Category Archives: History

Greece: Shakeup at the Higher Education Level

May 17th, 2019

Greece

The Greek government recently announced the merging of its technological education institutes (TEIs) into universities. Here are some facts on this merger with a brief overview of the universities and TEIs and the anticipated impact of the merger on Greece’s higher education system:

About the merger:

  • By a vote of 147 in favor and 100 against, Greece’s parliament, passed the new higher education law that allows existing graduates of TEIs to upgrade their degrees to full university qualifications.
  • The new law will allow those employed by the government who are graduates of TEIs to qualify for higher salaries once relegated to university degree holders.
  • Guesstimates claim anywhere up to 400,00 TEI graduates will have their degrees upgraded.

 Here are a few facts on Greece’s higher education system:

  • Prior to the passing of this new law, Greece had 2 sectors of higher education: 1) the university sector; and 2) the technological sector.
  • The university sector encompassed Research Universities, Technical Universities (Polytechneia), School of Fine Arts, and the Open University.
  • The technological sector included Technological Education Institutions (Technologika Ekpedeftika Idrimata/TES) and the School of Pedagogical and Technological Education (ASPETE).
  • Greece has 23 universities and 15 TEIs (including the School of Pedagogical and Technological Education)
  • Minimum academic requirement for admission to the first cycle of undergraduate programs at institutions in the university and technological sectors require the Apolytirio Genikou Lykeiou (secondary school certificate).
  • Institutions in the university sector offer not only undergraduate but postgraduate and doctoral level degree programs.
  • Institutions in the technological sector offer only undergraduate level degree programs.
  • The duration of most Greek university first degree programs is 4 years. There are 5-year degree programs in the following specialties: agriculture, architecture, dentistry, engineering, and veterinary science and 6-year program in medicine.
  • The degree awarded on completion of the university program is the Ptychio and for engineering and agriculture studies it is the Diploma.
  • Completion of a final paper in the 4-year program is not required but it is typically required in the 5-year engineering and agricultural programs.
  • Entrance to the postgraduate programs requires completion of the first degree validated by the Ptychio from either a university or TEI or a university Diploma. Postgraduate programs lead to the award of the Metaptychiako Diploma Eidikefsis (postgraduate diploma or specialization) after 2 years of study and completion of a final paper/thesis.
  • Doctoral level studies usually take 3 to 4 years and require for entrance the Metaptychiako Diploma Eidikefsis. The degree of Didaktor is awarded after defense of the doctoral thesis. In some cases, students may be admitted directly to the doctoral program with a Ptychio or

Here are what critics of the new law are saying:

  • The upgrading of the TEIs to universities will devalue degrees of those who have met stricter admission and program requirements at universities.
  • Some fear that those working for government will want to have their pay enhancements backdated to reflect this upgrade of their degrees.
  • Many are concerned that overnight the mergers have promoted TEI faculty to full university professors.
  • Critics claim that universities and other stakeholders were not included in the discussions about the merger of universities and TEIs which they see as having been forced through by the government.
  • TEIs that have been upgraded to universities have many departments and academic programs that have not been accredited.

 Here is what Kostas Garoglou, Greece’s education minister, has said to counter the criticism:

  • TEI degrees would not be automatically upgraded which are contingent on when the studies were completed, as additional criteria will be established in the next 6 months.
  • TEI faculty who will become university professors could be barred from responsibilities such as supervision of Ph.D. candidates if their experience is deemed insufficient.
  • In some instances, TEI’s research endeavors exceed those of universities.
  • TEIs are mistakenly seen as second-class institutions which Greece’s ministry hopes this merger will help rectify.

We will report back on this evolving new law as more information becomes available.

Sources:

https://www.insidehighered.com/news/2019/05/09/change-degrees-greece-criticized-political-not-educational

https://www.timeshighereducation.com/news/greek-reforms-set-upgrade-thousands-graduates-degrees

https://www.nuffic.nl/en/subjects/education-and-diplomas-greece/


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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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COLOMBIA: Education and Opportunities

May 10th, 2019

columbia

Recently, ACEI’s President & CEO, Jasmin Saidi-Kuehnert, spoke on Colombia’s education system and opportunities for student mobility through its e-learning webinar series. And last week on May 4-5, at the invitation of the Embassy of Colombia in the U.S., ACEI attended the inaugural education fair hosted by the Embassy of Colombia in the U.S. on the campus of University of Illinois, Chicago. Clearly, the Colombian government is keen on reinforcing its connections with the U.S. and forging new relationships with U.S. institutions of higher education. In this week’s blog, we will share some highlights of this webinar.

