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Admission and Credential Evaluation

ADSEC News, March 2004

March 1, 2004

NAFSA's Admissions Section

P R O F E S S I O N A L N E T W O R K S

Happy Leap Year ADSEC friends and colleagues!

The ADSEC National Team is pleased to introduce ADSEC News.

In this time of diminished resources, the national team has been seeking a way to draw upon the strengths of our NAFSA members to help provide the assistance and support ADSEC members desire—whether that’s simply understanding more about the Bologna Process, determining the recognition status of an overseas institution or figuring out how to evaluate a marks sheet from India. We know our members have a wealth of knowledge that includes a wonderful network of experts around the world. We also know that we don’t have a good format for assessing that information, gathering and sharing it. So we’re inventing one. Every other month we will send a blast e-mail message to everyone in the NAFSA Directory that lists ADSEC as their “Section/PEG”. The message will let you know that a new ADSEC News is electronically available on the ADSEC website, and give you directions for

navigating to that site.

Because we want this newsletter to be timely and useful, we encourage people to contribute ideas for news articles, best practice articles, hot topics, serial items, etc. Please feel free to share your ideas with Robert Prather, Past ADSEC Chair, and the current Chair of the Admissions Research and Resources Committee (ARRC). Our newsletter idea isn’t rocket science, folks. In fact, ADSEC News will often include a cursory look at certain issues without providing all the answers. But at least we’ll be communicating! The finished products in the newsletter won’t be as comprehensive as the beautiful PIER volumes from the past, but we believe this is a healthy idea-gathering mechanism that propels us closer to obtaining the information we seek. Please help us make it meaningful and worthy of the effort we’re putting into it by sharing your ideas and suggestions for enhancements.

Sandy Gault ADSEC Chair

Volume 1 , Issue 1

ADSEC’ S R E D E F I N I N G I T S E L F F O R Y O U !

March 1 , 2003

I N S I D E T H I S I S S U E :

NAFSA Baltimore Conference

2

E & T News 2

What is OSEAS? 3

COMINFO News 4

CPA News 4

Credentials Evaluation Section

8

Credentials Evaluation: China

9

Credentials Evaluation: India

15

Ethics 5

Bologna Declaration 101: What is the Bologna Process and Why Do U.S. International Admissions Professionals Need to Know?By Margit Schatzman

Studienbuch, laurea, ylioppilastutkintotodistus, sandwich degree, dyplom, poang,subinginer… Europe has traditionally provided admissions professionals with a rich and varied set of credential evaluation challenges. The preceding list of educational terms is symbolic of the variety in structure, content, and philosophy evident in European education.

(Continued on page 5)

A D S E C N E W SA N E W S L E T T E R F O R T H O S E I N T E R E S T E D I N I N T E R N A T I O N A L A D M I S S I O N S A N D R E C R U I T I N G

This publication has been developed by

NAFSA members for use by their colleagues.

No part of this newsletter may be produced

without written permission from NAFSA:

Association of International Educators.

NAFSA: ASSOCIATION OF INTERNATIONAL EDUCATORS

Welcome! I have served in various capacities in Region-1 since 1993, including serving as ADSEC Representative. Currently, I serve as an elected NAFSA member to the executive Education and Training Committee and ADSEC national (sectional) team since 2001.

I have been very busy these past few years in working with Core Education Services in relation to our Professional Development Program. There is always a high demand for our PDP workshops and utilization of our Trainer Corps members, not only at our annual/national conferences, but on the regional levels as well. Our regulatory and credential evaluation workshops have been filled to capacity, which demonstrates a need to acquire knowledge in a more specialized area or those who wish to enter the field in a specific area within the various aspects of our profession.

I hope you will seriously consider involvement in our Trainer Corps or by proposing a workshop or session or sharing information and stimulate discussion with your NAFSA colleagues. NAFSA continues to provide training opportunities for international educators in a variety of areas. Training programs and workshops are offered throughout the year in varying times and locations. Remember to take time to look at NAFSA's "Upcoming Training" events web site regularly. Go to: www.nafsa.org/training

My participation in NAFSA programs has allowed me to connect with friends and colleagues who have generously shared their time and expertise to chair, present and support our PDP's and I thank you!!!

