Category Archives: Credentials

30 Facts on the Education System of Iran

January 4th, 2018

Given these recent developments in Iran, where protests have broken out in towns and cities throughout the country, we would like to spotlight Iran and share with you the following facts on the country and its education system:

1. Iran is one of the oldest nations in the world, with a history dating back tens of thousands of years. The country’s first great city, Susa, was built on the central plateau around 3200 B.C.

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2. Iran (pronounced ee-RAHN), formerly known as Persia, is situated at the crossroads of Central Asia, South Asia, and the Arab states of the Middle East. The name “Iran” means “land of the Aryans.”

3. Iran is a republic in Central Asia, sharing a border with seven countries: Afghanistan, Armenia, Azerbaijan, Pakistan, Iraq, Turkey, and Turkmenistan.

4. It has been officially known as the Islamic Republic of Iran since the overthrow of the Shah in 1979.

5.Iran is a Shiite Muslim country, but the majority of its people are Persian, not Arab.

6. Iran’s capital is Tehran.

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Tehran: Azadi Monument (formerly Shahyad Monument)

7. Iran has a population of 80,840,713 (median age 28) and covers an area that is 636,372 square miles (1,648,195 square kilometers), slightly smaller than Alaksa.

8. Official language of instruction in Iran is Farsi/Persian. English and/or French are taught in most private schools.

9. According to 2015 estimates, the literacy rates of total population age 15 and over is 86.8% of which 92.1% are male and 82.5% are female.

10. According to 2013 reports, Iran spends 3.7 of GDP on education.

11. Starting with 7th grade, English is taught as a second language in all public schools and is compulsory through the secondary level years.

12. Primary school is called “Dabestan” and includes grades 1 to 5 (ages 6 to 11). At the end of the 5th year, students take a nation-wide exam which they must pass in order to continue to the next cycle.

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13. Middle school is called Rahnamaei also known as Lower Secondary School (Guidance) and includes grades 6 to 8 (ages 11 to 14). At the end of the 3rd year of middle school, students take a region-wide exam administered by the local provisional board of education which they must pass in order to continue to the next cycle.

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14. Secondary school is called Dabirestan and includes grades 9 to 12 (ages 14 to 17). The 4th year of grade 12 includes a college-preparatory year known as Pish-daneshgahi. In dabirestan, students choose subjects from either one of two tracks: 1) academic/general track that includes a] physics-mathematics, b] socio-economics, c] literature and culture, and d] experimental sciences; or 2) technical/vocational track in such areas as business and agriculture. On completion of 3 years of study (Grade 11), students receive their diploma before they are determined eligible to continue onto the 12th year (Grade 12) pish-daneshgahi studies.

15. Pre-university or Pish-Daneshgahi is the 4th year extension (Grade 12) to secondary school and last one year. It is an intensive year of study intended to prepare students for the national university entrance examination known as the Concour.

16. The Concour determines students’ chances to enter public and some private universities in Iran. It is a very challenging examination and only a minority of students who take it are successful in passing.

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Photo Credit:PressTV – University Entrance Exam (Concours) in Tehran

17. At the higher education level, Iran has private, public and state affiliated universities.

18. Universities, institutes of technology, medical schools, and community colleges make up the higher education sector.

19. Except for medical schools, all state-run universities are under the direct supervision of the Iranian Ministry of Science, Research and Technology. Medical schools are under the supervision of the Ministry of Health, Treatment, and Medical Education.

20. Currently, there are over 50 public universities and over 40 public institutions specializing in medical study and 200 private postsecondary institutions in Iran.

21. Tuition at public universities is free.

22. Private institutions charge fees.

23. The largest private institution in Iran is Islamic Azad University.

24. Women make up more than 60 percent of the college population in Iran but less than 20 percent of the working population.

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25. Out of 1.176 million people registered for higher education in the Iranian academic year of 2012-2013, women accounted for 522,248 (44.38 percent) while men’s share stood at 654,593 (55.62 percent).

26.The number of female university students also increased by almost twofold from 1,231,035 in the Iranian academic year of 2005-2006 to 2,106,639 in 2012-2013.

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Photo Credit: Ebrahim Norrozi/AP – Iranian women, shown here in downtown Tehran, are among groups in the country pushing for social and economic change.