On November 24, 2016, the Colombian government and the guerilla group known as FARC abbreviation of Spanish Fuerzas Armadas Revolucionarias de Colombia (Revolutionary Armed Forces of Colombia) signed a final peace agreement officially ending fifty-two years of conflict that had claimed hundreds of thousands of lives and displaced more than 7 million people. The nearly five-decade long internal conflict has had an enormous impact Colombia’s the socio and economic development and education.

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(L) Former Colombian President, Juan Manual Santos shaking hands (R) with Rodigo Londoño, top FARC rebel commander at the signing ceremony of the peace agreement. Photo credit: Fernando Vergara/Associated Press

Over the past two decades the Colombian education system has undergone a fundamental transformation. One of the most visible outcomes is the impressive expansion of access to all levels of education thanks in part to ambitious policies to tackle barriers to enrollment, making higher education affordable, and bringing education services to all parts of the country. In fact, Colombia has made a pledge to become the “most education” country in Latin America by 2025.

Colombia has undergone a silent revolution, undetected by the international community. In just a decade, there has been a sharp rise in student enrollments at all level of the education sector. There was even a 2.1% increase in the number of students traveling from Colombia to the U.S. to study in 2016/2017.

The U.S. is the preferred destination for Colombian students pursuing higher education. And the preferred states are California, Florida, Illinois, Massachusetts, New York, and Florida. The fields of studies in most demand are business administration, management, finance, banking, marketing and engineering.

You may ask why is the U.S. preferred over Canada or the United Kingdom? Obviously, is proximity is one reason but most importantly Colombians view studying in the U.S. as enhancing their employment opportunities after graduation when returning back home. Securing a high level position within the government or a prominent national or multinational company is much more difficult without proficient English skills and/or a master’s degree. There is a renewed push by the Colombian government to encourage English bilingualism, student see studying in the U.S. as a chance to improve and strengthen their English skills.

And another reason is that more Colombian businesses are increasing their presence and operation in the U.S. They prefer hiring bilingual Colombians with experience of having lived in the U.S. and who are knowledgeable of U.S. business practices and American culture.

Colombian universities are also interested in having agreements with U.S. universities to offer dual degree programs for their students. The Colombian government’s mandate is that a well-educated Colombian population is vital to the country’s economic growth and global competitiveness.

As the peace process solidifies in Colombia and the country becomes more stable and prosperous, the U.S. higher education institutions are in a good place to look at Colombian institutions and their students to strengthen their exchange programs.

For a link to a recording of ACEI’s e-learning webinar on Colombia that includes additional information on Colombia’s education system, study exchange possibilities, scholarship programs and resources, please email ACEI acei@acei-global.org and include “Colombia: Education & Opportunities” in the subject line.


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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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Nashira Eco-Village In Colombia A Matriarchal Example Of Women Empowerment

April 26th, 2019

Commentary: Recently, I had the pleasure of meeting Angela Dolmetsh, Ph.D., on Facebook. It turns out that both Angela and I attended the same boarding school in England. Charters Towers School was based in the small sleepy retirement community of Bexhill-on-Sea in Sussex. It was an international boarding school for girls and attracted young women from all corners of the world.  Though Angela and I attended CTS at different years, there is an affinity that is shared by us Charterians that transcends time and place. This is one of those intangible positive side effects of having had an international education experience. The connections and friendships made with classmates from diverse cultural backgrounds leave such a memorable and indelible mark that transcends time and one’s place of origin.  Today, thanks to social media platforms like Facebook, many of us have been able to reconnect, stay in touch and hold reunions no matter where our life experiences have taken us or where we live. The young women of CTS have grown to be mothers, grandmothers, teachers, artists, engineers, judges, lawyers, doctors, scientists, and advocates for social justice. Angela’s achievements are impressive, but it was her founding of Nashira, an eco-village in her homeland of Colombia which fosters women empowerment that captured my attention when I first saw her Facebook post. I knew I had to connect with Angela and invited her to share with us the story behind the Nashira project and its positive impact on the lives of the women it has helped and the community. 

Jasmin Saidi-Kuehnert
President & CEO
ACEI


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Little is known about the economic structure of some pre-Colombian societies, as there are few early written records. Archeologists have been very reluctant to accept that some of these societies could have been matriarchal and practice different economic relationships. The particular culture that I will talk about is the Kansateura culture and the Nashira eco-village a practical example.