It's been an amazing and challenging year, and yet so much still lies ahead. I welcome your thoughts and participation in PDP and workshop sessions. Feel free to contact me.

With warmest regards, Mary Fetterly ADSEC Representative to the Education and Training Committee

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NAFSA BA LT I M O R E CO N F E R E N C E

NE W S FRO M ED U C A T I O N A N D TRA I N I N G

Volume 1 , Issue 1

The sessions on the agenda for the 56th annual conference in Baltimore promise something for everyone involved in in-ternational admissions, international recruitment and international credential evaluation. In every session slot we have programmed at least one session of primary interest to admissions officers and credential evaluators and one of primary interest to recruiters. Additionally there are many pan-NAFSA sessions will be of interest to a wide audience. Some of the exciting sessions will include updates on education systems in Iraq, Kosovo and Bosnia-Herzegovina, Cuba, China, Russia, Baltic States and Poland, Armenia, Azerbaijan, Georgia, Philippines, Scotland, the Middle East and North Africa, Nigeria, Kazakhstan, and Mexico. A few of the excellent recruitment sessions include Internet age marketing, e-recruiting, recruiting students from Colombia, the Middle East, Philippines, China, Western Europe and India. We have also included several sessions devoting serious discussion time to fraudulent documents, student mobility and trends, the Bologna agreement, updates on GRE, GMAT and TOEFL, effective marketing, brain migration, SEVIS and basic immi-gration for non-foreign student advisers, as well as the outstanding two-hour OSEAS Country Fair.

There is an amazing workshop line-up this year! We gave you TOO MANY choices! The workshops offer a variety of lengths--4 hours through 12 hours--and dates for you to choose from. We sincerely hope at least one of these is of in-terest to you: foreign educational credentials analysis, fraudulent credential detection, evaluating undergraduate and graduate Indian credentials, working with “the Methodology”, reviewing the Brazilian educational system and creden-tials, marketing and recruitment for admissions offices and intensive English programs, working with new degrees: the Bologna Declaration for admissions, evaluating academic credentials from China and a financial aid workshop for admis-sions officers and overseas advisers.

Baltimore will be a great venue for this conference, offering beauty and culture! The co-conference hotels are located adjacent to the convention center, so it will be easy to make it to sessions on time, and to go back and forth to social events. Start making your plans to join us now. Register online now at www.nafsa.org/2004conference.

By Diana Lopez, NAFSA-OSEAS U.S.-Based Coordinator

OSEAS is the acronym for Overseas Educational Advisers. OSEAS is made up of seven overseas regions: Africa, East Asia, Eurasia, Europe, Latin America, Middle East and North Africa, and South Asia. The OSEAS leadership team consists of two coordinators (one U.S.-based, the other based overseas) appointed by the NAFSA president, as well as one OSEAS representative chosen from each of the overseas regions listed above.

OSEAS includes those individuals specifically involved in U.S.-focused educational advising activities abroad and who are members of NAFSA.

The mission of OSEAS is to:

Provide education and training opportunities to OSEAS colleagues, both within the United States and overseas;

Encourage professional development and leadership within NAFSA on the national and regional levels;

Promote ethical practice within the profession of overseas educational advising;

Promote better networking and understanding between overseas educational advising professionals and stateside members of NAFSA; and

Advocate for the profession of overseas educational advising at the national and grassroots levels, and to raise awareness of the essential role overseas advising offices play as the source of unbiased, accurate information on study in the United States.

What Do Overseas Advisers Do? Overseas educational advisers advise prospective students in their countries on university study in the United States. They provide comprehensive, unbiased, and up-to-date information on the full range of educational opportunities in the United States in accordance with the "Principles of Ethical

Practice in Overseas Educational Advising."