27. Distance learning degree programs are provided mainly by the University of Payam-e-Hour.

28. University degrees in Iran include:
• Kardani (formerly Fogh-Diplom) – 2-year program equivalent to the Associate degree;
• Karshenasi (formerly Licence) – 4-year program equivalent to the Bachelor’s degree;
• Karshenasi Arshad (formerly Fogh-Licence) – 2-year program beyond the Karshenasi equivalent to the Master’s degree;
• Doctora (Doctorate) degree – 3-year program; requires a master’s (Karshenasi) degree for admission and is awarded on completion of 60 semester units and passing a comprehensive exam before entering the research phase of the program, during which they prepare and defend their dissertation.
• Specialized Doctorates – Degrees in dentistry, medicine, pharmacy, veterinary medicine are awarded after 6 years of study and a thesis and require completion of the pre-university year for admission.

29. Grading system at primary through university is based on a 0-20 scale. At the primary, secondary level, and undergraduate levels, an average grade of 10 is required for promotion to the next academic grade. At the graduate level the minimum average grade is 12 and in doctoral programs the minimum average is 14.

30. Every year about 150,000 highly talented Iranians emigrate in what the International Monetary Fund calls the highest brain drain in the world.

Bonus Fact:
31. Since we love cats here at ACEI, here’s a bonus fact on the Persian cat; one of the world’s oldest breeds. They originated in the high plateaus of Iran where their long silky fur protected them from the cold. Italian traders brought the breed to Europe in the 17th century, where they became an exotic status symbol. (source: Rajendra, Vijeya, Gisela Kaplan, and Rudi Rajendra. 2004. Iran (Cultures of the World). New York, NY: Marshall Cavendish.)

Helpful links & Sources:
https://www.educationusairan.com/edu-professionals/education-systems
http://www.unicef.org/infobycountry/iran_statistics.html
http://www.snipview.com/q/Schools_in_Iran
https://www.cia.gov/library/publications/the-world-factbook/geos/ir.html
http://www.bbc.com/news/world-middle-east-14541327

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The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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What is the Future of International Students in the U.S.?

December 30th, 2017

StudyinUSA

This time last year, I wrote a blog about the benefits of international students in the U.S. and it goes without saying that the message still holds true as it did then.

In another blog we wrote this past August, we offered the reasons why international students are good for the U.S. Without repeating the message of the blog, we can all agree that besides the financial benefits derived from having international students in the U.S., not just for the tuition and fees, but the economic impact they have on the community through their buying power, there are also invaluable scientific innovation and technological improvements introduced by these students as well significant social and cultural contributions. Unfortunately, these positive attributes are not being voiced or shared by those in office today.

2017 has been a remarkable and tumultuous year on many fronts. While our country waded through a bruising presidential election, those of us in international education quickly found ourselves faced with uncertainty.  The travel ban, stricter visa requirements and rising anti-immigrant sentiments placed our schools, universities and educational service providers in a precarious position. Our universities quickly spurred into action with messages of “You are welcome,” and our towns and cities offered themselves as sanctuaries for those suddenly finding themselves criminalized or thought of as the “other.”

While the current administration in the U.S. taking a more nativist stand suspecting anyone “foreign,” countries like Canada and Australia have amplified their message of openness and hospitality and attracting record number of international students.

Last month, at the international conference held at the University of California, Berkeley in the U.S. at the panel session on Asia in the New Nationalism and Universities, these very issues were raised and discussed. As stated by moderator Marijk van der Wende, professor of higher education at Utrecht University’s faculty of law, economics and governance in the Netherlands: “The recent geopolitical events such as Brexit and US turning its back on multilateral trade and cooperation, create waves of uncertainty in higher education regarding international cooperation, the free movement of students, academics, scientific knowledge and ideas.”

We are beginning to see countries that were once exporters of students to study abroad are now restructuring themselves to be the receivers of international students. China, for example, is seriously considering to step into the fray by strengthening its universities and bolstering its program offering and research facilities so it too can fill the void and position itself as an attractive alternative destination for study abroad.

India, another giant in the number of students it sends abroad for study, is also looking at positioning itself just like its neighbor China, as a country for international students seeking higher education. In fact, just recently, it was announced that a total of 100 of India’s top universities and colleges are vying to be named ‘institutions of eminence’ as part of the country’s higher education reforms to upgrade a select number of institutions into ‘world-class’ universities within the next 10 years. This will ensure that these top ranking “institutions of eminence” will have autonomy–without involvement from the University Grants Council (UGC)–to select faculty, administrators, design and development of curriculum and academic programs to be on a par with international higher education standards.

