Category Archives: international education

Dispatches from Los Angeles: Moving during a Pandemic

Written by: Jasmin Saidi-Kuehnert

Image credit: Transport Executive

What is the one thing one dreads to do during so-called normal times that would be the last thing on the list during a global pandemic? Can you hazard a guess? If you answered “moving,” then you’re spot on.

After spending the past four months of lock-down working remotely, our ACEI team has proven to be just as productive as they had been while spending their eight hours at the office. In fact, they are dedicating the time they spent crawling on the freeways making their way through LA’s infamous traffic in the comforts of their home offices and getting an early head start to the day. During our first ten years, ACEI called S. Beverly Drive in Beverly Hills its base. Within that ten years we moved our office to larger suites in the same building to accommodate our rapid growth. The next sixteen years, ACEI called Culver City, CA its home. We enjoyed a very large open space with skylights and floor to ceiling windows spanning one entire side of the suites we occupied giving us a panorama of the on going development in the area. We saw the LA metro complete its building of the Culver City stop, a stone throw away from us. Soon after, we watched the construction of a still-in progress giant multi-complex commercial development. We have also witnessed the growing number of homeless encampments that is now become a common sight through Los Angeles.

What we also realized was that the old paradigm of holding on to large square footage of office space, especially the open shared spaces that had become popular in the recent years is no longer an efficient or prudent way to operate a business. With fewer people commuting and working from home, we just couldn’t justify the space that was literally beginning to look like expensive storage for office furniture and our reference library. So, the move. ACEI’s new home will be in Mar Vista, Los Angeles, about five miles west of the current location. We will be returning to individual private offices in a building with a lush courtyard, perfect for a meditative break.  But, preparing for the move which represents sixteen years of accumulated paper, books, supplies, furniture, computer and electronic equipment is not for the faint at heart. It has been cathartic! Where is Marie Kondo when you need her?!

Despite a global pandemic, lock downs, travel bans, campus closures, postponement of in-class instructions, civil protests, looming elections, we rally on, by keeping the proverbial doors of ACEI open and even embark on a move. Having fully embraced the digital age we are able to continue with our daily operations and providing our credentials evaluation and consulting services without a hitch. The point is to not freeze and become passive. As Albert Einstein is noted to have said: “The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking.” And change it is.

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

 

The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA.  ACEI is a full-service company providing complete and integrated services in the areas of international education research, credential evaluation, and translation. ACEI’s Global Consulting Group®, offers expertise in the following specialties: Media and Branding, Global Pathways, and Diversity, Equity and Inclusion (DEI) to interested institutions and organizations around the globe. www.acei-global.org

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The 3 Child Policy: An Alternate Pathway to Graduate Admission in France

Marie AntoinettePhoto: Photo12/Universal Images Group via Getty Images

We recently received a diploma titled Grade de Master in Elementary Education, with emphasis in Teaching Social Sciences and transcripts for one year of study (60 ECTS) completed at a university in France. For the purpose of protecting the identity of the individual who submitted said documents, we will not disclose the name of the university. We can, however, state that the university is recognized and the Grade de Master was issued by the Ministère de l’Enseignement supérieur, de la Recherche et de l’Innovation (Ministry of Higher Education, Research and Innovation).

What was interesting about this case was that there was a 15-year gap between when the individual had finished high school (Baccalaureat) and started the Grade de Master program. When we asked our applicant to provide credentials for previous university studies, e.g. Licence or Bachelor, we were told they didn’t exist as the individual never studied for a Licence or Bachelor or any other university degree, other than the Grade de Master.

We asked for more information on the criteria for admission to the Grade de Master program as we typically see completion of the three-year Licence or Bachelor as a requirement. We were informed by the individual of the existence of a law in France where a person who is the parent of three children can participate in a special lottery to win admission to the Grade de Master program.

In order to verify this claim, we asked the individual to provide us with the link to the section addressing this three-child policy which would appear in the Bulletin Officiel (B.O.) of the Ministère de l’Éducation Nationale, de la Jeunesse et des Sports of France. The B.O. is the reference for all French education which lists all programs and teaching directives. It is amended many times every year.  The B.O. is very dense and searching for information relevant to the subject one is looking for is best left with the individual who studied in the system. We asked our applicant to point us to the section in the B.O. that addresses the 3-child policy. We were directed to item 6.3 in the B.O. which confirms that an individual with three children but no previous university studies may participate in a lottery and the winner will be admitted to the Grade de Master program.

