Studying abroad is increasingly a preferred path for thousands of international students. For many, the ambition goes beyond the simple desire to acquire a world-class education. Above all, they seek easier access to visas and, ultimately, permanent residency, leading to naturalization. This differs from Eastern European countries, where the objective is often to quickly obtain a medical or pharmacy degree before returning to practice in their home country. Here, the most coveted immigration destinations, such as the United States, Canada and European Union countries, are targeted.
It is in this context that the universities, described as " diploma mills  "This trend is being exploited. These institutions often rely on the promise of greater access to their customers. easy immigration to attract international students. They offer programs designed to maximize the chances of obtaining a student visa, and even encourage the possibility of permanent residency after graduation.

What are diploma mills?

The term "diploma mill" refers to higher education institutions criticized for their abusive diploma-awarding practices. These institutions, often driven by profit, charge high tuition fees without offering quality education. By promising not only rapid access to a degree, but also potentially to immigration opportunities, "diploma mills" position themselves attractively for international students wishing to obtain a study visa and, by extension, a path to permanent residency or naturalization in certain countries. Here's a closer look at their main features:

• Mainly financial transactions Diplomas are essentially sold, with little regard for the actual acquisition of skills or knowledge.
• Automatic award of diplomas : Graduation requirements are so low that a diploma is virtually guaranteed, regardless of the student's efforts or learning.
• Opaque operations and management Lack of transparency regarding the institution's legal and administrative information.
• Restricted contact information Contact details are often limited to a telephone number or email address.
• Teaching staff of dubious origin Includes teachers from other "diploma mills" or lack of verifiable proof of their qualifications.
• Use of plagiarized content Use material copied from legitimate institutions without authorization.
• Reduced attendance requirements : Requires little or no presence in either physical or virtual spaces to follow courses.
• Minimum academic effort for graduation : The workload required to earn an academic qualification is insignificant, and may even involve no homework or exams at all.

The efficiency of diploma mills in the immigration process

While diploma mills can sometimes be seen as a route to immigration, the reality is more ambiguous and less promising than it seems. In some cases, students can actually use their documents to take the first steps in the immigration process, such as obtaining a student visa. However, this initial success is no guarantee of long-term results, such as permanent residency or attractive employment opportunities in the host country.

In the short term, some students may feel that enrolling in these institutions makes it easier to obtain a student visa, mainly because of the documentation and proof of enrolment required for the application process. This success can be deceptive. Immigration authorities and potential employers are increasingly scrutinizing the validity of applicants' academic qualifications.

Graduates of diploma mills can face multiple obstacles once the initial phase of their immigration project has been completed. These obstacles include :

Non-recognition of qualifications Diplomas obtained may not be recognized by local authorities or employers, which considerably limits employment opportunities and chances of obtaining permanent residency or citizenship.

Legal and immigration complications Immigration: Immigration authorities may reassess or even revoke a person's immigration status if they discover that the diploma used to obtain a visa does not meet the required educational standards.

Impact on professional career Even if a person succeeds in settling temporarily in a new country, the lack of truly recognized skills and qualifications can hinder career progression and integration into the local job market.

Diploma mills around the world: The most popular destinations

Some countries are often cited as popular destinations for diploma mills, including:

United States : The U.S., with its vast education system comprising thousands of universities and colleges, has faced challenges related to "diploma mills", particularly with some unaccredited community colleges and private universities attracting international students with the promise of an education and an easy path to the U.S. job market.

Australia Australia has also been a popular destination for international students, and has faced criticism over some of its vocational training institutions (VETs) and private colleges offering courses of varying quality, some of which are accused of operating as "diploma mills".

United Kingdom The UK, renowned for its academic excellence, has also had to deal with a few cases of private higher education establishments attracting international students with unscrupulous offers, despite the fact that the government has put in place strict measures to maintain the quality of its educational provision.

Canada Canada is known for its high-quality education system and for welcoming international students. However, before the introduction of the Designated Educational Institution (DEI) system, there were concerns about some institutions taking advantage of international students. The DIE system was put in place to ensure that only institutions offering quality education could welcome international students.

India and the Philippines These countries are often mentioned not so much as destinations for international students, but rather as sources of institutions offering distance or online degrees in a loosely regulated way, some of which are used to facilitate immigration to other countries.