In the first century AD in the Cauca River Valley in what is now Colombia, there lived a community that is believed to have adhered to maternal principles and worshipped an earth mother figure and many female deities. The Malagana or Kansaterva culture was only discovered 30 years ago when a sugar cane worker accidentally uncovered a gold figure. He had discovered a remarkable hoard of ceramic and gold artefacts, very different in character from other previously known indigenous cultures in the region. The gold pieces were very fine and experts have recognised their quality by comparing them to objects found in the tomb of Tutankhamun. The ceramics depict mostly female figures and amongst them were alcarrazas or drinking vessels with double spouts with figures of women fiving birth.

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There is a ceramic figure or a woman giving birth seating, probably pregnant and breast feeding at the same time quite distinct from any seen before in other pre-Columbian cultures. Archaeologists believe the Kansaterva culture was matriarchal and worshiped not only the mother earth but also women goddesses capable of fulfilling the functions of mothering and generating the miracle of life giving.

Significantly and symbolically, the eco-village Nashira is located in the same area as the Kansaterva culture.  Nashira is an ambitious project in the Cauca river Valley in Colombia that aims to solve not only the problems of poverty which affect a considerable section of the Colombian population, but also to serve as an environmentally sustainable pilot project for a community where women rule.

In Colombia, 32% of households are headed by women and depend on their work as the main source of income. As a result of the gender structure of Colombian society and high male mortality rates, due to 70 years of civil war, massive displacement of rural communities and endemic violence, women are frequently responsible for the care of the family including the elderly as well as children.

The women of Nashira lived previously in cluttered rooms in rented houses with up to 70 other people and often with only one shared bathroom.

At that time the government required a down payment of 10 per cent of the cost of the house for them to finance the rest, an impossible task for people below the poverty line. For that reason, it was imperative that the land should be free.

An NGO provided a three-hectare piece of land where eighty women heads of families, have developed a happy and sustainable community. The women built their own houses using environmentally friendly parameters. The wall panels were made from materials recycled from previous constructions.

The women of Nashira cultivate staple crops using permaculture techniques, fruit trees flourish in the common areas used by the whole community. Some of the cooking uses solar power and the women proudly collect and recycle organic and inorganic waste from the neighbourhood. The recycled plastic, glass and other inorganic materials are used to make products for their own use.

75 % of Nashira’s households are headed by women as they are the main income earners. All administrative decisions are taken by the women by consensus. The consumption of alcohol is not encouraged and men who have incurred in violent acts against their partners or children have been expelled. There is no crime in Nashira. Violence against women was eradicated as Nashira is a community with open doors, where women support each other and men have developed a new culture of love and respect for women. Childcare and maintaining the ecovillage are tasks, shared through “mingas” or collective work.

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Angela Dolmetsch, Ph.D. received here doctorate from the University College London. Her doctorate thesis is on Women in Colombian Politics. She is the Founder of the Eco-village Nashira. She is a published author and is International Honorary life President of the International Federation of Women Lawyers. She is also the Director and interviewer of the weekly TV program “El Agora” and a columnist of the daily newspaper “El Pais”, Cali,Colombia

angela.dolmetsch@gmail.com

Additional Reading on The Nishira Project Ecovillage:

https://www.permaculture.co.uk/articles/womens-ecovillage-colombia-nashira

https://operationgroundswell.com/past-programs/nashira/

https://ecovillage.org/2018-hildur-jackson-award-extraordinary-project-nashira-ecovillage/

http://gift-economy.com/angela-dolmetsch-nashira/

 Publications by Angela Dolmetsch:

“La otra cara del Dólar”,  (Bogotá: Tercer Mundo, 1985)

“Of Govermnments and Guerrillas” (London: Biddles, 1988)

“El Hombrecillo que se tragó a Dios y otros relatos (Cali: ASOMUCAF, 1999)

In preparation “La Mujer en la Politica en Colombia Contemporanea. Tres experiencias reveladoras”

“Nashira, Las Mujeres Cambiando el Mundo”

NOTE: On May 8th, ACEI will be hosting a FREE webinar on the education system of Colombia and Opportunities for Student Mobility.  Join us!


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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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Now-Ruz, Persian New Year – Celebrating a New Day and New Beginnings

March 20th, 2019

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Seven years ago, I wrote a blog on the celebration of Now-Ruz (New Day) or the Persian New Year. At that time, the talk of war against Iran was the rhetoric of Washington.  Seven years later the rhetoric remains the same and the economic sanctions against Iran have been re-imposed. But threats of war and economic hardship have not dampened the spirits of Iranians in Iran when it comes to celebrating their long cherished festivities of Now-Ruz.

The celebration of Now-Ruz, takes effect at the exact astronomical beginning of Spring, known as the vernal equinox. Iranians in the diaspora and those living in Iran will celebrate the arrival of the Now-Ruz on March 20th at exactly 2:58:27 PM PDT.