By participating in professional networks, educational advisers offer their colleagues unique insights into educational and cultural situations in their home countries. Through contacts with U.S. admissions officers and international student advisers, they promote effective services for international students in the United States and serve as a source of information on host-country educational institutions.

Where Do Overseas Advisers Work? Whether serving full- or part-time, employees or volunteers, advisers are found in a wide variety of government-related and private offices, such as:

Public Affairs Sections of U.S. embassies Fulbright Commissions and bi-national commissions for educational exchange Bi-national centers Private not-for-profit organizations such as the Institute of International Education (IIE) and America-Mideast Educational and Training Services, Inc. (AMIDEAST) Host-country universities and libraries International organizations and corporations Host-country ministries and advising operations sponsored by other government agencies Government or private loan funds and banks Independent advising organizations English language centers.

Overseas educational advisers provide a vital link in the educational exchange process. Their professionalism is crucial to attaining the objectives of educational exchange: increasing mutual understanding among nations and fostering cooperative international development efforts.

To obtain more information about OSEAS, its projects and programs, visit the OSEAS web site (http://www.oseas.nafsa.org) and watch for future articles written by overseas educational advisers in the ADSEC Newsletter. Contact information for ll State Department-sponsored OSEAS advisers can be found in the NAFSA Directory.

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WH A T I S OS E A S?

Currently, the Committee on Public Affairs remains focused on three primary issues - two of which directly impact the Admission Section:

1. SEVIS functionality 2. Student Access/Visa delays and denials 3. NAFSA reorganization

The National SEVIS team continues to monitor problems with SEVIS functionality and has weekly conference calls with the Bureau of Immigration and Customs (ICE) of the Department of Homeland Security. In general, the National Team has found ICE to be fairly responsive to most problems. Members should continue to use the SEVIS Help Desk to report all problems and should notify the National SEVIS team of any problems that are not satisfactorily resolved by the Help Desk.

The problem of international student access to US Education continues to be a growing concern not only among degree and certificate granting institutions, but to the intensive English language community as well. The reported drop in applications, the increase in the numbers of students who are being denied visas or have a delay in the issuance of a visa, continue to be problematic for recruitment offices. The Public Policy office of NAFSA recently completed email survey to all ADSEC members. I encourage you all to look at the Public Policy section of the NAFSA website for results.

The final issue is that NAFSA is looking at organizational functionality and efficiencies. As part of that process, the Council on Public Affairs has been asked to offer a self-assessment of its current structure and function as it relates to both the Association and the members. A final decision on this self-assessment should be ready by the end of the next national meeting that will take place in the days immediately preceding the Conference in Baltimore.

Darryl Calkins ADSEC Representative to Committee on Public Affairs

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PU B L I C PO L I C Y AC C O R D I N G T O DA R R Y L

As the ADSEC representative to the Communications and Information Committee (COMINFO), I am responsible for making sure that the members of the Admissions Section have their voices heard when NAFSA makes decisions about developing and reprinting books and other materials. This newsletter, as envisioned by our fearless leader, Sandy Gault, is an example of listening to those voices. I remember the days before email and fax machines when we had to write or call schools and ministries of education for information about a credential, and then we had to wait for weeks and months for an answer; that is, if we even got an answer. So, I hope this newsletter will provide more immediate and factual information than what we had in the past

One of my main responsibilities is the ADSEC section of the NAFSA website. We know that it is out of date and has inaccurate information, but within the next few months, we hope to have most of that information updated or deleted. If you come across inaccurate information, broken links or things you think should be included, please email me and let me know ([email protected]).

Kate Trayte ADSEC Representative to Communications and Information Committee

FRO M TH E WE B DE S K O F KA T E TRAY T E

PU B L I C PO L I CY AC C O R DI N G TO DA R RY L

B O L O G N A ( C O N T I N U E D )

From Malta to Russia, from Portugal to Cyprus, the Bologna Process is reshaping European higher education. These changes may eliminate many of these credentials and educational concepts. This transformation will impact the way U.S. admissions professionals approach the evaluation of European credentials.

What is the Bologna Process?

