interreg IVC; and Cyprus-Slovenia: Agreement between the Government of the Republic of Slovenia and the Government of the Republic of Cyprus on Cooperation in the Fields of Culture, Education and Science (Ur. l. RS – MP, 12/2000).


49

moved to Cyprus, without arranging the necessary visa formalities, and later had problems

with formalising their stay in Cyprus. According to Migration officials, Cyprus does not make

practical use of the facilities provided by the Visa Code which aim to enhance mobility. Further,

there are no practical measures in place to facilitate students‟ mobility outside EU exchange

programmes who wish to continue or complement their studies in different member states.

International students may submit applications to continue their studies in Cyprus from the

territory of the EU. Under normal circumstances, they cannot rely on visas/residence permits

issued in another member state to study in Cyprus, although authorities have, on occasion, not

issued a local permit, thus, in effect, allowing the student to pursue studies with the other EU

permit. There are no reported problems of students who were accepted by an educational

establishment and then moved to Cyprus without arranging the necessary visa formalities.

Also, as noted above, there no other fast-track or simplified procedures in place to facilitate

the admission of international students who are currently studying in another member state.

Conclusively, given the very small numbers involved, Cyprus has not experienced any major

difficulties or obstacles for international students who wish to continue or complement their

studies in other member states. Finally, Cyprus has not experienced instances where

international students extend their studies through mobility programmes in order to stay in

another member state for a longer period than initially envisaged.

In 2009-2010, 212 Cypriot students went to other EU countries via the ERASMUS programme.

The most popular destinations were the United Kingdom, Greece, Spain, Belgium and Italy, in

that order. In the same year, 388 foreign students came to Cyprus to study via the same

programme. They came from Poland, Spain, Italy, Greece and the United Kingdom, in that

order. Specific statistics regarding the actual origin of these students are not held by the

Cyprus Statistical Service. However, estimates from officials for the last few years put this

number at less than ten individuals.

4.3 Other forms of (non-legislative) cooperation with countries

Cyprus is a signatory of the Lisbon Convention on Recognition with entry into force since

1/1/2002114. Also, the first EU country‟s (UK) campus will open its operations at the beginning

of the 2012-2013 academic sessions. Its initial licence for operations was granted on August

3rd 2012115. Further, under the Cyprus National Reform Programme of 2012, Cyprus has set

the target of promoting transnational mobility. Through this programme (covered under the

Cyprus LLP [Lifelong Learning programme] budget), students are urged to participate in

mobility programmes. Finally, according to the same reform programme “on the basis of

114 See http://conventions.coe.int/Treaty/Commun/ChercheSig.asp?NT=165&CL=ENG 115 See http://www.moec.gov.cy/anakoinoseis/2012/pdf/2012_08_03_adeia_uclan_cyprus.pdf

http://conventions.coe.int/Treaty/Commun/ChercheSig.asp?NT=165&CL=ENG

http://www.moec.gov.cy/anakoinoseis/2012/pdf/2012_08_03_adeia_uclan_cyprus.pdf


50

international collaboration and bilateral agreements with distinguished institutions and

research centres of excellence from third countries, new Research Institutes and Research

Centres have been created in Cyprus, which conduct high quality research. They primarily

concentrate on research areas where Cyprus and the Mediterranean region in general face

common challenges, such as water shortage, energy inefficiencies, climate change etc.”

As noted earlier Cyprus institutions have signed hundreds of Memoranda Agreements with

other institutions (especially regarding ERASMUS exchange programmes) and participate in

many European cooperation programmes such as EURASHE, EUCEN, EUA, EAEC etc.

5. IMPACTS OF INTERNATIONAL STUDENTS IN CYPRUS

According to a 2011 census, out of a total population of 838,897, there are 170,383 non-

citizens (i.e.20.3%) living in Cyprus. And close to 8% of the population (64,113) are from

third-countries, 1.25% of whom are international students. Given the assumed „reluctance‟ of

third country nationals to be counted and interviewed and considering the fact that there are

also many illegal immigrants in Cyprus, this proportion is probably much higher. This factor,

together with the highest rise in unemployment (currently at over 10%) since 1974, has

caused debate and even friction regarding the issue of migration. Authorities often see the

student route as a guise for migration for the purpose of employment. Hence the dramatic rise

in applications‟ rejection, as noted in the section on arisen debates, above. It is a conundrum,

as this practice also makes Cyprus a potentially prohibitive education destination, thus

applications themselves have greatly decreased. Affected private universities and especially

private colleges are concerned for their very viability.

The proportion of non-EU international students to EU students had remained in the region of

85% in the last four years; however a sharp drop to 76% (7,579 non-EU students to 2,447 EU

students) was recorded last year, perhaps because of the lower number of applications and the

high number of rejections by DHTE officials. In any case, given the recent rise in capacity of

both private and public universities and colleges116 (to over 32,000 total students a year), the

number of accepted third-country students in no way influences the competition for placement

of EU or local students at Cyprus educational institutions. Although official figures regarding

the maximum capacity of all educational institutions are not available, key stakeholders agree

that they are generally functioning below that level. The percentage of non-EU students in

relation to the total population of students in the last four years was 26%, 30%, 29% and

24% in 2010-2011. It should here be emphasised again that the public universities and

institution play a minimal role in the international students market.

