Category Archives: Politics

August 13, 2020 · 11:02 am

Joe Biden’s Education Policy

Let’s take a look at what education under a Biden presidency may look like.

According to Anne Dennon’s article of July 20, 2020 posted on Best Colleges, Joe Biden’s education policy can be summarized as such:

  • Biden offers more progressive approach to education than President Trump
  • His proposal is partially modeled after Senator Bernie Sanders’ plan for free college
  • Biden promises to replace Secretary of Education Betsy DeVos and roll back Title IX changes

Looking at community colleges, Biden shares President Obama’s views on vocational programs and community colleges and aims to invest heavily in this sector and ensure access to low-income students.

Here are some of the highlights of Biden’s education policy for America:

  • Triple funding for Title 1, the federal program funding schools with a high percentage of students from low-income families and require districts to use these funds to offer educators competitive salaries and make other critical investments prior to directing the funds to other purposes.
  • Invest in teacher mentoring, leadership, and additional education.
  • Help teachers and other educators pay off their student loans.
  • Double the number pf psychologists, guidance counselors, nurses, social workers, and other health professionals in our schools so our kids get the mental health care they need.
  • Invest in schools to eliminate the funding gap between white and non-white districts, and rich and poor districts.
  • Improve teacher diversity.
  • Allocate funds to build the best, most innovative schools in the country in low-income communities and communities of color.
  • Reinstate the Obama-Biden Administration’s actions to diversity schools by reinstating Department of Education guidance that supported schools in legally pursuing desegregation strategies and recognize institutions of higher education’s interests in creating diverse student bodies. And, provide grants to school districts to create plans and implement strategies to diversity their school.
  • Ensure children with disabilities have the support to succeed. The Biden Administration intends to fully fund the Individuals with Disabilities Education Act, signed into law in 1990, that promised 40% of the extra cost of special education required by the bill. Currently, the federal government only covers roughly 14% of this cost.
  • Invest in school vocational training and partnerships between high schools, community colleges, and employers. These partnerships will create programs that allow students to earn an industry credential upon high school graduation. Career and technical education can also be used to increase access to middle- and high- school courses in computer science so that students learn computational thinking and are prepared to lead in fields such as virtual reality and artificial intelligence.
  • Provide high-quality, universal pre-kindergarten for all three- and four-year-olds. For families with young children, finding high quality pre-K is a major financial, logistical, and emotional burden, with potentially life-long consequences for their children.
  • Provide funds to ensure that there is an early childhood development expert in every community health center. Also, provide grants to help cities place early childhood development experts in other pediatrician offices with a high percentage of Medicaid and Children’s Health Insurance Program patients.
  • Expand home visiting to be addressed through the Affordance Care Act, under which health and child development specialists make consistent, scheduled visits to help parents through the critical early stage of parenting.
  • Provide for two years of tuition-free community colleges. Expand the policy of tuition-free four-year college for students from families with incomes up to $125,000.
  • Double the maximum value of the Pell Grant to allow students to cover cost for books, transportation, and other expenses.
  • Relax repayment requirements for low-income individuals and improve existing loan forgiveness programs
  • Immediately reverse DeVos’ updated Title IX sexual misconduct rules.

For more details on Biden’s education policy, please refer to these links:

https://joebiden.com/education/

https://www.bestcolleges.com/blog/joe-biden-education-policy-2020-presidential-election/

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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August 3, 2020 · 10:21 am

USA: A Potpourri of Accents, Cultures, Languages, and More

map_diverse

Image credit: Korean-Born Artist Sungho Choi explores the inherent cultural diversity of the United States in this cermaic on wood installation titled “My America.”

In this week’s blog we would like to share a few interactive maps produced by The Business Insider that show immigration patterns in the U.S. and a few others that show the diversity of cultures and different languages spoken, other than English and Spanish. You may be surprised to find for example that the most common language spoken in California besides English, is not Spanish, but Tagalog. A recent report in The Washington Post shows that 20% of adults living in our nation’s capital can’t read or write. We’re also sharing a link to an interactive map that shows the States in the U.S. with the least and most educated population.

We hope you’ll find these maps informative and mind-opening as we did:

History of Immigration to the U.S.
VIDEO https://www.businessinsider.com/animated-map-shows-history-immigration-us-america-2015-9

The Most and Least Educated States in the U.S.
VIDEO https://www.youtube.com/watch?v=npSGoesVK9E&fbclid=IwAR29KN-w1HtKw61ccNa4pjvd49I2sagKiNHgg73pY3mjwxYhlPgyhw530OA

The Most Commonly Spoken Languages in the U.S. besides English and Spanish
VIDEO https://www.businessinsider.com/what-is-the-most-common-language-in-every-state-map-2019-6?fbclid=IwAR26oJOru4_WJM1wA1JDNTW5dKC0puzydOc6AI-B3MAvNpQQ0aCrPBEulIo