The Bologna Process is the collection of agreements, and theactions and initiatives implementing the Bologna Declaration.

What is the Bologna Declaration? The Bologna Declaration is an agreement originally signed by the education ministers of 29 countries in 1999. Signatory countries now number 40. Its goal is to create a European Higher Education Area (EHEA) by 2010. Specifically, the Bologna Declaration articulates the following objectives:

· implement a system of easily readable and comparable degrees

· adopt a two-cycle degree system · establish a credit system · promote quality assurance systems · remove obstacles to the mobility of students

The purpose of the Bologna Declaration is to coordinate the many aspects of European higher education in order to provide more compatibility and harmony. It is hoped

that this will help Europe overcome internal and external challenges that face higher education in today’s competitive environment. By taking a voluntary approach, framers of the Bologna Declaration intended to achieve a unity of action while maintaining autonomy and diversity in education in the signatory countries.

What outcomes of the Bologna Process will impact our work? Diploma Supplement (DS) - a document attached to a certificate, diploma or degree that describes the program studied and education completed. The DS includes information on length, level, grading and structure presented in a uniform format. Some institutions have voluntarily adopted the use of the DS. Some countries have legislated the use of the DS.

Impact: The uniform and objective presentation of information may simplify and streamline aspects of the credential evaluation process.

European Credit Transfer System (ECTS) – a uniform credit system is defined as 60 ECTS credits for one year of full-time academic work. The credits are designed to be used with other supporting information, including course catalogs, and grade reports or transcripts showing learning outcomes. Some institutions have adopted the use of ECTS.

(Continued on page 6)

ET H I C S CO R N E R B Y PA N E T H A OT T

Greetings from the Ethics Corner! The Ethics Committee is made up of professional section representatives who review issues pertaining to international education that arise on campuses and in programs abroad, and who advise NAFSA members about the standards of good practice according to the published Code of Ethics.

This winter the members of the Committee have been focusing their efforts on revising and updating the ethics cases brought to their attention, and explaining how they arrived at their conclusions based on the published Code. These cases will be available on the NAFSA website at www.nafsa.org/ethics. We invite you to review these and to send us your thoughts and bring to our attention other matters of concern to you.

We look forward to seeing many of you at our national conference session, which will focus on issues which have arisen since the implementation of SEVIS.

We also invite you to share your thoughts. You may e-mail me at [email protected] at any time. If you have issues which you would like to discuss in person, I will be available daily, at times to be announced, at the ADSEC booth at the national conference.

Impact: Standardization in credit definition and use will simplify credit conversion and facilitate transfer of credit decisions.

ECTS Grades – This grading system ranks student performance on a statistical basis.

Impact: Standardization of grading based on rank will improve the ability to compare students’ achievements.

Joint Degrees – degrees offered by two or more institutions in two or more countries. There are some legal obstacles to awarding of truly joint degrees, but the practice of offering cooperative degree programs with double or triple degrees is in place.

Impact: The evaluation of these degrees will depend on how the programs are designed and implemented. Until legal issues surrounding joint degrees are resolved, it may be difficult to determine official recognition.

Quality Assurance and Accreditation – process for providing comparable criteria and methods to ensure the quality of higher education programs and institutions.

Impact: New quality assurance authorities add another dimension to determining institutional recognition and degree-granting authority.

Two-Cycle Degree Structure – a new structure of a bachelor’s degree (usually a three-year program) plus a master’s degree (usually a two-year program) is being offered by an increasing number of institutions. Several countries have legislated this structure and expect to convert to the new system completely within a few years.

Impact: A uniform degree structure can simplify credential evaluation. However, a thoughtful credential evaluator will approach the new degree structure with many questions.

What questions are being asked about the new degree structure?

· How do the new 3 + 2 degree programs relate to the “old” degree structures?

· Will all signatory countries implement the 3 + 2 structure in the same manner?