New Zealand New Zealand is renowned for its high-quality education system and for being a welcoming destination for international students. However, it has also faced issues with some private vocational training institutions, prompting the government to tighten regulations and quality controls to protect students and the integrity of its education system.

Malaysia Malaysia has become a popular destination for international students due to its relatively low cost of living and study, and the availability of English-language study programs. Although the Malaysian government has taken steps to ensure the quality of higher education, it remains essential for students to check the accreditation of institutions and programs.

United Arab Emirates : With its ambition to become a regional educational hub, the United Arab Emirates, particularly Dubai and Abu Dhabi, are welcoming more and more international universities and satellite campuses. However, students should remain vigilant and seek out recognized and accredited institutions to avoid inferior programs.

Cyprus Cyprus attracts international students, particularly from the region, with English-language programs in a European environment. Questions have been raised about the quality of education at some institutions, prompting students to do their due diligence when choosing an institution.

South Africa South Africa attracts students from all over Africa and beyond, thanks to its renowned universities. However, as in many countries, there are less scrupulous institutions that may seek to take advantage of international students. Research and knowledge of official accreditations are essential.

Examples of institutions accused of being "diploma mills

• United States University of Phoenix, DeVry University and Kaplan University have all faced accusations regarding their practices and the quality of the education they provide.
• United Kingdom The University of Wales and London Metropolitan University have been criticized for similar reasons, although each case has its own specificities.
• Australia The University of Western Sydney and Charles Sturt University have also been cited in discussions about "diploma mills", sparking debates about educational standards.
• India Amity University and Lovely Professional University are among the establishments whose educational quality has been called into question.
• China Beijing University of Posts and Telecommunications and Shanghai University of Finance and Economics were also mentioned in this context.

Diploma mills and student visas in Canada

In Canada, the adoption of the designated educational institution (EED) has set the bar high for Canada's education policy towards international students. By establishing strict admission criteria for educational institutions, the Canadian government has not only put in place a bulwark against the opportunistic practices of certain schools, but has also raised the level of quality of education offered on its territory. This initiative aims to ensure that international students receive an education that meets international academic and professional standards, and that their stay in Canada contributes positively to their educational and professional development. EEDs must demonstrate not only their ability to offer quality training, but also to provide a safe and inclusive learning environment for students from all backgrounds.

This change also had a significant impact on the permit application process studiesThis has been achieved by tightening administrative procedures to ensure that only serious applicants, genuinely interested in quality training, can enter Canada. This preventive measure has helped to reduce cases of fraud and exploitation linked to study permits, thereby improving the integrity of the Canadian education system. It has also reassured the international community of the value and authenticity of Canadian diplomas, reinforcing Canada's attractiveness as a destination for higher education.

The beneficial effect of the introduction of EEDs has also been felt at the level of Canadian society, promoting better integration of foreign students. By attending institutions that meet high standards, these students are better prepared to enter the Canadian or international job market, equipped with the skills and knowledge needed to succeed in a competitive environment. What's more, the cultural diversity these students bring enriches Canada's social and academic fabric, fostering the exchange of ideas and mutual understanding between different cultures.

Prior to the introduction of EEDs, Canada had no uniform system for evaluating and approving institutions hosting international students. As a result, there was great variability in the quality of education offered among institutions. Some provided high-quality education, while others could be considered "diploma mills", offering little in terms of real learning and skills development.

In 20211, the publication of the Manifesto for an educated Quebec The "diploma mill" approach adopted by college professors has highlighted an alarming problem within the education system: the transformation of certain CEGEPs into "diploma mills". This expression, which evokes institutions where academic requirements are so minimal that a diploma becomes an acquired right rather than a merit, raises serious questions about the quality of education and the integrity of the diplomas awarded.

The authors of the manifesto, joined by over 570 teachers, are sounding the alarm about a worrying trend towards lowering educational standards, leading to less-than-rigorous assessments and, consequently, the awarding of diplomas that do not necessarily reflect students' acquisition of adequate skills or knowledge. This situation, far from being an isolated phenomenon in Quebec, is echoed in other parts of North America, as evidenced by the book "Academically Adrift". In this book, researchers Richard Arum and Josipa Roksa highlight the lack of significant progress in fundamental skills for almost half of all students after two years of higher education, illustrating the scale of the problem.