Now-Ruz has been celebrated for nearly 3000 years. Its rituals and traditions date back to Zoroastrianism, the ancient Persian religion that existed until 7th century A.D. before the Arab invasion and the enforcement of Islam. Today, besides Iran, Now-Ruz is celebrated by nearly 300 million people from several countries that share this holiday (Afghanistan, Albania, Azerbaijan, the Former Yugoslav Republic of Macedonia, India, Iran, Kazakhstan, Kyrgyzstan, Tajikistan, Turkey and Turkmenistan and of course, the Iranian diaspora living in all corners of the globe.

In 2009, Now-Ruz was recognized by the U.N. as a tradition of Intangible Cultural Heritage, which “promotes values of peace and solidarity between generations and within families as well as reconciliation and neighborliness.”

In preparation for Now-Ruz, Iranians embark on the spring-cleaning of their homes, even make or buy a new set of clothes, and bake pastries in anticipation of visiting guests when gifts are exchanged and feasts enjoyed. Bakeries, food stores, bazaars (even those here in Los Angeles) are abuzz with shoppers stocking up on sweets, pastries, and all the herbs and condiments needed for baking and preparing traditional Persian dishes.

I left Iran when I was 10 before the Islamic Revolution, and remember receiving crisp bank notes from my parents and relatives.  Banks would issue newly printed paper bills and gold coins which were offered as gifts known as eidi.

The rituals surrounding the celebration of Now-Ruz are rich with symbolism and ceremony. They begin on the last Wednesday of winter with Chahar-Shanbeh Soori (Eve of Wednesday), a fire-jumping festival, where people create small bonfires in their neighborhoods and jump over them as the sun sets.

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Parents join in with their children and jump over the flames inviting happiness and abundance while releasing and letting go of darkness and negativity by chanting: “Offer me your lovely red hue and take away my sickly pallor.” With fire signifying light (day), the symbol of all that is good, and dark (night), the unknown and all that is evil, celebrants partaking in the fire festival look forward to the arrival of spring bringing longer days and new beginnings.

As a child growing up in Iran, I remember the minstrels or troubadours, known as Haji Firuz, who sang and danced in the streets dressed in bright red and yellow satin poufy pants and shirts, spreading good cheer and bringing merriment to neighborhoods.

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Another tradition, somewhat resembling the trick-or-treat of Halloween, included young men who disguised themselves as women under chadors (long veils) and went from street to street banging on pots and pans, shaking tambourines and raising raucous, warding off evil or any dark negative spirits. All this was done in jest as seeing a boy or young man in such a disguise invited laughs and more laughs.

Now-Ruz celebrations last for 13 days. As a child, Now-Ruz for me meant a school holiday lasting for 13 days. In fact, most businesses throughout the country would shut down for the duration of Now-Ruz. Everyone was on holiday!

A major feature of Now-Ruz is the preparation of the “Haft-Seen,” (seven “S’s”); a special display of seven specific offerings each beginning with the letter “S” in Farsi.

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Typically, the “Haft-Seen” includes the following: “seeb” or apple (promotes beauty and good health), “seer” or garlic (wards off bad omen), “samanou” (a sweet pudding, symbolizing affluence), “sabze” or wheat-germ (representing rebirth) grown in a flat dish a few days before the New Year, “sek-keh” or coin, preferably gold (for wealth and abundance), “senjed” (dried fruit from lotus tree, symbolizing love), and “somagh” or sumac (color of sunrise). In addition, there will also be a mirror (symbol for the sky), a goldfish in a bowl (life force), lit candles symbolizing fire and promoting enlightenment, colored eggs (symbol of fertility corresponding to the mother earth), sweets to spread sweetness and a book of poems by Hafiz or Rumi.

The Now-Ruz festivities end on the 13th day known as “Sizdah Bedar” (out with the 13th), and it is celebrated outdoors. Staying indoors is seen as a bad omen and families spend the day outside in parks and in the countryside near streams, rivers, and lakes, enjoying a festive picnic.

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The “sabze” or plate of wheat-germ that was the centerpiece of the Haft-Seen is taken on this picnic so that young unmarried women wishing for a husband will tie a knot between the green shoots (symbolizing a marital bond) and toss it into running water.

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Despite the Islamic Regime’s attempts to do away with Now-Ruz, calling it un-Islamic and pagan, the ancient tradition of celebrating the arrival of Spring continues in Iran

Conquerors have come and gone, dynasties have risen and fallen, and the plans for war may have been penciled in, but Now-Ruz is in ink and etched into the cultural fabric of Iranians. Now-Ruz is a reminder that the darkness is fleeting and the day will soon be longer than the night.

