Tag Archives: accreditation

January 24, 2020 · 7:00 am

The Importance of Institutional Accreditation

January 24th, 2020

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The first step in evaluating non-U.S. academic documents is to determine whether the institution where the studies were completed is recognized and approved by the education authorities in the country, which in most instances is the Ministry of Education.

In the U.S. there is no central government body that establishes, maintains and sets standards to oversee academic institutions. Instead, there are accrediting groups which themselves have met or exceed recognition standards in order to review and accredit academic institutions. Accreditation as defined by the United States Department of Education is “the process whereby an agency or association grants public recognition to a school, institute, college, university, or specialized program of study which meets certain established qualifications and educational standards, as determined through initial period evaluation. The essential purpose of the accreditation process is to provide a professional judgment as to the quality of the educational institution or programs (s) offered, and to encourage continual improvement thereof.”

There are some institutions that are “unaccredited” but have formal legal authorization to operate and enroll students or issue degrees. But being incorporated as a For-Profit entity or have a business license to operate does not mean that the institution is also accredited by the nationally recognized accreditation bodies. If you’re planning to study at a college or university in the United States, it is important that you first check on the “accreditation” status of the institution.

Why is institutional accreditation important?

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3 reasons why institutional accreditation is important:

helps determine if an institution meets or exceeds minimum standards of quality
helps students determine is an institutional is acceptable for enrollment
assists institutions in determining acceptability of transfer credits.

A student who attends an accredited institution in the U.S. is able to move freely from one accredited institution to another and receive recognition of his/her studies. Before you enroll in a school, institute, college or universities, check on its accreditation status first. One thing you don’t want to happen is graduating from at an unaccredited institution in the U.S. that will not be recognized by employers, the government or other schools, colleges or universities.

The Council for Higher Education Accreditation provides a list of recognized accreditation boards which is available on its website www.chea.org. You’ll be able to check on the accreditation status of a particular school, college or university or access a complete list of accredited institutions of postsecondary education in the United States.

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

This was originally posted on October 12th, 2017.

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 12, 2019 · 7:45 am

The Importance of Institutional Accreditation

July 12th, 2019

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Why is institutional accreditation important?

pencil_check

3 reasons why institutional accreditation is important:

helps determine if an institution meets or exceeds minimum standards of quality
helps students determine is an institutional is acceptable for enrollment
assists institutions in determining acceptability of transfer credits.

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

This was originally posted on October 12th, 2017.

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February 15, 2019 · 7:00 am

Institutional Accreditation: A Standard Under Attack? Misunderstood? Ignored?

February 15th, 2019

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Last year, the Association of International Credential Evaluators (AICE), of which ACEI is an Endorsed Member, hosted its annual Symposium in Orlando, FL and tackled the issue of institutional Accreditation. Those of us in the credential evaluation field live and breath accreditation. Determining an international institution’s recognition status is the first step any junior or seasoned credential evaluator takes. It is what sets an international school or institution of higher education on a par with its accredited counterpart in the U.S. There are many types of accreditation in the U.S. and I will not go into each of them in this blog (CHEA would be a good source to visit for details), but the one we focus on and use as the standard is regional accreditation.

Unlike most countries where the Ministry of Education is responsible for the oversight and recognition of schools and institutions of higher education, the U.S. Department of Education (USDE) does not have this authority. It does, however, recognize accreditation boards and provides this information to the public. In most countries, when evaluating international credentials, we look to see if the studies were completed at an institution that is formally recognized and endorsed by the country’s Ministry of Education (MOE). I’m over simplifying but as I said, in most cases, we look for MOE recognition.

Lately, I see there’s a disconnect between educators, school/college counselors, and admissions professionals in relation to accreditation. In some cases, it’s an afterthought or entirely forgotten. As if accreditation is a bad thing, a nuisance. I even find that many, even those in the education sector, are unfamiliar with what is meant by accreditation and the different types of accreditation available in the U.S., especially regional. For example, I recently read a question in a forum intended for admissions officers at local colleges here in Southern California about a “university” in Downtown Los Angeles. The individual was asking whether anyone had heard about it and did not even consider checking the list of regionally accredited institutions CHEA has available on its website. A quick online search found this so-called university to be nothing but a diploma mill with a defunct website.