Image source: Amazon

Courtesy of Google Translate, below is the  translation of the text in item 6.3 of the B.O. concerning the three-child policy applied to those who do not hold a previous university degree for admission to the Grade de Master:

“6.3 Candidates exempt from titles or diplomas

6.3.1 Mothers and fathers of at least three children

In application of the provisions of the modified decree n ° 81-317 of April 7, 1981 may apply for the competitions referred to in this note, without fulfilling the diploma conditions required of candidates, mothers or fathers of families of at least three children they actually raise or raise.

This condition is assessed on the date on which the diploma is required to enter the competition.

6.3.2 Top athletes

Pursuant to Article L. 221-3 of the Sports Code, high-level athletes can apply for state competitions without fulfilling the diploma conditions required.

They must be entered on the ministerial list, established by the Minister responsible for sports, valid on the date on which the diploma is required to sit for the competition.”

You may be wondering how ACEI evaluated this credential? Since we recognize the three-year Licence or Bachelor as comparable to three years of undergraduate study in the United States, we evaluated the one year (60 ECTS) for the Grade de Master as comparable to one year of undergraduate credit at the upper division level.

Sources:

https://www.enseignementsup-recherche.gouv.fr/

https://www.education.gouv.fr/bo/13/Hebdo29/MENH1317592N.htm

The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, California, USA.  ACEI is a full-service company providing complete and integrated services in the areas of international education research, credential evaluation, and translation. ACEI’s Global Consulting Group®, offers expertise in the following specialties: Media and Branding, Global Pathways, and Diversity, Equity and Inclusion (DEI) to interested institutions and organizations around the globe. www.acei-global.org

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COVID-19 Survey Reports: Impact on International Students

A recent survey conducted by the Student Experience in the Research University (SERU) Consortium at the Center for Studies in Higher Education at the University of California, Berkeley,  the findings of which were published on Wednesday, July 1, 2020, “The coronavirus pandemic that shut down university campuses across the globe this spring has heightened concerns among many international students enrolled in United States institutions regarding their personal safety.”

Participants in the survey include 22,519 undergraduate students and 7,690 graduate and professional students at five public research universities in the United States. Of those surveyed, 77% have remained in the U.S. during the COVID-19 global pandemic, while the others have returned to their home countries.

Here are key highlights from this survey:

  • Overall, international graduate and professional students were more likely than undergraduates to acknowledge worries.
  • Maintaining good health was cited as a top priority for two-thirds of graduate and professional students and more than half of international undergraduates
  • Managing immigration status and visas was another concern as cited by 55% of graduate students and 44% of undergraduates.
  • Having adequate financial support was a concern shared by almost half (49%) of graduate students and 36% of undergraduate
  • Understanding US medical insurance and obtaining health services was a concern shared by 53% of international graduate students and 35% of undergraduates.
  • Travel restrictions were of concern to 61% of graduate and professional students versus 45% of undergraduates.
  • More than half (55%) of international graduate students and 43% of undergraduates said instances of xenophobia had affected their mental health.
  • 30% of international undergraduates and 29$ of graduate students said they had experienced offensive behavior that affected their relationship with their US peers or friends
  • 17% of international undergraduates and 22% of graduate studies said they the offensive behavior they experienced affected their academic or professional performance
  • 13% of international undergraduate and 18% of graduates said these negative experiences were more likely to not complete their degree program.
  • 54% of international undergraduates and 56% of graduates expressed a lack of motivation as an obstacle to adjust to online instruction
  • 44% of international undergraduate and 55 % of graduates cited the absence of interacting with other students as a concern
  • Approximately four in ten international undergraduates who left the U.S. said they were unable to attend online classes mostly because of time zone differences.

As the policy brief of the survey said: “We must recognize the toll that instances of xenophobia, harassment and discrimination have on international students. The effects bleed over into international students’ feelings of safety, their mental health and their relationships with US peers or friends.”

Sources:

SERU COVID-19 Survey Policy Briefs

University World News

Inside Higher Education

The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, California, USA.  ACEI is a full-service company providing complete and integrated services in the areas of international education research, credential evaluation, and translation. ACEI’s Global Consulting Group®, offers expertise in the following specialties: Media and Branding, Global Pathways, and Diversity, Equity and Inclusion (DEI) to interested institutions and organizations around the globe. www.acei-global.org

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Dispatches from Arizona during the Time of COVID-19

Written by: Laura Sippel

As I write this in my home office in Arizona, there are news reports that Arizona is the second highest state to have the most spikes in COVID-19 cases in a single day. My husband and I have been self-quarantining ourselves since March. As my profession is marketing for expert organizations related to credential evaluation and applied comparative education research, these have been very trying times.