The jockeying for being number one in international higher education also means that some countries are considering to radically change the structures of their degree programs to appeal to international students looking for a less expensive and faster track to a degree. One example is the UK, which has held the top position in enrollment numbers of international students. The numbers, however, have dropped because of the recent Brexit vote and its strong nationalistic message. However, there is talk in the UK to reduce and compress its three-year Bachelor’s degree into two years in hopes to make the degree more affordable. An international student looking to study abroad where money is an issue may find the two-year intensive bachelor’s degree from the UK more palatable than its four-year counterpart in the U.S. or Canada.

At this time, it is difficult to gauge exactly how much of a negative impact the U.S. anti-globalism and anti-immigration sentiments will have on the number of international students seeking higher education in the U.S. There are already reports that the number are on the decline. Most likely, we will see the impact in 2018. In the meantime, knowing what actions and steps other players in the field have undertaken or considering and looking for ways institutions can restructure and enhance their programs, as well as recruitment and retention practices, is crucial if universities in the U.S. wish to remain competitive and relevant in the next 10 years. Of course, it will also help if there is a friendlier administration in office that views our universities as an important fabric of U.S. culture, and sees international students as assets and not liability.

As cliché as it is, we are navigating uncharted waters. As professionals in the field of international education, I thank you for your continued commitment and all that you do to deliver on our shared purpose for keeping international education vital and an integral part of our existence both as citizens of this great country but of the globe. It is because of you, and because we know we can do so much more, that I have such great confidence in the future. Despite what challenges may lie ahead, I remain hopeful and ask you to do the same but do not become complacent, become an advocate for higher education and let your voice be heard on your campus and in the halls of Congress. Contact your representatives daily, write blogs, send letters to editors of your local newspapers, hold townhall meetings with members of your communities, speak with your neighbors, and share with them the myriad of success stories of international students at your institutions and highlight their accomplishments and achievements. Stay proactive and engaged!

In closing, from the entire crew at ACEI, we wish you season’s greetings and a happy, peaceful and prosperous New Year!

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Jasmin Saidi-Kuehnert is the President and CEO of the Academic Credentials Evaluation Institute (ACEI).

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The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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Dispatch from the AIRC 9th Annual Conference
A New Outlook on Global Student Mobility: Recruiting in Changing Times

December 14th, 2017

AIRC

December 6-9, 2017
Bonaventure Resort
Weston, Florida

Academic Credentials Evaluation Institute, Inc. (ACEI) joined more than 400 representatives from institutions, agencies, and international organizations to discuss market trends and analysis, international student recruitment processes, and best practices at the 9th Annual American International Recruitment Council (AIRC) Conference.

AIRC is a membership association recognized by the U.S. Department of Justice in 2008 by global leaders to promote ethical and best practices for international recruitment strategies. AIRC’s members collaborate to establish quality standards for international student placement in the United States.

AIRC is the only professional education membership association focusing solely on issues surrounding international student recruitment. AIRC is also the sole provider of independent certification of recruitment agencies based on an extensive accreditation model.

The AIRC Conference offered many quality educational sessions relating to trends and best practices of student recruitment, digital marketing, credential evaluation, and international issues affecting us today.

ACEI presented the well-received educational session, “Credential Evaluation and the Case Study of The China Market: The “Cheat Sheet” addressing combating fraud and identifying best practices in credential evaluation to a large crowd Saturday morning.

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AIRC partners with other organizations to develop a future plan for more professional resources for our field. The theme at the conference was the changing recruitment landscape and how to address these changes.

Jeet Joshee, President of AIRC and Associate Vice President for International Education and Dean of the College of Continuing and Professional Education, California State University, Long Beach (CSULB) and David Di Maria, Past President of AIRC and Associate Provost for International Programs, University of Maryland, Baltimore County, welcomed the large group of global leaders Wednesday to kick off the conference. They emphasized the need for outreach on student data mobility during this time of change and collaboration.

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Jeet Joshee, AIRC President, and David Di Maria, AIRC Past President, welcome the attendees

David Di Maria, addressed the group thanking the excellent conference planners, attendees, presenters, and sponsors saying it was an honor this past year to have the privilege to work with AIRC Members and staff.