· How do the new 3 + 2 degree programs compare to US bachelor’s and master’s degree

programs? · How do we evaluate the three-year bachelor’s

degree program? · Is a three-year European bachelor’s degree program

equivalent to a U.S. four-year bachelor’s degree program? In some cases? In no cases? How do we decide?

· How does our treatment of European three-year degree programs relate to our treatment of other three-year degree programs, such as an Indian three-year bachelor’s degree program?

· What are the implications for graduate admission? For undergraduate admission?

· How will our answers to these questions impact our international exchange relationships?

What can we do to prepare for these changes? As international admissions professionals it is our responsibility to educate and inform ourselves about the Bologna Process and the developments associated with the Bologna Declaration. Our answers to the questions posed by these developments will depend on the nature of our institutions, our philosophical approach to international admissions and to the actual outcomes of the Bologna Process.

There are several steps we should take now to prepare ourselves for students who will soon be presenting documents reflecting the Bologna Process.

Analyze our institutional philosophical admissions policies, procedures and methods to ensure that we have a firm foundation for making equivalency and admissions decisions and that our policies for internationally-educated applicants are consistent with our policies for U.S.-educated applicants.

Make use of professional development, training and educational opportunities to learn more about the Bologna Process and how it relates to international admissions.

Embark on a dialog with European colleagues to learn how the Bologna Declaration is being implemented in their institutions and to help them understand US approaches to international admissions.

What can we expect next? Implementation of the Bologna Declaration is a high priority in most European countries. In the next few years we can expect to see an acceleration of change in degree structure, greater use of the Diploma Supplement and ECTS credits and grading, and implementation of new quality assurance

Page 6


mechanisms. Students at the vanguard of this ambitious educational transformation will soon be ready for new educational opportunities. Will we be ready for them?

Web Resources: Official site for the third Bologna follow-up conferencescheduled for Bergen in 2005. (The first two were in Prague 2001 and Berlin 2003). The site includes updates on initiatives related to the Bologna Declaration: http://www.bologna-bergen2005.no

Admissions Officers and Credential Evaluators (ACE) section of the European Association for International Education. Includes a useful section on the Bologna Declaration: http://www.aic.lv/ace/

Detailed description of the Diploma Supplement:http://www.europa.eu.int/comm/education/policies/rec_qual/recognition/diploma_en.html

Detailed description of ECTS credits and grades: http://europa.eu.int/comm/education/programmes/socrates/ects_en.html

Countries that have signed the Bologna Declaration: Albania, Andorra, Austria, Belgium, Bosnia and Herzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Holy See, Hungary, Iceland, Ireland, Italy, Latvia, Liechtenstein, Lithuania, Luxembourg, the former Yugoslav Republic of Macedonia, Malta, Netherlands, Norway, Poland, Portugal, Romania, Russian Federation, Serbia and Montenegro, Slovak Republic, Slovenia, Spain,

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Sweden, Switzerland, Turkey, United Kingdom.

NAFSA: The NAFSA Annual Meeting in Baltimore will feature a number of workshops and sessions related to the Bologna Declaration. Workshop #40: Bologna Declaration for Admissions: Working with New Degrees (Monday May 24, 2004 1:00 - 5:00p.m.) will focus on helping admissions professionals develop an approach to working with new European degrees. Workshop #47: The Realignment of European Higher Education: The Bologna Declaration (Tuesday May 25, 2004 8 a.m. to noon) will provide general background information from a European perspective. A session on the Bologna process and its implications for U.S. higher education will be held on Tuesday afternoon, May 25, and another on Marketing/Attractiveness of European Higher Education After the Berlin Summit on Thursday morning, May 27, 2004.

Survey: NAFSA workshop presenters are interested in gathering information in preparation for the NAFSA conference. If you would like to participate in a brief survey of European admissions issues, please send an email to [email protected] with “Europe Survey” in the subject line. Survey results will be shared with all survey respondents.

More articles about the Bologna Process will be included in future issues of this newsletter.