According to NBC News, “Coronavirus hospitalizations in Arizona have hit record numbers as cases continue to surge in states in the South and the West, overwhelming medical professionals.” Arizona reported a record high of 3,591 new cases Tuesday, June 23, 2020 – with nearly 60,000 known cases in the state overall.  Some of the people hit hard by the pandemic are in rural areas.

11% of the White Mountain Apache Tribe population in Pinetop, just north of downtown Phoenix, have tested positive for COVID-19. According to AZ Family News, the number of cases per capita is now outpacing the sprawling Navajo Nation, which has been a COVID-19 hot spot.

The Navajo Department of Health reports 7,045 cases out of a population of approximately 173,000, according to 2010 Census data. The White Mountain Apache tribal community will go on a 57-hour lockdown starting June 26, 2020, followed by a shelter-in-place order. Tribal leaders are also prepared to use the police and the courts to force people into quarantine. The council approved converting part of the Hon-Dah casino-hotel in Pinetop into a site for both voluntary and involuntary quarantine.

Arizona Gov. Doug Ducey encouraged people to continue to physically distance and wear masks when they could not stay home if they were sick. He acknowledged the rise in cases, but said there had also been an increase in testing. “We’ve increased testing in Arizona 600 percent since April 15, we’ve more than doubled testing since we lifted the stay-at-home order, so we’re going to continue the focus there,” he said. “But we’re also seeing an increase in positivity, which tells us that the virus continues to spread.”

It has certainly been some challenging times and I’ve been searching for a way to cope and have found it in my international higher education community.

Today I attended the fourth session of Academic Credentials Evaluation Institute, Inc. (ACEI) Mindful Minutes with ACEI – Safe Space, Virtual Place. ACEI President and CEO, Mrs. Jasmin Saidi-Kuehnert said, “ACEI’s Mindful Minutes provides a moment of rest and refueling in these times of upheaval. In today’s session, we utilized the mind-body connection to foster personal stability. Practicing mindfulness in community, we interact with care for connection. This session was geared toward helping us all meet this moment with inner courage.”

ACEI’s guest speaker is Abby Wills who is an educator with an MA in Human Development. Abby has over twenty years of experience in integrating mindful practices for social emotional health into a wide diversity of school settings through direct service to learners and educators throughout Los Angeles and internationally.

These sessions focus on our mental health during the challenges and uncertainties of these times which can be overwhelming. Jasmin continued, “self-care is crucial right now. To effectively navigate our way through the unknown, we need to first take care of our own well-being, before we can help our loved ones, co-workers, students, applicants.”

As a community, we are directly addressing the changes and gaining an understanding of how individuals and institutions are managing change in higher education. Amid the COVID-19 pandemic, colleges and universities have worked diligently and creatively to bring students back to the United States to complete their academic programs online. Professionals are banding together to provide roundtable discussions and sessions on international policy issues, international credential document fraud, updating online resources for admissions, how to think differently during a time of crisis, sustainable online databases available and how to use them, and much more.

We are also learning how to adapt to a virtual world. While virtual education abroad may not substitute a direct experience abroad, it may be increasingly relied upon to engage students for effective education abroad programming. Our professional organizations are providing excellent up-to-date travel information, while others have kept us informed of the endless changing immigration policies.

Our profession has addressed our need for a solid, steady and predictable world during these uncertain times. By collaborating closely with colleagues, education abroad program providers, and international university partners; organizations and institutions are adapting academic standards and set practices to accommodate changes.

According to Inside Higher Education, members of the higher education community are supporting front-line workers fighting the coronavirus pandemic. “Whether it’s repurposing university-owned equipment to decontaminate N95 masks, mixing hand sanitizer in chemistry labs for use by hospitals, collecting supplies of personal protective equipment — of which there is a critical national shortage — or babysitting health-care workers’ children, professionals in higher education and the students they serve have found all kinds of ways to help.”

Everyone goes into this field wanting to help others.

Abby said today’s Mindful Minutes with ACEI, “being mindful is simple, but it’s not easy. None of us are alone in this experience. Keep each other in mind and heart.”

I am so very grateful for our community. Be safe and be well.

P.S. If interested, you can listen to the recordings of ACEI’s Mindful Minutes Sessions by clicking here and scrolling down to “Presentations.” You won’t be disappointed!