As AIRC is in its 10th year of existence, Di Maria also welcomed the 310 institutional members, 78 agencies, and newcomers. “AIRC is a professional association just like NAFSA,” he said. “This is the leading conference solely for recruitment and aligns with professional standards. Its brings a comprehensive collection of thought-leaders in the same room.”

George Kacenga, President Elect and Director of International Enrollment Management, University of Colorado, stated he was looking forward serving as President of AIRC and providing excellent leadership.

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Laura Sippel, ACEI, and George Kacenga, AIRC Present Elect

In addition to the informational sessions, the AIRC Town Hall addressed concerns and questions about today’s uncertain political climate. They encouraged people to treat this conference like a retreat and to network with some of the “best and brightest minds here. There are great things ahead.”

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Highlights of the contributions of international students

The AIRC Conference also provided wonderful networking opportunities during breakfast, luncheons, and evening receptions.

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The conference ended with positive messages of growth in international student population, with an emphasis on the international students that drive our profession.  Trends in the international landscape were examined, with emphasis on proper branding for providers, benefits of pathway programs, and ensuring that a comprehensive team of trusted agents are available to the attendees.

The 10th annual AIRC Conference will be held in Weston, Florida at the same location in 2018.

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Laura Sippel
Director of Marketing
Academic Credentials Evaluation Institute (ACEI).

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10 Criteria to Consider for Outsourcing Your International Credential Evaluation Needs (and why ACEI is your trusted source!)

December 7th, 2017

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In this week’s blog, we’d like to share with you the criteria you need to consider if your institution is looking to outsource its international credential evaluations.

With the need for increasing content and authenticity in the evaluation process comes the need for more education, training and experience on the part of the credential evaluator. Institutions seeking to outsource their international credential evaluations are advised to select a service or multiple services by requesting the following:

1. Membership

Is the credential evaluation agency an Endorsed Member of the Association of International Credential Evaluators (AICE)?

The Association of International Credential Evaluators is a non-profit professional association with unique set of criteria which employs a rigorous screening process in determining the eligibility of providers of international credential evaluation services to Endorsed membership. The AICE has published evaluation standards to which its members subscribe and conform to promote consistency and transparency in educational equivalency reporting.

Academic Credentials Evaluation Institute, Inc. is an Endorsed Member of the Association of International Credential Evaluators.

2. Years of Operation

Does the credential evaluation agency have a proven record of experience in the field?

Find out when the agency was established and how long it has been in operation. Number of years of operation as a credential evaluation service provider demonstrates longevity and continuity in a field where fluctuations in the market due to economic and political events affects the solvency of a company and its ability to work with credentials from around the world.

Academic Credentials Evaluation Institute, Inc. was founded in 1994 and is celebrating its 22nd year of service.

3. Standards

What evaluation standards and procedures does the credential evaluation agency employ in evaluating and determining U.S. educational equivalences?

It is important to find out the standards the evaluation agency uses in evaluating credentials to derive at U.S. educational equivalences. Does your institution have any guidelines in place when assessing international credentials? Are the standards used by the evaluation agency in line with your institution’s? If your institution doesn’t have any particular standards on evaluating international credentials, we recommend you refer to the AICE Evaluation Standards for guidelines.

As an Endorsed Member, ACEI adheres to the AICE Evaluation Standards in the preparation of evaluation of international credentials. Adherence to the AICE Evaluation Standards ensures consistency and transparency in evaluations and educational equivalence reporting.

4. Experience

Request and review a profile of the evaluation agency’s executive and evaluation staff. This information will help you assess the expertise and experience of the agency’s evaluation staff. It will also help you outline the methods the agency employs for its evaluators to receive continuous professional development.

√ At ACEI, information on the executive team is available on the website and for its evaluation staff is available on request. The evaluation staff at ACEI are classified at the senior level which means they each bring with them more than 10 years of committed and continuous hands-on experience in evaluating international academic credentials.

5. Services

What types of evaluation reports are provided by the credential evaluation agency?

It is important to determine the different types of evaluation reports the credential evaluation service provides to see if they are able to accommodate your institution’s needs.