The Origin of American Accents Across the U.S.
VIDEO https://www.businessinsider.com/animated-map-where-american-accents-come-from-2018-5

Source credit: The Business Insider www.businessinsider.com

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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July 23, 2020 · 8:59 am

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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July 9, 2020 · 12:25 pm

Racism, The Earthquake

Written by: Carine Fabius

It was just over 10 years ago that Haiti suffered an earthquake so devastating it is rated #6 on the list of 10 deadliest natural disasters since the 6th century. I am a Haitian-American, living in the States since 1964. I was not on the ground when it happened, but the collective national psyche of Haitians throughout the world collapsed along with all those buildings and structures, died a little with the 300,000 people who perished, and hobbled in spirit with the over one million wounded and displaced. Today, as we in the United States and many countries around the world grapple with the long-ignored effects of racism on modern day society, I can’t help thinking about the Haiti earthquake. Because racism (along with corruption and greed) is at the root of the why of the earthquake’s outsized impact on the Haitian people, just as racism crawls through the infrastructure of this and other countries’ dysfunctional state of affairs.

As evidenced by the outpouring of heart-wrenching stories from African-Americans and other people of color on a daily basis in the last month (which feels like years), incidences of racism often have the effect of rocking people to their core. Just as anyone who has experienced a strong earthquake will attest, you come away feeling off-kilter, confused, shaken, and incapable of explaining why the ground beneath your feet has gone the way of quicksand. You’re left with a pounding heart shouting What the hell just happened?! And just as with a big earthquake, whose aftermath you only come to understand with each passing day — who died, what broke, what’s left, where do I go now, and how do I move forward—so does racism leave in its slug-like wake a slimy realization that despite your best efforts, you’re still not perceived as good enough, smart enough, or human enough to warrant opportunities offered to the least of us, educational standards granted to most of us, and the respect for life that so many take for granted.

In Haiti, the severity of the earthquake’s strike wasn’t all due to mother nature. It had just as much to do with post-colonial racism from France and America, which placed an embargo on trade with Haiti after it fought off the French and declared itself the first independent, slave-free state in 1804. Reason for the embargo? The U.S. worried that its own slaves would catch the revolutionary bug. That economic blockage lasted some 60 years and crippled the island’s economy. From 1915–1934, the U.S. occupied Haiti, and, in addition to helping rebuild our infrastructure (new roads, hospitals, schools, bridges — thank you!), it seized the banks and the national treasury, and put itself in charge of collecting taxes, customs duties and more, skimming billions from the nation’s economy along the way (thanks a lot!). A U.S.-backed 30-year dictatorship, during which Haiti’s treasury functioned more like a personal bank account further eroded Haiti’s finances. There’s a lot more about Haiti’s complicated history than can be said here, which includes a long list of flawed Haitian rulers; but throw in additional economic blockades by the U.S. in the early 90s, and a 200-year-history of racist infighting between mulattos and black Haitians, and you end up with the perfect setup.

The reason so many buildings collapsed during the 2010 earthquake was because of corruption and greed, which allowed for shoddy construction throughout the country (like in so many other countries around the world), enabled by centuries-old racist U.S. policies and a prejudiced ruling class that averted its eyes to the unavoidable wreck waiting to happen. But it wasn’t just the poor who suffered. No one escapes the wrath of racism. Everyone in Haiti knows someone or several people who died. Concrete shacks and fancy hotels cracked. Insurance companies stiffed the rich.

Now, when we think about the impact of racism on the rich in general, we must put aside the 1% because they always seem to turn out OK, don’t they? Its pernicious effects tend to wallop everyone else, though — the poor, the middle and upper middle classes. Let’s take a simple example from recent history in the United States. Black families start moving into white neighborhoods. Racist white people flee like bats out of hell are on their tails. In order to get as far away from people of color as possible, they move into enclaves that are much more expensive than they can afford, thereby cutting back on things they enjoyed before — dinners out, that new car, the family vacation. Both workers and owners at those restaurants lose their earnings; car manufacturers and airlines raise prices on everyone to make up for the lost income. When the loss of the lifestyle they used to love becomes too much to bear, racist white people apply for credit cards and run up debt that is often hard to shake. That’s when the ground beneath them starts to shake and they spend the rest of their lives hopping from one foot to the other to stay steady.

Back in those neighborhoods, when those racist white people left they took the taxes they were paying along with them. And since taxes fund schools and quality of education, future generations get whacked at the knee just as they’re starting to walk. That’s when the tremors start for them, as well. Racist white people have been selling the trickle-down theory for decades — give more money to the rich and their spending will trickle down to the rest of us. Except that in reality, it’s not more economic activity trickling down, it’s less.