Laura Sippel is President of Laura Sippel Dynamic Consulting. She has more than 25 years of experience in marketing in higher education. She is the Director of Marketing and Communication for The Association of International Credential Evaluators (AICE) and is a member of ACEI’s Global Consulting Group www.acei-global-consulting.org.

The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, California, USA.  ACEI is a full-service company providing complete and integrated services in the areas of international education research, credential evaluation, and translation. ACEI’s Global Consulting Group®, offers expertise in the following specialties: Media and Branding, Global Pathways, and Diversity, Equity and Inclusion (DEI) to interested institutions and organizations around the globe. www.acei-global.org

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How to Spot Fake Online Programs: Highlights of June 10, 2020 Webinar

Written by: Jasmin Saidi-Kuehnert

On June 10th, ACEI hosted a webinar on “How to Spot Fake Online Programs,” with Allen Ezell, as our special guest. If there was a moment in time that I held my breath for the entirety of a talk, it was during Allen’s presentation yesterday. He had us all on the edge of our seats as he took us on a journey into the dark crevices of diploma mills, accreditation mills, fake diplomas and the people running these criminal operations.

For those not familiar with Allen, which is hard to imagine, given how prolific he has been with his contributions to our field of international education when it comes to detecting fraud, he served in the FBI as a Special Agent handling all aspects of White Collar Crimes including accounting fraud and education fraud. He was part of FBI’s Operation DIPSAM (Diploma Scam) where he himself obtained about 40 fake degrees just to prove how easily attainable they were. Allen may have retired from the FBI, but he continues to be the tireless investigator of crimes related to fraud, revealing the hucksters and scam artists who run these outfits and is relentless in his pursuit to bring them to justice.

The growth of online programs and MOOCs (Massive Online Open Courses) has changed the higher education landscape. And now with the global pandemic that has forced many legitimate institutions in offering their courses online, the door has been pushed further open for the diploma mills to step in and showcase their fake online courses and degree programs. Their marketing tactics can be very persuasive, but there are some red flags to look out for to make sure you are not dealing with a fake school offering fake programs.

Using fake diplomas in order to get ahead is not a new phenomenon. As long as there is competition for jobs and admission to higher education, there will be people who are willing to take such shortcuts.

Allen shared an extensive toolkit for us to use to help us spot fake online schools and programs. Here is a sample of a few of his tips:

  • Websites make board grandiose statements about their campus and faculty, for example: claiming to be the world’s largest or best university
  • Advertisements appear on the website promoting products and services unrelated to education (legitimate universities don’t post advertisements on their websites)
  • No normal phone number is provided; only a toll-free number
  • Offer discounts on courses
  • Domain names end in .com, .us., .org., .net., .education
  • No physical addresses provided on the website

As credential evaluators, we strive to do our due diligence in verifying the authenticity of academic documents and legitimacy of the institutions issuing them. Staying vigilant, honing  our detection skills and remaining observant with a keen eye is par for the course.

If you missed our webinar and are interested in listening to this recording, please email us at acei@acei-global.org and let us know you’d like the link to “How to Spot Fake Online Programs.”

Jasmin Saidi-Kuehnert is the founder, President and CEO of Academic Credentials Evaluation Institute, Inc.

The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, California, USA.  ACEI is a full-service company providing complete and integrated services in the areas of international education research, credential evaluation, and translation. ACEI’s Global Consulting Group®, offers expertise in the following specialties: Media and Branding, Global Pathways, and Diversity, Equity and Inclusion (DEI) to interested institutions and organizations around the globe. www.acei-global.org

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Sino-U.S. Relations and its Impact on Chinese Students

About 400,000 Chinese students were studying in the U.S. as of April 2020 before the COVID-19 pandemic brought the country and the globe to a halt.  With the closing of schools and universities, Chinese students began making plans to return home during the coronavirus pandemic. The virus alone cannot be blamed as the only source for the exodus of the Chinese students from the US. There’s also a concerted effort by the U.S. government to deter Chinese students from coming to America to study. Every day we receive news of yet another obstacle.

No need to elaborate. The links shown below will direct you to articles discussing the latest actions taken against students from China.