At ACEI, we provide three types of evaluation reports: Basic (General Document-by-Document) Report; Comprehensive Course-by-Course (with Grades, GPA, Course Levels) Report; Course Match Evaluation (Comprehensive Course-by-Course with Grades, GPA, Course Levels and Course Match). In addition, ACEI evaluation reports can be customized to meet an institution’s specific needs. For example, ACEI will include information such as Language/Medium of Instruction and certified true copies of official/ original academic documents submitted with the official evaluation report.

6. Required Documents

What criteria does the evaluation company have in place in accepting academic documents?

It’s important to find out whether the evaluation company accepts official transcripts directly from the source institution, or original (“first-issued”) documents in the student’s possessions, photocopies or scanned documents submitted by students, or transcripts received electronically from the source institution.

The ACEI website identifies by country exactly what documents are required for evaluation and method of their submission. For some countries, ACEI strictly requires receipt of official transcripts directly from the source institution and from others, original documents to be provided by the students are accepted. Any original documents provided by the students are returned when the evaluation has been completed. Photocopies that have not been certified by the source institution are not accepted. Copies or scanned copies of documents are accepted for a preview but official/original documents are still required in order to prepare and issue an official evaluation report. Electronically transmitted official transcripts prepared by the source institution and released directly to ACEI are accepted for evaluation.

7. Processing Time

How long does it take for the evaluation agency to complete an evaluation?

The number of days an evaluation agency requires to complete an evaluation plays a significant part in the overall picture when a student’s application for admission is contingent on the evaluation report. You must determine the actual number of days it takes an agency to complete the evaluation and not the estimated time.  For example, an agency may claim a 10-day processing time but in practice it takes 20 or 30 or more days to complete its evaluation reports.

At ACEI, we’re proud to adhere to our claim of completing evaluations within 7 business days. This is an unprecedented turnaround time, unmatched by any other evaluation agency in the U.S. ACEI will complete evaluations within 7 business day from the date of receipt of the completed application form, required official/original academic documents and fees. The processing time is only extended in the event the student does not provide the required academic documents, fees, or submits and incomplete application. ACEI also provides 2 RUSH services whereby an evaluation can be completed within 24-hours or 3-business days on receipt of the completed application, required documents, and fees.

8. Library/Information Resources

What steps does the evaluation agency take in maintaining a dynamic in-house library?

A credential evaluation agency and the evaluation reports it generates are as good as its reference library. Maintaining an in-house library is one of the most important criteria in qualifying for Endorsed Membership with the Association of International Credential Evaluators. An in-house library that has in its collection historic and current publications and reference materials is the backbone of a full-service reputable evaluation agency.

ACEI is proud of its comprehensive in-house library of print and electronic publications which include historic references as well as the most up-to-date publications on world education systems and international directories of institutions of higher education. ACEI in-house library also has in its archives thousands of sample educational credentials and evaluation reports to use as reference. The ACEI Database of evaluation reports and country profiles is another helpful resource for its evaluation staff.

9. Website & Information

Does the evaluation company have a website that is user-friendly and informative?

A website serves as the portal to a company’s operation and services. An effective website must include information that is clear and transparent about its services, fees and procedures.

ACEI’s website provides detailed instructions on the application process, required academic documents for evaluation, types of evaluation reports, fees, methods of payment, processing time, and terms and conditions of service. The Frequently Asked Questions section of the ACEI website is also a helpful page to visit for supporting information.

10. Customer/Client Relations

How helpful and knowledgeable is the evaluation company’s staff?

And, last but not least, building a relationship with an evaluation company where you are confident that your institution’s needs and those of your international students are not ignored but handled in a timely and professional matter is essential. It is good to call the evaluation company and see if you are greeted by a friendly representative able and willing to answer your questions. If you emailed the company, how soon was your email answered?

ACEI’s official hours of business are from 9:00 AM PST – 4:00 PM PST Monday through Friday. ACEI has a 24-hour, 7-days a week answering phone service to handle basic phone inquiries during its non-business hours. During our regular business hours, our representatives are available to answer any of your phone and email inquiries. All phone messages and emails are answered within 24-hours.

In closing, by selecting a reputable evaluation service with proven years of experience, you are ensured the most up-to-date evaluation standards and practices. Indirectly, outsourcing also gives you access to the evaluation service’s resources: its library, database, knowledge and experience, online tools, and training. Finally, building a relationship with a credential evaluation agency creates an understanding between the parties that allows the agency to incorporate any special institutional needs into the evaluation. An on-going relationship with an evaluation service leads to consistency in the placement of students over time and across educational systems. It also provides the institution with an expert resource to consult when questions arise about credentials and placement.