My husband likes to recount the story he read years ago of public swimming pools throughout the south, which, after integration, allowed blacks access to the swimming privileges whites had long enjoyed. In the cut-your-nose-to-spite-your-face scenario, rather than mix with blacks, community leaders chose to deprive everyone instead, emptying the pools of water and filling them with cement. Today many former public pools still lie underground. If you’re lucky enough to have a private pool, good for you. If not, too bad.

Racist white people of all classes, and racist people of color like Supreme Court Justice Clarence Thomas, have long decried the “nanny state” and “welfare queens.” That is, until something like a pandemic hits and they find themselves out of a job and accompanying health insurance benefits, and on their computers applying for food stamps. And then comes the rattling of their self-esteem, the jolt to their confidence, the jangling of nerves and the jarring clatter of a life falling apart. Who will they blame? It has to be someone’s fault! It must be those immigrants and these black people now running around looting and creating havoc. And so the rumbling continues, with racism destabilizing everyone on its path.

Just to be clear, it’s not America or Americans I’m talking about here. It’s racist Americans. Americans are the first to open their hearts and wallets to disaster zones like Haiti’s after the earthquake. And American companies are stepping up to address the “newly revealed” issue. Just a few days ago The New York Times published an article about a number of companies that have set aside hundreds of millions of dollars and created programs to give grants and assistance to minority-owned businesses that would otherwise be denied access to bank loans easily approved for white people. Those companies include Softbank, Paypal, Youtube and others. I got very excited. Hey, I have an arts education program that needs funding! My friend Lauren’s small business got hit hard by Covid-19! I ran to my computer for the links to apply; except that each and every one of those companies were already overwhelmed by the number of applicants. We are no longer accepting applications. I was disappointed but I felt like Wow!

I just want to remind racist white people in this country that black people aren’t sitting around wishing for a better life. We are ready and raring to go! If only the earth would stop moving beneath our feet — and everyone else’s.

*Image courtesy Brittanica.com

 Carine Fabius is the author of six fiction and nonfiction books, and a longtime contributor to Huffpost, writing on issues of lifestyle, the arts, politics, and more.

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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July 2, 2020 · 10:02 am

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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June 26, 2020 · 9:28 am

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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June 19, 2020 · 9:37 am

3 Court Victories in June 2020

Despite the sucker punch 2020 has thrown our way this year with the COVID-19 global pandemic, this week has proven to be the bringer of good news, as far as the legal system of the U.S. is concerned. Here are three areas where we’ve witnessed positive outcomes:

  1. CARES Act

A federal judge blocked the U.S. Department of Education (USDE) from limiting emergency aid grants under the CARES Act. This is seen as a setback for Education Secretary, Betsy Devos. It was also the second time in a week that a federal judge blocked the USDE from enforcing its interpretation that limits student eligibility for emergency aid grants under CARES Act for some colleges. To read more, click here

  1. DACA Protection

In a rebuke to the Trump Administration, The Supreme Court on Thursday June 18, 2020 rejected President Donald Trump’s effort to end legal protections for 650,000 young immigrants. Those who were part of the Deferred Action for Childhood Arrivals (DACA) will retain protection from deportation and authorization to work in the United States. To read more, click here

  1. LGBTQ Rights Protected

Another stunning rebuke from the Supreme Court this week was its ruling that it’s illegal to fire people because they’re gay or transgender. To read more, click here

What’s next?

Though these are epic legal victories, we cannot rest on our laurels. We have heard that there is the strong possibility of a forthcoming presidential proclamation (aka Executive Order) that would modify federal foreign student visa policy in ways that would have a dramatic and negative impact on higher education institutions. According to a message ACEI received from the Association of International Education Administrators (AIEA) earlier this week:

“The measure will be consistent with broad, long-standing Administration goals to curb   immigration, but will be framed as a response to the spike in Covid-19 era unemployment numbers.  Higher education institutions and the business community  have pointed out that visas with job-related components do not create unemployment in the U.S., in fact they help economic development.”

It is expected that the suspension of various visa categories and sub-programs will be announced soon. AIEA warns:

“Note that the action will be a suspension, and we hear that it will be framed as a 60, 90, 120, or 180-day period.  Rather than an outright ban, the move appears to be calculated to avoid regulatory and legislative oversight. These measures will be effective  immediately, and existing visas and approvals are likely to be reversed.  Suspensions of  this type are easy to extend and will persist regardless of the outcome of the November  3 election.”

AIEA, along with sister organizations and in coalition with others, recommends that the most effective way to change the trajectory of these moves is for member institutions and organizations to directly contact their congressional delegations through letters, and in concert with measures your government affairs offices may be taking.  AIEA notes: “We have seen some movement in likely components of the proclamation in response to external input – as well as resistance.  There is hope that a groundswell of advocacy for the continuation of job-related visas might help stem potential draconian moves.”

We urge you to act.

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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June 12, 2020 · 8:44 am

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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June 5, 2020 · 10:30 am

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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April 16, 2020 · 3:41 pm

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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