1. Suspension of Passenger Flights by Chinese Airlines to and from the United States. To read more, click here

2. Proposed legislation that would bar Chinese students from pursuing graduate studies in STEM. To read more, click here

3. U.S. cancels visas to students with ties to universities connected to Chinese military, To read more, click here

4. The writing was on the wall. Refer to the talk given by Assistant Secretary of State, Mary Royce at the 2019 Education USA Forum in Washington, DC. Ms.   Royce painted a disturbing picture of Chinese students studying at U.S. institutions. Her message was less of a message of welcome but a warning. To read more, click here

 

The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, California, USA.  ACEI is a full-service company providing complete and integrated services in the areas of international education research, credential evaluation, and translation. ACEI’s Global Consulting Group®, offers expertise in the following specialties: Media and Branding, Global Pathways, and Diversity, Equity and Inclusion (DEI) to interested institutions and organizations around the globe. www.acei-global.org

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Detecting Fake University Degrees in a Digital World

In 2019, the Association of International Credential Evaluators (AICE) hosted its annual symposium discussing the digital retention and transmission of academic documents.  An issue that was of great concern then and continues to be today is how do we maintain credential evaluation standards in a world that is rapidly digitizing? How do we ensure credential integrity? How do we detect fraudulent documents in an age where digital technology is used by hackers and forgers with tech expertise to falsify and issue counterfeit documents, tap into university databases, create degrees and diplomas that appear flawless and authentic?

The title of the 2019 AICE Los Angeles Symposium was “The future is digital…are you? Effectively using technology while maintaining credential evaluation standards” which is timely today given the rapid adoption of digital platforms to offer online courses and transmitting official transcripts during the COVID-19 global pandemic. The goal of the symposium was to seek digital solutions that promote data security and protection as we move toward a paper-free environment.

This week’s blog is a re-posting of one we had shared in 2019, an informative and insightful piece written by our European colleagues Stig Arne SkjervenDirector of Foreign Education in NOKUT and President of the ENIC Bureau in the European Network of Information Centers, a frequent contributor to ACE-Global.Blog, and Linda J Børresen, Senior Legal Advisor in NOKUT (Norwegian ENIC-NARIC). The authors demonstrate steps being taken in Europe to combat fake diplomas in today’s digital world. This article appeared in the September 2018 issue of University World News and is shared in this blog with permission from Mr. Skjerven and Ms. Børresen.

The Academic Credentials Evaluation Institute, Inc. (ACEI), will be hosting a free webinar on June 10, 2020 on fake online courses and diploma mills. To register, please click here.

We invite you to share your thoughts, experience, and questions in the comments section. Thank you.


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

 

By Stig Arne Skjerven and Linda J. Børresen

Using fake diplomas in order to get ahead is not a new phenomenon. As long as there is competition for jobs and admission to higher education, there will be people who are willing to take such shortcuts.

Articles in University World News often report new cases, the most recent on fake Scottish degrees. Over the summer in the United Kingdom, there was an article published in The Guardian in which the UK’s official service for verifying degrees, the Higher Education Degree Datacheck (HEDD), urged new graduates who take selfies with their new degrees not to share the images on social media to avoid fueling the multimillion-pound trade in fake degrees.

 What are fake diplomas?

Generally speaking, there are three categories of fake diplomas. The first category is typically a diploma that seems to be issued by an accredited institution, but the diploma is in fact produced illegally. The person who bought the document has never studied at the institution in question.

The second category comprises diplomas that are issued by accredited institutions, but the holder of the diploma has altered the information in the document, most commonly the grades.

The third and last category includes fake diplomas issued by diploma mills (fake universities). Diploma mills grant ‘degrees’ to people who pay for this service, but do not offer any educational training.

Fake diplomas can finance serious crime

The consequences of using fake diplomas are dire, ranging from wrongful job hires to illicit access to regulated professions. The latter can pose a danger to people and society, most obviously in the health, engineering and financial professions.

Just as worryingly, the income from sales of fake diplomas often finances serious crime. The court case in Norway following the terrorist attack on 22 July 2011 is a clear illustration. During the trial, the defendant admitted that he partly financed his terror operation by selling fake diplomas through the establishment of an internet site called Diplomaservice.com. Its revenue was nearly US$500,000, which was laundered in Antigua and subsequently used to finance his illicit activities.

How can we deal with fake diplomas?

In Norway, NOKUT is the Norwegian ENIC-NARIC center whose task it is to recognize foreign higher education qualifications in accordance with the Lisbon Recognition Convention. In order to combat the problem with fake diplomas, NOKUT has developed several tools, such as rigid documentation requirements and thorough quality assurance.