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The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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Introducing ACEI’s 5-Step Refugee Guide

November 16th, 2017

A 5-Step Guide to Help Refugees/Displaced People without/limited Documentation

The displacement of people can occur at any time and to any one, whether as a result of a natural disaster such as an earthquake, tsunami, flood, hurricane, wild fire, or civil war, political unrest and regional warfare. In the midst of such calamities, people may be left with nothing but the clothing on their back or a handful of memorabilia and essentials. Many fleeing their homes and in some cases, their countries, may leave behind precious documents or lose them in the aftermath of a natural disaster or war. In this blog, we offer our 5-step practical guide to those academic institutions faced with assisting refugee/displaced candidates from outside the U.S.

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5 Steps

  1. Assess the Overall Situation
  2. Reconstruct the Individual’s Academic History

  3. Gather Documents

  4. Assess Competency

  5. Verify

Let’s dive deeper into each one of these 5 steps:

Step 1.  Assess the Overall Situation

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Assessing the overall situation helps us determine if the claim for lack of documentation is legitimate (e.g. is the source country at war or devastated by natural/environmental crisis and if so, when did this occur?).

  • Check U.S. Department of State Website for alerts and country updates
  • Search Internet on recent news
  • Email the institution
  • Telephone the institution (find a native speaker or someone fluent in the language to help you with the call)

Step 2. Reconstruct Academic History

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Assessing a refugee/displaced person’s academic history is similar to trying to assemble a jigsaw puzzle where several pieces maybe missing. Reconstructing the individual’s academic history will help you have an overview of the person’s studies so that you can begin to fit the pieces together.

Here are some suggestions to help you with this process:

  • Follow your institution’s general procedures (as you would all prospective applicants)
  • Require completion of an application
  • Require submission of official academic documents (this will demonstrate to you what documents, if any, the individual has in his/her possession)
  • Conduct an interview

Step 3. Gather Documents

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Before you rule out the possibility of available documents, set out to gather any academic and supporting documents you can from the applicant.

These documents may include any of the following:

  • Student ID cards
  • Registration cards/enrollment slips
  • Any transcripts, certificates/diplomas
  • Copies of licenses/permits to practice a profession
  • Certificates of professional standing
  • Awards/Trophies/Medals for academic achievements
  • State examinations certification
  • Proof of tuition payments/receipts from institution’s bursary
  • Sworn statements/affidavits from exiled faculty/school administrators
  • Newspaper clippings or Internet links/articles/announcements or printed lists of graduated students

Step 4. Assess Course Competency

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Academic institutions have the means to assess an applicant’s competency in a course or courses.

Assessment of course competency maybe carried out through the following:

  • Interview by member of faculty
  • Assignment of special project
  • Offer challenge/placement exam

Step 5. Verify

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The final step is to verify and check everything that you have gathered to reconstruct a portfolio of your candidate.

Here are some suggested verification techniques to consider:

  • Confirm (again) the crisis situation in the country and institution with official sources (e.g. U.S. Department of State)
  • Ensure that you have in-house expertise on the country/region in question and its education system
  • Compare and verify any documents gathered against samples from same country and institutions in your archives
  • Use social media sites such as Facebook, Instagram for your applicant and LinkedIn and websites for scholars from the conflict area. (e.g.: http://bit.ly/2zd6k1x)  
  • When in doubt, consult the advice of colleagues through your membership with professional associations in the field, and/or reach out to external sources such as independent evaluation services (Endorsed Members of AICE – Association of International Credential Evaluators).

links

Useful Links:

Association of International Credential Evaluators

ENIC-European Network of Information in the European Region-NARIC-National Academic Recognition Information Centres in the European Union

NOKUT – European Qualification Passport for Refugees

UC Davis “Article 26 Backpack”

US Department of State

The World Factbook Central Intelligence Agency

For information and assistance with the evaluation of international academic credentials, please visit our website at www.acei-global.org or call us at 1-310-275-3530.