116 See Educational Structure section


51

As far as employment is concerned, there are commonly made interventions from many

parties, governmental and political, pointing out the alleged abuse of the system and that

there are many more than the legally registered third-country students actually engaging in

work. Much discussion has followed the passing of the legislation which allows third-country

students to work. Students themselves complain of a complex process and of a very limited

range of possible employment, most of which is menial and not related to their qualifications

or their studies. Thus, these students are never given the opportunity to make the transition

from student to highly skilled worker. It is not foreseen that this situation will change much,

especially given the rise in unemployment in Cyprus. In any event, government is permitted to

adjust legislation in line with specific needs of the country. On the other hand, as noted

previously, there is much less concern in relation to students‟ overstaying beyond the duration

of their studies plus the legal 50% extension, in order to work.

This misuse of the student route, that is, using this process in order to get employment,

sometimes unlawful, has seemingly impacted national strategy and policy towards

international students. Governmental officials, in their majority and from all the key ministries

and offices, are more focused in curtailing the flow of third-country nationals than encouraging

their arrival in Cyprus. Hence, most efforts are in that direction. A case in point is the fact that

there is no comprehensive strategy currently in place for attracting international students in

Cyprus and, apart from lacklustre participation in international education exhibitions, there has

been little progress in signing bilateral or multilateral agreements with the most populous

sending countries. Nonetheless, the current 2010-2012 Action Plan which is coordinated by the

Ministry of Interior does include some elements and actions which will help balance the manner

and perceptions towards international students. The country‟s widely publicised plan to develop

Cyprus as a regional educational centre is only helped by continuing efforts to monitor quality

of education. The job of attracting third-country students is overwhelmingly in the hands of the

private sector (private universities and, mostly, private colleges) which, in turn, utilises the

services of the so-called „agents‟. These agents can sometimes pursue profiteering practices

which may be questionable and may also exploit prospective students with exorbitant charges.

The impact of international students in relation to revenues generated by educational

institutions and by other operations in Cyprus has not been properly assessed. Evaluations

given by officials are to their admission approximate figures. A straightforward calculation is

that of the total figures: There are approximately 10,000 third-country students and they each

were obliged to „show‟ a total of 7,000 Euros (fees, travel and living expenses for the first

year) for permission to enter the country, thus bringing the overall value of the market at €70


52

million117. Private educational institutions, such as PASISTE, who are the single biggest earners

of this market, allege that they have lost €13.5 million (and a further €18 million are lost for

living expenses) last year, due to the 80% reduction in applications and acceptances.

According to their estimates, it is clear, associated revenues are, or have been, much higher.

In conclusion, it would be useful if such financial figures, which are estimates world-wide in

any case, are calculated on an annual basis, in the same manner as the tourism industry. This

would assist policy makers in allocating budgets and in setting goals.

The debate on the declining population of international students has been presented in the

appropriate section above. In summary, the balance of misuse versus attracting students has

yet to be achieved. One side (i.e. the private educational institutions) are pushing for higher

numbers of acceptances, while the other (i.e. the DHTE and the Civil Registry and Migration

Department) emphasise the need to curtail the rising torrent of pseudo-students.

Regarding the risk of brain drain, there is little in the form of specific data, and according to

recent research118, this lack of measurement of both economic and social effects is indeed the

single biggest challenge in making attempts to evaluate relevant impacts. Their concluding

estimate is that approximately 20% of Cypriot students studying abroad do not return

following completion of their studies. The study report continues that, should these figures

prove to be accurate, this would „signal that Cyprus has a more severe problem than

anticipated‟. Still, the latest trend, as can be seen in Figure 5.1, below, is for more Cypriot

students to stay in Cyprus to pursue their studies.

Figure 5.1Foreign and Cypriot Students in Cyprus and Abroad

Source: DHTE at http://www.highereducation.ac.cy/en/international-students.html

117 DHTE and Civil Registry and Migration officials suggest that little more currency is brought in as „most‟ third-country students work their way through the rest of the studies. Thus, added productivity through employment contributions

(if this allegation is true), are not included in the above estimate. 118 Tania Charalambidou, Debora Derlagen and Skevi Voskaridou of the Research Center-Intercollege, reporting on Cyprus in “Strategic Plan for the Absorption and Utilization of High-Skilled Labor” (2009), at http://www.cceia.unic.ac.cy/images/new_pdf/brain%20drain%20strategic%20plan%20english.pdf


http://www.cceia.unic.ac.cy/images/new_pdf/brain%20drain%20strategic%20plan%20english.pdf


53

The variety in public opinion and public perceptions of international students in Cyprus has

been described in the section describing the on-going debates which are currently taking place.