Verification is crucial and all diplomas are verified from certain countries, either by the issuing higher education institutions or by the ministry of education in that particular country. Equally important, NOKUT’s experienced credential evaluators are fluent in many languages and possess unique knowledge about various educational systems, enabling them to track logical inconsistencies in the applicants’ educational backgrounds.

Since 2003, 120 people have been reported to the police for using fake diplomas. This comes in addition to the number of cases that are reported by Norwegian higher education institutions and other competent authorities. NOKUT, as the ENIC-NARIC center, cooperates well with Norwegian law enforcement. Many of the reported cases have resulted in convictions, normally two to three weeks of unconditional imprisonment.

Most of these convictions are for regular falsified diplomas, but convictions for using documents from diploma mills are increasing.

The Council of Europe’s ETINED Platform

The ETINED Platform is a network of specialists appointed by member states of the Council of Europe and states party to the European Cultural Convention (50 states). The purpose of ETINED is to build a culture of ethics, transparency and integrity in and through education.

One aspect of this is combating fraud and corruption, including fraudulent qualifications. In this part of the project, cooperation between the ENIC and NARIC networks, the European Association for Quality Assurance in Higher Education (ENQA) and the European Quality Assurance Register for Higher Education(EQAR) have been established.

Suggestions for changes to the subsidiary text to the Lisbon Recognition Convention are being considered. An example is the establishment of a database with a list of criteria that students should look for when checking qualifications proposed by an institution.

FRAUDOC – An Erasmus+ project

All over Europe, significant efforts have been made to detect fraudulent documents. Recently, an Erasmus+ funded project, FRAUDOC, led by the Italian ENIC-NARIC CIMEA, launched guidelines on diploma mills and documents fraud for credential evaluators. The guidelines give an overview of the phenomenon, but they also provide tools and recommendations on how fraudulent documents can be detected.

The same group has also launched a handbook for credential evaluators with information about verification databases and other suggestions that should help credential evaluators in their daily work.

The future is digital

Routines developed by ENIC-NARIC centers are helpful for combating the use of fake documents. However, even in the world of recognition and credential evaluation it is true that the future is digital – soon, most diplomas will be digitally accessible in secure systems which will guarantee documents’ authenticity.

Norway has digitalized all diplomas that have been issued by Norwegian institutions, with a few exceptions, in an online portal called Vitnemålsportalen. Graduates can provide secure and time-limited access to their data to an employer through an electronic link. This procedure ensures the authenticity of the documents and is a safe and cost-effective way for an employer to verify someone’s credentials.

Other systems, at varying stages of development, are in operation in AustraliaBelgium (Flanders), ChinaEstoniaFranceIndiaMexicothe NetherlandsNew ZealandRomania, the Russian FederationSouth Africa, the United Kingdom and the United States.

The network of EMREX aims to further connect and enhance student data portability and provide student data globally. EMREX empowers individuals to manage their student data and to transfer credentials securely to employers, institutions and more.

Fake diplomas will continue to pose a threat to higher education institutions, employers and recognition authorities in the years to come. However, recent initiatives involving digital diplomas in secure databases may be one of the most promising ways to combat false diplomas in the future.

Stig Arne Skjerven is the Director of Foreign Education in NOKUT and President of the ENIC Bureau in the European Network of Information Centres.

Linda J Børresen is Senior Legal Advisor in NOKUT (Norwegian ENIC-NARIC). 

 

The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA.  ACEI is a full-service company providing complete and integrated services in the areas of international education research, credential evaluation, and translation. ACEI’s Global Consulting Group®, offers expertise in the following specialties: Media and Branding, Global Pathways, and Diversity, Equity and Inclusion (DEI) to interested institutions and organizations around the globe. www.acei-global.org

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A Quick Look at: Online Learning, Virtual Learning, E-Learning, Distance Learning, Blended Learning

Contributed by: ConexEd

As the COVID-19 global pandemic has forced schools, colleges and universities around the world to offer alternative methods to their traditional in-class instruction, we thought it would be helpful to share this informative piece that was created and posted by ConexEd.

 What is Online Learning?

  • Online learning always involves an internet connection and can include virtual face-to-face interactions (webinar, online lecture, virtual meeting)
  • Uses online tools for learning, such as online curriculum or virtual space or conferencing software.
  • Could be considered a mix of virtual learning and blended learning.

What is Virtual Learning?

  • Can be used inside or outside the physical building of the educational organization.
  • Uses the computer and an online program or software to enhance the learning experience.
  • Can be used in a self-pacing format (individualized) or live web conferencing between students and instructors.
  • Students have remote access to content and instructors.
  • Student can connect and interact with other students and their instructors online.