ACEI Logo with Slogan - FINAL

The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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Dispatch from the NAFSA I, II, and IV Tri-Regional Conference in Denver

November 9th, 2017

Denver

Academic Credentials Evaluation Institute, Inc. (ACEI) attended the NAFSA: Association of International Educators, Tri-Regional conference this week in Denver.

855 international education professionals joined together to discuss issues surrounding the applied comparative education arena and looking toward to future to build bridges to advocate for our profession. The excellent conference held nine workshops, 131 professionals from all variety of services, 35 states represented, 115 poster sessions, the exhibition hall had record-breaking numbers with a total of 80 exhibitors, and they closed with a silent auction gala on the last evening.

From the Tri-Regional Conference website, it states that the NAFSA Region I, II, IV Tri-Regional Conference will bring sessions on current topics, established best practices, and emerging trends facing international educators in these regions.

Region I is comprised of the states of Alaska, Idaho, Oregon, Washington. Region II is comprised of the states of  Arizona, Colorado, Kansas, Montana, Nebraska, Utah, Wyoming. Region IV is comprised of the states of Iowa, Minnesota, Missouri, North Dakota, South Dakota.

Dr. Esther Brimmer, Executive Director and Chief Executive Officer of NAFSA: Association of International Educators, welcomed a large group of interested participants at breakfast on the first day of the conference.

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NAFSA Executive Director, Dr. Brimmer & Laura Sippel, ACEI’s Director of Marketing

As Dr. Brimmer welcomed the group, she expressed three ways we can build bridges to help move international education forward. First, she indicated that we need to keep honing our skills as international educators, secondly, building relationships and expanding our knowledge of working with colleagues, and lastly, being a collective community brings us together to improve our communication.

She indicated that learning about new techniques to address issues we face today will bring us together. “By joining together to be a bold voice to advocate for our field builds strong bridges for our international students,” Brimmer said. “We have to build on three levels: local, regional, and national. When we look to each other, we find strength and get tools to be a part of the solution. We have the tools to build a strong bridge and it will withstand the new challenges and we will have a more welcoming United States.”

Dr. Brimmer continued to ask what powerful and positive stories we can tell on our campuses, provide stories that resonate with our field, and that we build bridges together. She said we face roadblocks, but by speaking to State Representatives about the general climate for immigrants, we create a vibrant, diverse community.

The conference held several sessions providing trends, issues, best practices, and tools in our field.

ACEI held a lively “spin-the-wheel” to win a prize!  Many attendees stated this was the best way to get attendees involved and make new contacts and stay in touch with dear colleagues.

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The NAFSA Tri-Regional conference held individual state meetings and Dr. Brimmer personally attended the Region II (Arizona) state meeting, addressing the special needs of each state.

“NAFSA is dedicated to learning about our needs and providing ways to move us forward. I’m looking to the future and what helps our field in the first place,” Brimmer said. “We cannot be experts about your states, but we have a state-level tool kit. We can give back to our regions to be a part of such an amazing field.”

The well-attended business luncheon recognized leaders and emerging leaders of our field and indicated we are stronger than ever. The Conference Chair thanked all the people possible for making this great conference possible.

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NAFSA Luncheon

The conference concluded with an elegant silent auction and gala. This conference broke attendance records and indeed built bridges for our profession in Denver. ACEI had a very productive conference!

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Laura Sippel
Director of Marketing
Academic Credentials Evaluation Institute (ACEI).

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25 Fast Facts on Kenya and its Education System

November 2nd, 2017

On October 31, 2017 Kenyan President Uhuru Kenyatta was been re-elected for a second term after securing more than 98% of the vote in a highly-contentious rerun election that was boycotted by his main opposition rival.

The recent presidential elections in Kenya have prompted us to report our blog on Kenya where we share with you 25 facts on the country and its education system.

Fast Country Facts:

1. Kenya lies directly on the equator, and is surrounded by Uganda to the south, South Sudan, Ethiopia and Somalia to the north.

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2. The size of the country is 582,000 square miles.

3. Some of the oldest known paleontological records of man’s history have been found in Kenya. Kenya’s Great Rift Valley was formed around 20 million years ago, when the crust of the Earth was split.

4. Kenya has a population of 43.5 million with 3.1 million people living in its capital city, Nairobi.

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Nairobi, Kenya

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Photo credit: Amateur South African Gareth Jones was one of the drivers stuck in the traffic jam on 6/25/13 and decided to get out and photograph the unique scene.