Happy Now-Ruz!

Please refer to the links shared below, to learn more about Now-Ruz:

https://en.unesco.org/silkroad/content/nowruz-celebrating-new-year-silk-roads

https://nbpostgazette.com/happy-nowruz-all-you-need-to-know-about-iranian-persian-new-year/

jasmin_2015
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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33 Facts on Chile and its Education System

September 28th, 2018

chile

General Country Facts:

1. Located in Southern South America, bordering the South Pacific Ocean, between Argentina and Peru

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2. slightly smaller than twice the size of Montana

3. It has a population of 17,789,267 (July 2017 est.)

4. It’s capital is Santiago while Valparaiso is the seat of the national legislature

5. It commits 4.9% of GDP to education (2015), 90th in world ranking

6. 97.5% literacy amongst the ages of 15 and above

7. The government is a Presidential Republic

Overview of the Education System:

8. 12-year guaranteed free mandatory education (based on May 2003 reform to the Chilean Constitution)

9. The following undergraduate degree programs are offered: Técnico (Technician); Títulos Profesionales (Professional Titles) ; Bacherillato/Bachiller (Bachelor); and Licenciatura/Licenciado (Licentiate).

10. The Ministry of Education (Ministerio de Educación) regulates all levels of education and its Consejo Nacional de Educación approves and monitors institutions of higher education.

11. The Consejo Nacional de Educación monitors a new institution and its programs for a period of six years. If the institution’s performance is satisfactory it is granted autonomy (institución autónoma). If not, the institution may be placed on a five-year probationary period or be forced to close.

12. Under the umbrella of the Consejo Nacional de Educación, there are two national accreditation commissions: the Comisión Nacional de Acreditación (CNA) which accredits institutions and programs at the undergraduate level and the Comisión Nacional de Acreditación de la Calidad de Programas de Postgrado (CONAP) which accredits institutions and their programs at the graduate level.

13. Institutional accreditation began in 2003 and is voluntary.

14. The Ministry of Education oversees and monitors vocational education.

15. Spanish is the official language of instruction.

Elementary and Secondary Education:

16. Elementary Cycle (Educación Básica) – 8-year elementary cycle (aged 6-13) leads to Licencia de Educación Básica, and consists of 2 phases:

i) primer ciclo básico (initial phase) [grades 1-4], 4 years in duration for ages 6-9;

ii) Segundo ciclo básico [grades 5-8], 4 years in duration for ages 10-13.

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17. Secondary Cycle (Educación Média) – 4 years and divided into two 2-year cycles:

i) first 2 years consist of a common core curriculum

ii) last 2 years depend on the track selected (enseñanza média humanistico- cientifica/general secondary education, enseñanza média técnico-profesional/ technical vocational education, enseñanza artistica/art education).

18. Secondary education (educación secundaria or educación/enseñanza média) is offered at either a liceo, colegio or institution. Completion of secondary cycle lead to a Licencia de Educación Media or Licencia de Enseñanza Media which provide access to university education.

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Higher Education (Educación Superior):

19. Admission to first year of university studies requires the Licencia de Educación Media or Licencia de Enseñanza Media (secondary school diploma).

20. Since late 2003, a new entrance examination known as Prueba de Selección Universitaria (PSU) has been instated and applied by all universities affiliated with the Consejo de Recotres de las Universidades Chilenas (CRUCH)

21. There are 3 types of institutions at the higher education level: Universidades (universities); Institutos Profesionales (professional institutes); Centros de Formación Técnica (technical training centers)

22. Universities have the right to award academic degrees such as Licenciado (Licentiate/ Undergraduate degree), Magister (Master/Graduate Degree), and Doctor (Doctorate) as well as the right to award qualifications intended for professional licenses.

23. Centros de Formación Técnica (technical training centers) and Institutos Profesionales (professional institutes) provide 2-3-year vocational education programs known as carerras técnicas de nivel superior, leading to the Técnico de Nivel Superior (Advanced Level Technician) certificate or Titulo Profesional, respectively.

24. Undergraduate University Education (Pregrado) – requires the secondary school diploma and entrance examinations for admission, offering programs of 4-5 years in length leading to the Licenciado degree in a field of specialization, or a Titulo Profesional (professional qualification), such as Ingeniero (Engineer) or Enfermero (Nurse). Some universities may offer a two-year program leading to the Bachiller which is an intermediate certificate and gives access to the Licenciado degree once an additional two year have been completed.

25. Graduate (Posgrado) – Requires the Licenciado or Titulo Profesional for admission. Direct entry to Doctorado program from Licenciado is possible, but the duration of studies will be longer.