In sum, while students complain of maltreatment and even discrimination, the general public

has mostly been influenced by official standpoints contending that a large percentage of these

students are in Cyprus primarily in order to work.


54

6. CONCLUSIONS

As noted in the introduction, the primary aim of this study is to provide an overview of the

immigration policies that are being implemented by the Republic of Cyprus regarding

international students, with a view to assisting policy makers and practitioners achieve a

balance between the targets of attracting international students for the purpose of study and

preventing misuse of international student routes to migration. This report will be most useful

to both national and EU policy makers, as it will facilitate the identification of misalignments

and help identify unique country-specific challenges.

All stages, from the initial application to admission procedures, stay and eventual departure of

the international students have been reviewed. The roles of the key participants have been

outlined, together with legislation, practices and points of view regarding challenges along the

way. A comprehensive account of the on-going debates has exposed the fact that there are

disagreements in terms of the soundness and effectiveness of processes and even of relevant

legislation.

While governmental officials from the main participating bodies do meet on a regular basis in

order to resolve challenges and problems relating to international students, these mainly relate

to tackling day to day matters rather than examining the bigger picture and formulating an all-

encompassing strategy which will comprehensively deal with all the issues at hand. Moreover,

there is minimal participation and contribution from other key stakeholders, thus often

resulting in contradicting positions. Both sides (institutions – government officials) claim to

agree that they would like to raise the level of quality of education and of the international

students coming to Cyprus and that they want to work toward achieving this task.

It would seem appropriate that a comprehensively participative body which would include

membership of officials from the involved ministries and offices, the educational institutions,

industry experts and academicians, NGOs, researchers and the students themselves would

assist all relevant efforts.

A key issue is also the fact that there are data gaps and that all relevant information is not

immediately available, and that many useful analyses are not conducted on a regular basis. A

systematic examination of all pertinent data would be beneficial. Revenues and other statistics,

if generated regularly, would assist policy makers in allocating budgets and in setting goals.

For example, no targets are in place on how many third-country nationals are desired.

It is generally agreed that the system, which is to a good extent guided by Directive

2004/114/EC and has by law and/or practice additional verification measures in place, is


55

cumbersome and sometimes unwieldy. This makes it a real challenge for the few officials, both

at the Ministry of Education and Culture and at the Civil Registry and Migration Departments,

to be able to service the tasks in hand. The fact that it is notoriously hard to telephone and

communicate with governmental officials is indicative and is a source of difficulty in making the

system work. The fact that many departments from different ministries are involved makes

this objective even more difficult to achieve. A streamlined process within one overarching

department would ease procedures.

Regarding the students themselves, it was agreed that the level could be a higher one, despite

the argument that the very best ones would still probably attend highly established educational

institutions in other countries which have been attracting international students for many

years. This could be achieved through the obligation to take basic tests in order to ensure

international students‟ qualifications are genuine. Also, more bilateral agreements with the

sending nations would help alleviate related concerns. Moreover, more could be done in terms

of inspection during the students‟ studies, in order to ensure quality of education, attendance

and progress is indeed being made.

It must be noted that tertiary level education is still at an early stage in the case of the

Republic of Cyprus and the progress which has been made in this short period of time is

dramatic.

Finally, policy makers must keep in mind the point made in Communication COM(2011)743:

“The GAMM should also be migrant-centred. In essence, migration governance is not about

„flows‟, „stocks‟ and „routes‟, it is about people. In order to be relevant, effective and

sustainable, policies must be designed to respond to the aspirations and problems of the

people concerned.”


56

Relevant Articles/Studies

Γπηγοπίος Π., Κονηολαίμηρ Ζ., Μάηζη Μ. (2010) Η μεηανάζηεςζη ζηην Κύππο. Ανάλςζη ηων

πποζδιοπιζηικών παπαγόνηων Τ.19, Φεβποςάπιορ

http://www.ucy.ac.cy/data/ecorece/NEWSLETTER_FEB_2010.pdf

Demetriou Andreas, «Μποπεί η Κύππορ να γίνει Διεθνέρ Κένηπο Τπιηοβάθμιαρ Εκπαίδεςζηρ;»,

Παιδεία και Πολιηιζμός, Τ.44, Οκη.-Νοε. 2009

Konis Elmos, «Η Κύππορ Πεπιθεπειακό Κένηπο Εκπαίδεςζηρ? » ΡΕΥΜΑ, Τεύσορ 1, 2008

********

http://www.ucy.ac.cy/data/ecorece/NEWSLETTER_FEB_2010.pdf


57

ANNEX 1

http://www.moi.gov.cy/moi/crmd/crmd.nsf/All/29C2B8DB3A5D19B1C225798B004

10F8F/$file/Action%20Plan%202010-2012%20-3-ENGL%20fin%20WEB.pdf


58

ANNEX 2: Country-by-Country Admission Requirements


59

ANNEX 2: Country-by-Country Admission Requirements (continued)


60



61



62



63



64


Source: European University Cyprus, 2012

Date post:	26-Aug-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times