5. Although it does not have an official religion, Christianity is highly prevalent throughout the country.

6. English and Swahili are the country’s official languages.

7. It gained its independence from Great Britain in 1963 and became a parliamentary democracy with a presidential republic with a multi-party system. The government has three branches of power: the Executive, the Legislature and the Judiciary. The Executive is headed by the president, who is democratically elected for a five-year term. The current president is Uhuru Kenyatta.

8. The Kenyan flag is comprised of three colors, black, red and white edges, and green. In the middles of the horizontal flag is a red, white and black Maasai shield. The Massai shield is a traditional symbol in Kenya that is used to symbolize the defense of the country.

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Fast Facts on Kenya’s Education System:

9. The Ministry of Education and the Ministry of Higher Education, Science and Technology oversee the country’s entire education system.

10. Old System: 7-4-2-3; established in 1963 after Kenya gained independence. The education system was modelled after the British system and included seven years of primary education, four years of lower secondary education, two years of upper secondary education and three years of university.

11. Current System: 8-4-4-; introduced in 1985 and uses the U.S. education system as a model. It includes eight years of primary education, four years of secondary education and four years of university.

12. School year runs from January to December. The academic year for universities runs from September to June.

13. In 1963 there were only 151 secondary schools, with a total enrolment of 30,120 students. Today there are nearly 3,000 secondary schools with a total enrolment of 620,000 students. Of this total, slightly over 40% are girls

14. Primary education usually starts at six years of age and runs for eight years. At the end of the 8th year, students take exams intended for the award of the Kenya Certificate of Primary Education (KCPE) which covers the following five subjects: Kiswahili, English, mathematics, science and agriculture, and social studies.

15. Secondary school education usually starts at fourteen years of age and, after the introduction of the 8 4-4 system of education which replaced the 7-4-2-3 system, runs for four years. At the end of the 4th year of secondary school, students take exams intended for the Kenya Certificate of Secondary Education (KCSE). The KCSE are national exams administered by the National Examinations Council.

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Form four candidates at the Starehe Boys Centre sit for a KCSE paper.

16. Vocational secondary education is available at youth polytechnics for those wishing to pursue a trade and follows after completion of primary education and the award of the Kenya Certificate of Primary Education (KCPE). These programs lead to a variety of diplomas and certificates.

17. Post-secondary technical study programs are delivered by various technical training institutes and institutes of technology. The admission requirement is generally a KCSE with a C average. The study programs offered by technical training institutes and institutes of technology vary in duration. Post-secondary study programs also lead to a variety of certificates and diplomas.

18. Higher education in Kenya includes universities that are either public or private. There are a total of seven public universities; these are independent and funded by the government. Public universities are established through Acts of Parliament. Private universities are established through the process of accreditation by Commission on Higher Education (CHE).

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19. At the tertiary level, there are also national polytechnics which offer higher professional education leading to a certificate, diploma and higher national diploma. Two polytechnics have been upgraded to university status and offer degree programs.
20. Admission to higher education at public universities in Kenya is overseen by the Joint Admissions Board (JAB) and has representatives from all public universities as well as the Ministry of Higher Education, Science and Technology and the Commission for Higher Education (CHE). Acceptance to a bachelor’s degree program required the Kenya Certificate of Secondary Education (KCSE) with a C+ average.

21. Admission to certificate and diploma programs at polytechnics requires the KCSE with a D+ or C- average, respectively.

22. University education in Kenya consists of bachelor’s, master’s and doctoral degree programs. Universities also offer Diplomas and Certificates.

23. Bachelor’s degree programs usually consist of major and minor subjects. Depending on the discipline chosen, a bachelor’s program may take 4 to 6 years.

24. Master’s degree program usually take 1 or 2 years. The first year mainly consists of lectures, with the second year spent doing research and end with a final paper. In most cases, admission to a master’s program requires a minimum of an upper second class bachelor’s degree. Those with a bachelor’s qualification below upper second class may be required to complete a postgraduate diploma in the related field before being admitted into the master’s program.

25. A doctorate degree (PhD or DPhil) is awarded after a period of at least 3 years of research conducted during the doctoral program. Admission to a doctorate degree program requires a master’s degree.

Sources:
http://nationfacts.net/kenya-facts/
http://www.kenyaembassy.com/aboutkenyaeducation.html

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The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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