26. Posgrado programs are as follow:

i) Postitulo (Post Degree), 1 year minimum in duration, focused on further specialization in a specific field/discipline but may not require a thesis;

ii) Magister, 1-2 years, and may require either a thesis (tesis de grado)or graduation assignment (trabajo final);

iii) Doctorado (Doctorate), highest academic qualification and requires a Licenciado or Magister degree for admission, and awarded after 3-5 years of study that includes research and successful defense of the doctoral thesis.

More facts:

27. Over last 20 years Chilean higher education has changed drastically, experiencing a boom in enrollments. In 2011, seven out of ten students were the first generation from their family accessing university. From 1990 to 2011 the gross higher education enrollment ratio increased from 14 percent to over 50 percent. Total enrollments have increased from about 660,000 in 2005 to almost 1.2 million today. (Click here for source)

28. There are 43 accredited universities, 19 accredited  professional institutes, and 18 accredited technical institutions (by December 2015, according to the information from www.cnachile.cl), all of which contribute to a total of approximately 1,160,000 students in the Chilean educational system (44% in universities).  (Source: EducationUSA)

29. The major institution is the University of Chile (originally founded in 1738), with campuses in SantiagoAricaTalca, and Temuco.

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30. The University of Santiago of Chile and the Federico Santa María Technical University, in Valparaíso, are technical universities patterned after the German model.

31. Private universities are the Catholic University of Chile in Santiago, the Catholic University of Valparaíso, the University of the North in Antofagasta, the University of Concepción, and the Southern University of Chile in Valdivia.

Bonus Fun facts:

32. Literature, poetry in particular, is the most significant of the creative arts in Chile. Two Chilean poets, Gabriela Mistral and Pablo Neruda, won the Nobel Prize for Literature (1945 and 1971, respectively), and the poetry of Vicente Huidobro and Nicanor Parra, also of the 20th century, is recognized in the world of Hispanic literature. In the late 20th century the novels of Isabel Allende became highly acclaimed not only in Latin America but also, in translation, in Europe and North America. (Source: Britannica)

33. Chile is one of the few countries on earth that has a government-supported UFO research organization. (Source: International Business Times)

Key Contacts 
Chilean Ministry of Education
EducationUSA
Fulbright Commission Chile
National Accreditation Commission Chile
National Council on Education

Sources:
https://www.cia.gov/library/publications/resources/the-world-factbook/
https://wws.princeton.edu/sites/default/files/content/Chile%20Workshop%20Report_HigherEd%203.15.pdf
https://www.britannica.com/place/Chile/Education
https://www.educationusa.cl/educational-system-in-chile/
https://www.factretriever.com/chile-facts

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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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33 Facts on Colombia and its Education System

September 14th, 2018

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General Country Facts:

1. Located in northern South America, bordering the Caribbean Sea, between Panama and Venezuela, and bordering the North Pacific Ocean, between Ecuador and Panama

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2. Slightly less than twice the size of Texas

3. It has a population of 47,698,524 (July 2017 est.)

4. It’s capital is Bogota

5. It commits 4.5% of its GDP to education (2016), 95th in world ranking

6. 94.2% literacy amongst the ages of 15 and above

7. The government is a Presidential Republic

Overview of the Education System:

8. 11-year system of elementary (5 years), lower secondary (4 years) education, upper secondary (2 years)

9. At the university level, there are 3 levels of studies that include: profesional (professional/undergraduate), maestría/magister (master’s degree), and doctor (doctoral/PhD).

10. There are also non-university higher education degrees, técnico (technician) and tecnólogo (technologist), offered at technical institutions as well as university level institutions.

11. The Ministry of Education (Ministerio de Educación Nacional) regulates all levels of education ad outlines the learning objectives and subject areas for each grade levels. Schools are allowed to organize their own study plans according to the needs of their community.

12. The state authority of education is the Secretariat of Education (Secretaría de Educación).

13. Basic education is free and compulsory (ages 5 to 15).

14. At the university level, fees are set according each student’s socioeconomic background At public universities, tuition fees per semester can be about $1000 (US).

15. Spanish is the official language of instruction.

16. English was added as a foreign language to the overall education plan after the launch of the 2004 National Bilingual Program by the Ministry of Education.

17. English is not only now part of the state curriculum but bilingualism is also a criteria for accreditation of higher education program.

18. Accreditation of all higher education institutions and programs rests with the Ministry of Education. Accreditation is voluntary and helps enhance an institutions status and reputation.

19. Institutions that have been registered with the Ministry have permission to offer degree programs that are officially recognized and carry the status “Registro Calificado” that confirms they have met minimum requirements.