What is E-Learning?

  • E-Learning utilizes digital tools for teaching and learning, and the technology facilitates the learning process.
  • Can be used online or in a classroom setting.
  • Students take a course from a teacher but only interact with the teacher online.
  • Students have unlimited access to the content.
  • The course completion, program, or degree is distributed online.

What is Distance Learning?

  • Same structure as online learning.
  • Specific purpose is to attract students from all locations.
  • Can provide instruction to someone learning in a different time and place than that of the teacher and other students.

What is Blended Learning?

  • Blended learning is the combination of classroom and virtual learning.
  • Ideally integrates virtual learning in a way that individualizes and enhances instruction for students.

When planning online resources and incorporating learning online in the classroom, the objectives for content learning, the intended student outcomes, student needs, and student access to technology and their current digital literacy should be taken into consideration, at which point instructors can determine which approach fits their goals best.

Links:

ConexEd: https://www.conexed.com/are-online-learning-virtual-learning-e-learning-distance-learning-and-blended-learning-the-same/

Applied Educational Systems: Online Learning vs Distance Learning https://www.aeseducation.com/blog/online-learning-vs-distance-learning

 

Kickboard: What is Distance or Remote Learning:  https://www.kickboardforschools.com/blog/post/distance-remote-learning/what-is-distance-or-remote-learning/

 

The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA.  ACEI is a full-service company providing complete and integrated services in the areas of international education research, credential evaluation, and translation. ACEI’s Global Consulting Group®, offers expertise in the following specialties: Media and Branding, Global Pathways, and Diversity, Equity and Inclusion (DEI) to interested institutions and organizations around the globe. www.acei-global.org

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International Students and COVID-19

Written by: Fazela Haniff

In August 2006, I was elected the first woman president of the International Education Association of South Africa (IEASA). It was the beginning of a love affair with the internationalization of higher education that would never leave me. Even today, I am not even working in the sector; I am always drawn to the work that is done to keep minds open with a diversity and inclusion lens.

I recently reconnected with a colleague who I met during my presidency at a NAFSA conference, Laura Sippel, amid the COVID-19 posts on LinkedIn. It took only a few chat exchanges to spark all the things on my mind, especially about international students at risk, as I had been posting several issues under the hashtag #HumanityAtRisk. Humanity at risk is what I am concerned about, and for international students, those from financially and politically challenging environments are at higher risks.

Concurrent to my presidency at IEASA, I was also the director of the Wits International Office at the University of the Witwatersrand (Wits) in Johannesburg, South Africa. The international student population at Wits was around 3,000 students. A small percentage was from North America and Europe, but it was significant to foster deep collaboration and partnerships. One, in particular, was the development of a multidisciplinary, international human rights undergraduate credit-bearing program. The more substantial percentage was from other African countries, only a small portion are supported by their governments or sponsorships, which were often the bare essentials. The remainder were students who had gotten there on their dime or by family support.

Most of these students survived by pooling their resources to live together, sometimes up to 4-6 people are sharing a small living space. These are the students I am thinking about in this COVID-19 environment. I am sure that the situation at Wits (2006-2011) is no different from campuses around the world. Also, in the North American and European institutions, these students are people of colour. Not too long ago, the targets were Arab Americans, and Arab/Muslim students were on the attack. Now it is Chinese/Asian students. There is a cocktail of brewing discriminatory issues that go along with them, international students and us, local students, politics and the financial situation. Putting this all together in the COVID-19 position is more frightening for the international student population. How can they get the right help for any particular problem, financial, discrimination, health, abuse and stress? Most offices are working off-site remotely. While all institutions are trying to respond to the service needs of their general student population, COVID-19 is adding more barriers to international students.

In South Africa, international students face significant challenges. The housing situation in 2020 is unlikely any different from that that McGregor mentioned in 2014, “Many landlords require them to pay the entire year’s worth of rent in advance. There are medical insurance costs. This is an enormous burden for international students financially, particularly those from less developed countries. International students in universities are still fairly new, and the demand is outpacing the resources that are being allocated. Lack of accommodation is by far the greatest challenge.” It is however a common issue for all students in Sub-Sahara Africa. While data is scarce, according to Samia Chasi of IEASA, “Three days earlier, a local newspaper reported that an estimated 5,382 international students were stranded in university accommodation across the country. Regardless of where they are stranded, these students have required dedicated assistance from often overworked and under-resourced internationalisation professionals at host and home institutions, in collaboration with relevant ministries and diplomatic missions.” She further indicated that COVID-19 is not an equalizing force, as, “Its impact is felt differently in different contexts, with underprivileged individuals and institutions finding themselves on the receiving end of the digital divide.