Margit Schatzman is the Vice President of Educational Credential Evaluators, Inc., a credentials evaluation service based in Milwaukee, Wisconsin

WH A T’S AH E A D I N T H E ADSEC NE W S LE T T E R

Future issues of the ADSEC Newsletter will include articles on the following:

Ethical recruitment More credentials evaluations Country updates Group recruitment travel vs. traveling solo More on the Bologna Declaration Web resources for international admissions Recruitment trends

This is meant to be used as a guide to help you in determining the admissibility of a student with a specific foreign credential, given, of course, that the student meets all of your other admissions requirements. This guide is not an official endorsement by NAFSA: Association of International Educators. Remember that intelligent people disagree even when they are looking at the same facts! This tool is meant for you to begin to see the process on how to evaluate a credential from another country, and why your assessment might be different from a colleague’s assessment.

The evaluation of a foreign credential usually entails several steps, such as: gathering information on a country's educational system, gathering information on a particular credential, determining where the credential falls on the US credential benchmark spectrum, determining if the student is admissible given institutional policies, and determining placement and transfer credit, if any is warranted.

Ascertaining the benchmark comparability of a credential should be carefully distinguished from determining the admissibility of a student. Students may have the equivalent to a US bachelor's degree, but they may not be admissible to your institution. Thus, the evaluation of a foreign credential is heavily determined by your institutional type and your institutional policies. Below, you will find that the benchmark comparability and the admissibility determination are clearly separated into two steps.

In the following section, you will see several credentials from the People’s Republic of China and India. You will also see evaluations from three sources:

1. The National Council on the Evaluation of Foreign Educational Credentials. The “Council” is an interassociational group that provides guidelines for interpreting foreign educational credentials for the placement of holders of these credentials in U.S. educational institutions. The membership of the Council reflects the diversity of U.S. education institutions for which recommendations are made. Council recommendations are not directives, nor do they make judgments about the quality of programs and schools.

2. U.S. educational institutions. The following evaluators volunteered to evaluate the educational credentials appearing in this newsletter:

Ellen Silverman, City University of New York Panetha Ott, Brown University Mary Fetterly, University of Washington Darryl Calkins, California Lutheran University

3. Credential evaluation services. In this issue, we have invited Kenneth Warren from Educational Perspectives, Inc. to evaluate the educational credentials.

CR E DE N T I A L EVA L UA T I O N SE C T I O N

CR E DE N T I A L EVA L UA T I O N SE C T I O NP E O P L E ’ S R E P U B L I C O F C H I N A : S E C O N D A R Y C R E D E N T I A L D O C U M E N T S

Credential Name Graduation Certificate of Senior High School Country People’s Republic of China Institution Shanghai Minli High School Recognition/accreditation body State Education Commission Prior education required Primary and lower secondary education (9 years) Official length of program 3 years Time period covered by credential 1998-2001 Program type Academic

EVA L UA T I O N FRO M:National Council on the Evaluation of Foreign Educational Credentials

“May be considered for freshman admission.”

EVA L UA T I O N FRO M:U.S. Educational Institutions

U.S. Educational Benchmark Evaluation

Eligible for admission consideration?

Comments

Ellen Silverman Completion of secondary studies Yes Freshman admission

Darryl Calkins Completion of secondary studies No GPA too low

Panetha Ott Completion of secondary studies No We require transcripts of the last four years of secondary education prior to making an admission decision

EVA L UA T I O N FRO M:Evaluation Service

Benchmark Evaluation Eligible for admission consideration?

Comments

Educational Perspectives, Inc.

Completion of secondary studies

Yes Freshman admission

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CR E DE N T I A L EVA L UA T I O N SE C T I O NP E O P L E ’ S R E P U B L I C O F C H I N A : S E C O N D A R Y C R E D E N T I A L

DO C U M E N T SUM M A RY

CR E DE N T I A L EVA L UA T I O N SE C T I O NP E O P L E ’ S R E P U B L I C O F C H I N A : I N C O M P L E T E B A C H E L O R ’ S D E G R E E

Credential Name Undergraduate academic transcript Country People’s Republic of China Institution Huazhong University of Science and Technology Recognition/accreditation body State Education Commission Prior education required Primary/secondary completion and NCEE Official length of program (if completed) 4 years Time period covered by credential 2000-2003 Program type Academic


“May be considered for undergraduate admission, with transfer credit determined through a course-by-course analysis.”