Elementary and Secondary Education:

20. Elementary Cycle (Educación Primaria) – Certificado de Educación Primaria (Certificate of Primary Education), awarded on completion of 5-year elementary cycle (Grades 1-5).

3_columbia

21. Lower Secondary Cycle (Educación Básica Secundaria) – Certificado de Estudios de Bachillerato Básico (Certificate of Basic Baccalaureate Studies) or Certificado de Conclusión del Ciclo Básico ) (Certificate of Completion of Basic Cycle), awarded on completion of 4 years of lower secondary cycle (Grades 6-9).

4_columbia

22. Upper Secondary Cycle (Educación Media) – Título de Bachiller (Title of Baccalaureate), awarded on completion of 2-year upper secondary cycle (academic and vocational tracks), Grades 10 and 11. provides access to higher education.  U.S. educational equivalence: High School Diploma.

Higher Education (Educación Superior):

23. Undergraduate (Pregrado) – requires the Titulo de Bachiller and passing the Examen del Estado (national entrance examination) for admission.

24. Degree programs: Técnino Profesional (Professional Technician), 2-4 years; Tecnólogo (Technologist), 3-4 years; Titulo Profesional/Licenciado (Professional Title/Licentiate), 4-6 years [provides access to graduate admission]

25. Graduate (Posgrado) – Degree programs: Especialista (Specialist), 1 semester to 4 years [specialization following a medical degree will last up to 4 years, and an academic specialization is typically at minimum one semester or as much as 2 semesters; Magister (Master’s Degree), 1-2 years; Doctor (Doctoral Degree/PhD), 2-5 years

More facts:

26. Colombia’s largest educational community, the Universidad Nacional de Colombia, has more than 46,000 students enrolled, mostly at undergraduate level.

27. U.S. colleges and universities remain the preferred overseas destination for Colombian students, despite significant competition from other countries like the United Kingdom, Australia, Spain, France, and Argentina.

28. There are several factors that make the United States a leading destination, chief among them higher employment opportunities after graduation, the high quality of education, the chance to improve English skills, and a renewed push by the Government of Colombia to encourage English bilingualism.

29. According to the Institute of International Education, Colombia is ranked 22nd in the world and third among South American Countries (after Brazil and Venezuela) in sending students to the United States.

30. There were 7,982 Colombians who traveled to the United States to study in academic year 2016/17, a 2.1 percent increase over the previous year. Based on data from the Institute of International Education, Colombian students in U.S. colleges and universities contributed USD 273 million to the U.S. economy in 2017 academic year.

31. Colombian universities are interested in having agreements with U.S. universities that offer dual degree programs for their students. This can be accomplished through a combination of two or three years at the local university and one or two years at the U.S. university.

32. In Colombia, there is a strong network of 11 Education USA centers administering language programs and doing extensive outreach around the country. Education USA centers are located at nine binational centers, the Fulbright commission, and COLFUTURO.

Fun fact:

33. Aracataca, the birthplace of author Gabriel García Márquez, once held a referendum to rename the town ‘Aracataca-Macondo’ after the fictional town of Macondo from his famous book One Hundred Years of Solitude. Unfortunately, the referendum failed due to low turnout.
(Source: BBC, 2006)

Key Contacts 


Institute of International Education


Colombia Ministry of Education


Colombian Institute for Educational Loans and Technical Studies Abroad (ICETEX)


COLFUTURO


Education USA

Sources:

https://www.topuniversities.com/where-to-study/latin-america/colombia/guide

https://www.export.gov/article?id=Colombia-Education

http://www.oecd.org/education/school/Education-in-Colombia-Highlights.pdf

https://www.cia.gov/library/publications/the-world-factbook/geos/co.html

https://www.britannica.com/place/Colombia

https://www.alberta.ca/documents/IQAS/colombia-international-education-guide.pdf

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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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20 FACTS ON VIETNAM

August 22, 2018

Vietnam

Vietnam is a Southeast Asian country on the South China Sea. It is known for its beaches, rivers, Buddhist pagodas and bustling cities. It’s capital Hanoi, pays homage to the nation’s iconic Communist-era leader, Ho Chi Minh, via a huge marble mausoleum. Vietnam’s recent history has been largely dominated by headlines of war and oppression. The Vietnamese have a saying that they were dominated by the Chinese for 1000 years, the French for 100 years and the Americans for 10 years. The country is, once more, demonstrating its strength and resilience through its growing economy, tourism and promoting study abroad opportunities for its students.