In Canada, there are different support in different provinces and universities; however, there is a sense of no coordinated effort from a federal level. According to Wesam AbdElhamid Mohamed, international students commissioner at the Canadian Federation of Students (CFS), “There is no clear direction of health institutions that are protecting international students.” The organization (Students International) is also asking for post-secondary students, including international students, to be included in the Canada Emergency Response Benefit, which allows people economically impacted by the pandemic to claim $2,000 for four months for emergency support. International students contributed an estimated $21.6 billion to Canada’s GDP in 2018, according to the federal government. “So that’s why we feel that it’s truly essential to include them in the emergency program,” Mohamed said.”

[1] Karen MacGregor, 06 September 2014,https://www.universityworldnews.com/post.php?story=20140905134914811

[2] Samia Chasi, https://www.universityworldnews.com/post.php?story=20200408093750683

[3] Sherina Harris, https://www.huffingtonpost.ca/author/sharris01

In the current situation, some good practices and solutions can come from different parts of society. In Australia, last Friday, Prime Minister Scott Morrison said international students and other visa holders were “not held here compulsorily. If they’re not in a position to be able to support themselves, then there is the alternative for them to return to their home countries,”. The Melbourne City Council has become the first government at any level in Australia to pledge financial support for international students amid fears they are falling through the cracks because they are not eligible for government welfare. Later, the government of Australia make a shift, in the same light, to now offer financial support to international students.

According to Viggo Stacey, New Zealand has introduced a wage subsidy for international students; however, it is for students who cannot do their jobs during the lockdown period.

Callan Quinn stated that last week, Canada announced that international students will be included in measures to help those who lose their jobs as a result of the coronavirus outbreak. Like citizens of the country, they will be able to apply for temporary income support of up to CAN$500 a week for up to sixteen weeks provided they meet certain criteria. This is the most comprehensive support, so far, by a federal government.

According to a report by Dr Rahul Choudaha, International Students contribute over US$300 Billion to economies across the globe. “Together, the US, UK, Australia, Canada, Germany, France, and the Netherlands enrolled half the world’s international post-secondary students in 2016. That year, considering direct, indirect, and induced impacts, international students contributed:
US$57.3 billion to the US;
US$25.5 billion to the UK;
US$19.8 billion to Australia;
US$14.5 billion to France, and France charges no to low tuition fees for international students;
US$14.4 billion to Germany, and international students do not pay tuition fees in Germany;
US$11.1 billion to Canada;
US$5.3 billion to the Netherlands, a country that charges differential tuition fee for EU and non-EU international students.”

From a diversity and inclusion lens, let us see how universities and countries, that benefit from this injection of wealth from international students, will treat them during this pandemic. I am sure their respective reactions will impact what happens to their institutions, cities and country and the flow of international student’s income after COVID-19.

[4] https://www.theage.com.au/national/victoria/melbourne-city-council-pledges-financial-support-for-foreign-students-20200408-p54i63.html

[5] https://studytravel.network/magazine/news/0/27376

[6] Viggo Stacey,  https://thepienews.com/news/nz-wage-subsidy-scheme-open-for-intl-students/

[7] https://thepienews.com/analysis/top-study-coronavirus-intl-students/

[8] https://monitor.icef.com/2019/08/international-students-generate-global-economic-impact-of-us300-billion/

Fazela HANIFF immigrated to Canada in 1974 from Guyana, lived in Baton Rouge, Louisiana for plus 2 years, then to South Africa from 1994 to 2012 and returned to Canada in 2012. Through a Diversity and Inclusion Lens, Ms. Haniff is an HR, OD and HE internationalisation specialist. Ms Haniff completed her Human Resources Management studies at Ryerson University, Higher Education Management from the University of the Witwatersrand and Bachelor of Business Administration from Yorkville University. She is the Past President of the International Education Association of South Africa and first woman president. In 2010 she received an award in recognition of “Exemplary Leadership as IEASA President”. She has contributed widely to the internationalization dialogue via presentations and workshops to IIE, NIEA, NAFSA, EAIE, EAIE, IEASA, APAIE, and contributed to numerous publications related to international higher education. Fazela currently lives in Toronto, Canada.


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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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