Comments

Ellen Silverman Incomplete undergraduate-level course work

Yes Undergraduate transfer

Darryl Calkins Incomplete undergraduate-level course work

No GPA too low

Panetha Ott Incomplete undergraduate-level course work

No We generally do not consider students for transfer admission if they have nearly completed their undergraduate degree elsewhere.



Comments


Incomplete undergraduate-level course work


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CR E DE N T I A L EVA L UA T I O N SE C T I O NP E O P L E ’ S R E P U B L I C O F C H I N A : I N C O M P L E T E B A C H E L O R ’ S


CR E DE N T I A L EVA L UA T I O N SE C T I O NP E O P L E ’ S R E P U B L I C O F C H I N A : C O M P L E T E B A C H E L O R ’ S D E G R E E

Credential Name Bachelor of Engineering Country People’s Republic of China Institution Beijing Union University Recognition/accreditation body State Education Commission Prior education required Primary/secondary completion and NCEE Official length of program (if completed) 4 years Time period covered by credential 1992-1996 Program type Academic/Professional


“May be considered for graduate admission.”




Comments

Ellen Silverman U.S. bachelor’s degree equivalent Yes Student would be eligible for a second bachelor’s degree in a non-related area

Darryl Calkins U.S. bachelor’s degree equivalent Yes Graduate admission without transfer credit

Mary Fetterly U.S. bachelor’s degree equivalent Yes Graduate admission without transfer credit



Comments


U.S. bachelor’s degree equivalent Yes Graduate admission without transfer credit

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CR E DE N T I A L EVA L UA T I O N SE C T I O NP E O P L E ’ S R E P U B L I C O F C H I N A : C O M P L E T E B A C H E L O R ’ S


CR E DE N T I A L EVA L UA T I O N SE C T I O NI N D I A : L O W E R S E C O N D A R Y C R E D E N T I A L

Credential Name Secondary School Certificate Examination Country India Institution/Examination Board Gujarat Secondary Education Board Recognition/accreditation body Gujarat Secondary Education Board Prior education required Primary and lower secondary (8 years) Official length of program (if completed) 2 years Time period covered by credential 1995-1997 Program type Academic

EVALUATION FROM:National Council on the Evaluation of Foreign Educational Credentials

“May be placed in Grade 11”

EVALUATION FROM:U.S. Educational Institutions


Eligible for university admission consideration?

Comments

Ellen Silverman Equivalent to completion of 10th grade in the US

No Higher level benchmark required

Darryl Calkins Equivalent to completion of 10th grade in the US


Panetha Ott Equivalent to completion of 10th grade in the US


EVALUATION FROM:Evaluation Service

Benchmark Evaluation Eligible for university admission consideration?

Comments


Equivalent to completion of 10th grade in the US


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CR E DE N T I A L EVA L UA T I O N SE C T I O NI N D I A : L O W E R S E C O N D A R Y C R E D E N T I A L

DOCUMENT SUMMARY

CR E DE N T I A L EVA L UA T I O N SE C T I O NI N D I A : H I G H E R S E C O N D A R Y C R E D E N T I A L

Credential Name Higher Secondary Certificate Examination Country India Institution/Examination Board Gujarat Secondary Education Board Recognition/accreditation body Gujarat Secondary Education Board Prior education required Primary and secondary (10 years) Official length of program (if completed) 2 years Time period covered by credential 1997-1999 Program type Academic


“May be considered for freshman admission”




Comments

Ellen Silverman Equivalent to completion of secondary studies in the US


Darryl Calkins Equivalent to completion of secondary studies in the US


Panetha Ott Equivalent to completion of secondary studies in the US




Comments


Equivalent to completion of secondary studies in the US


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CR E DE N T I A L EVA L UA T I O N SE C T I O NI N D I A : H I G H E R S E C O N D A R Y C R E D E N T I A L