Country Facts

1. Country size: 95,261,021 (July 2016 est.) Vietnam is about three times the size of Tennessee; slightly larger than New Mexico

2. Vietnamese (official), English (increasingly favored as a second language), some French, Chinese, and Khmer, mountain area languages (Mon-Khmer and Malayo-Polynesian)

3. In 1887, it became part of French Indochina. Vietnam declared its independence after World War II, but France continued to rule until its 1954 defeat by communist forces under Ho Chi MINH.

Fun Facts

4. Vietnam is the world’s second largest coffee-producing nation after Brazil, producing 16% of the world’s total coffee (Brazil’s is 40%). http://www.bbc.com/news/magazine-25811724

5. Nguyen is the most popular family name in Vietnam, used by around 40% of the population and is also the birth name of the famous Ho Chi Minh.

6. Vietnam is the largest exporter of cashews and black pepper in the world, and the second largest exporter of rice. http://www.travelingeast.com/asia/vietnam/ten-interesting-facts-about-vietnam/

7. An estimated ten million motor bikes travel on the roads of Vietnam every day

Vietbikes

8. Sepak takraw (A.K.A calameae ball or kick volleyball), is a traditional sport in Vietnam. The sport originated in the 15th-century in Malaysia, with its first mention being from an ancient text in Malacca. Players pass a ball by hitting it with the head and feet. Sepak takraw also is widely played in Laos, Thailand, Myanmar and Cambodia. https://www.rickshawtravel.co.uk/blog/5-strange-facts-about-vietnam/

soccer

9. Vietnam’s flag consists of a golden star with five points to represent farmers, workers, intellectuals, youth and soldiers. The red background pays tribute to the bloodshed during the wars.

flag_vietnam

10. Snake wine, which is made by steeping whole snakes in rice wine for their venom or essence, is commonly drunk for health, vitality and restorative purposes.

11. Ong Tao is the Vietnamese God of the Kitchen, advocate of the family and emissary between heaven and earth. http://www.express.co.uk/life-style/top10facts/671594/Top-ten-facts-Vietnam-Ho-Chi-Minh-city

OngTao

Education Facts

12. The country has a literacy level of 94%.

13. Vietnamese students of 15 years of age continue to score high in math on OECD’s latest global education survey, known as PISA. Their score is more on par with Finland and Switzerland than Colombia or Peru.

14. Ministry of Education and Training (MOET) oversees all aspects of education in Vietnam.

15. The education system consists of kindergarten, primary, secondary, upper-secondary (also referred to as high school), and university level, with nationally administered exit and entrance examinations between each.

16. Primary school is five years (6 – 11) and compulsory.

vietnam_classroom

17. Secondary school education is divided into lower secondary (trung học cơ sở) which is four years (grades 6-9, ages 11 – 15) and higher secondary (trung học phổ thông) education which is three years (grades 10-12, ages 15 -18) and neither of them are compulsory. There is an entrance and leaving examination. Students have to choose either the natural or social sciences track.

vietnam_classroom_2

18. Higher education: Institutions of higher education can be universities, senior colleges or research institutes. Furthermore, there are junior colleges, professional secondary schools or vocational schools. The entrance examination is very hard, and according to recent figures, less than one out of three students manage to pass.

vietnam_classroom_3

19. Studying at top tier international universities abroad provides the greatest job security for the future.

20. According to the April 2016 SEVIS report, Vietnam ranks sixth among all sending countries with 28,883 students studying at US institutions, mostly colleges and universities but also boarding and day schools.

For further information on the education system of Vietnam and credential evaluations, visit our website at www.acei-global.org or contact ACEI at acei@acei-global.org.

SOURCES:

http://www.bbc.com/news/magazine-25811724

http://www.travelingeast.com/asia/vietnam/ten-interesting-facts-about-vietnam/

https://www.rickshawtravel.co.uk/blog/5-strange-facts-about-vietnam/

https://nomadicboys.com/10-interesting-facts-about-vietnam/

http://www.express.co.uk/life-style/top10facts/602241/Vietnam-top-facts

https://www.cia.gov/library/publications/the-world-factbook/geos/vm.html

http://thefactfile.org/vietnam-facts/

http://www.bbc.com/news/business-33047924

http://www.businessinsider.com/vietnams-students-test-well-and-a-new-paper-has-figured-out-why-2016-7

http://www.nafsa.org/Content.aspx?id=50572

http://www.chronicle.com/academicDestination/Vietnam/61/

http://www.universityworldnews.com/article.php?story=2016011313585113

https://www.ice.gov/news/releases/ice-releases-quarterly-international-student-data

http://www.express.co.uk/life-style/top10facts/671594/Top-ten-facts-Vietnam-Ho-Chi-Minh-city

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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