DOCUMENT SUMMARY

CR E DE N T I A L EVA L UA T I O N SE C T I O NI N D I A : 3 - Y E A R B A C H E L O R ’ S D E G R E E C R E D E N T I A L

Credential Name First, Second and Third Year B.A. Degree Exams Country India Institution/Examination Board Bangalore University Recognition/accreditation body Association of Indian Universities Prior education required Grade 12 Official length of program (if completed) 3 years Time period covered by credential 1999-2002 Program type Academic


“May be considered for undergraduate admission with possible advanced standing up to three years (0-90 semester credits) to be determined through a course-by-course analysis”




Comments

Ellen Silverman Incomplete undergraduate level Yes Undergraduate transfer

Darryl Calkins Incomplete undergraduate level Yes Undergraduate transfer



Comments


Incomplete undergraduate level


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CR E DE N T I A L EVA L UA T I O N SE C T I O NI N D I A : 3 - Y E A R B A C H E L O R ’ S C R E D E N T I A L

DOCUMENT SUMMARY

CR E DE N T I A L EVA L UA T I O N SE C T I O NI N D I A : I N C O M P L T E M A S T E R ’ S D E G R E E C R E D E N T I A L

Credential Name Statement of Marks for 1st Year MSc Exam Country India Institution/Examination Board Bangalore University Recognition/accreditation body Association of Indian Universities Prior education required Bachelor’s degree Official length of program (if completed) 2 years Time period covered by credential 2002-2003 Program type Academic


“May be considered for graduate admission with no advanced standing”



Eligible for university admission

consideration?

Comments

Ellen Silverman Incomplete undergraduate level Yes Undergraduate transfer

Darryl Calkins Equivalent to a US bachelor’s degree

Yes Graduate admission without transfer credit

Mary Fetterly Incomplete undergraduate level Not eligible for graduate admission

We do not consider a 3 year B.A. plus 1 year of a 2-year masters to be equivalent to a US bachelor’s degree.

EVALUATION FROM:Evaluation Agency

Benchmark Evaluation Eligible for university admission

consideration?

Comments


Equivalent to a US bachelor’s degree

Yes Graduate admission without transfer credit

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DOCUMENT SUMMARY

CR E DE N T I A L EVA L UA T I O N SE C T I O NI N D I A : I N C O M P L T E M A S T E R ’ S D E G R E E C R E D E N T I A L

WWW.ADSEC.NAFSA.ORG

ADSEC National Team

Sandy L Gault, ADSEC Chair, Vice President and Director of Evaluations, Educational Perspectives, NFP E-mail: [email protected]

Ellen Silverman, ADSEC Chair-Elect Director, International Evaluations, UAPC, City University of New York E-mail: [email protected]

Robert Paul Prather, ADSEC Past Chair Director, International Marketing and Admissions, Career Education Corporation E-mail: [email protected]

Panetha Nychis Ott, ADSEC Committee on Ethical Practice Associate Director, Brown University Office of Admission E-mail: [email protected]

Mary E. Fetterly, ADSEC Education and Training International Counseling Services Coordinator, University of Washington Office of Graduate Admissions E-mail: [email protected]

Darryl G. Calkins, ADSEC Council on Public Affairs Dean of Enrollment, California Lutheran University E-mail: [email protected]

Kathleen Trayte, ADSEC Communication and Information Committee Executive Director, ISSS, Drexel University E-mail: [email protected]

Questions? Feedback? E-mail: [email protected] * What credentials would you like evaluated? * What topics would you like covered? * What did you like about this newsletter? * What can we improve upon?

Newsletter Team Editor: Alan Margolis, Consultant in Higher Education, CUNY Office of Academic Affairs

Design: Kate Trayte, Executive Director, ISSS, Drexel University

Content: Robert Paul Prather, Director of International Marketing and Admissions, CEC

adsec news, march 2004 - nafsa: association of ... · adsec news, march 2004 march 1, 2004...

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