Everyone involved in education or counseling students for further education must, I repeat, must keep this link handy for reference. The USDE also dedicates a page to Diploma Mills and Accreditation. Many of you who follow my posts on this blog know that I frequently write about Diploma and Accreditation Mills, warning fellow credential evaluators, educators, admissions officers, counselor, and prospective students against the perils of falling prey to these fraudulent entities.

Every day, I come across news of yet another individual holding a prominent position in government, whether here in the U.S. or overseas who has been discovered to have a degree from a diploma mill or misrepresented him/herself as a degree holder from an institution never attended. Examples abound, but I’ll share a couple in this blog. First, there is the Deputy Foreign Minister of Malaysia who had falsely claimed to have a degree from the prestigious University of Cambridge in the UK. He has now admitted that he had misspoken and his degree is from Cambridge International University in the U.S., which is still dubious in status given it lacks regional accreditation by one of the accreditation boards recognized by the US Department of Education. A little digging on the Internet shows it to be yet another diploma mill. Read this piece and you’ll see all the red flags. Click here.

Next, we have Nigeria where the Minister of Education announced last month that the government will shut down and demolish 68, I repeat, 68, institutions discovered to be operating illegally and without accreditation and will apprehend and prosecute their owners. What is disconcerting is the following quote in the article posted by University World News: “Some academics are asking if closing down “illegal” universities is the answer, in view of the inability of Nigeria’s current legally-established universities to absorb the number of school leavers wanting places.” Begs the question, have we slipped so far down the slippery slope of mediocrity that attending a sub-standard “university” or one operating illegally is better than none at all?

Accreditation in the U.S. is also under scrutiny. The USDE, under Education Secretary Betsy DeVos, released newly proposed changes to rewrite several rules concerning regulation of colleges, universities, and their respective accrediting agencies. The proposed changes would loosen federal oversight of these institutions. In an article for Inside Higher Education, a former for-profit college executive speaks out against plans by the USDE to weaken requirements for oversight of college quality. It’s a disturbing expose of the misappropriation of funds and other unethical activities. Just as I was about to post this blog, a new report came out by Inside Higher Education that USDE is rolling back or toning down some of its proposed changes in the face of strong opposition.

Right now, the jury is out as to how USDE’s proposed changes will impact accreditation regulations. Personally, I don’t have a good feeling about the direction it is headed. Do we really want less oversight of our schools, universities, and accrediting agencies given the proliferation of questionable for-profit schools and the booming diploma mill industry?

Additional Links:

https://www.lexology.com/library/detail.aspx?g=b024016f-e13c-4897-8290-817c71b7a3f1

http://www.insightintodiversity.com/u-s-department-of-education-plans-to-overhaul-several-college-accreditation-rules/

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

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August 2, 2018 · 10:11 pm

Facts on CENTRAL EUROPEAN UNIVERSITY, Hungary

August 3rd, 2018

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The Central European University in Budapest has been the subject of an intense battle in Hungary. CreditDaniel Vegel/Central European University

The Central European University (CEU) has been at cross hairs with the government of Prime Minister Viktor Orbán since last year, when Hungary passed a law that imposes stringent conditions to license foreign universities.

The new law requires CEU to open a branch in its “home state” of New York alongside its campus in Budapest. It also requires CEU to secure a bilateral agreement of support from the U.S. government.

The law was met with criticism from universities around the world, the United States and the executive arm of the European Union. Mass protests filled the streets of Budapest, the Hungarian capital. Critics said the law was aimed at CEU and specifically at its founder, the Hungarian-born George Soros who has spent millions backing organizations that promote liberal democracy and open borders in Europe.

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A 2017 protest rally to support Central European University as Viktor Orbán visited Tbilisi, Georgia. Photograph Zurab Kurtsikidze/EPA

CEU prides itself on the diversity of nationalities, ethnicities, and cultures examining such subjects as emerging democracies, transitional economies, media freedom, nationalism, human rights, and the rule of law. The University is often seen as a bastion of liberalism, where thousands of students from across central Europe and the former Soviet Union have a received education in English over the past two decades.

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Hungarian Prime Minister Viktor Orban at a Fidesz party rally in Szekesfehervar, Hungary, on April 6, 2018. LASZLO BALOGH/GETTY IMAGES

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Mr. George Soros. Source: CEU website

Mr. Orbán, who himself was among the recipients of scholarships from foundations sponsored by the financier George Soros during the transition to democracy, now holds a very strong anti-immigration position and has accused Mr. Soros “of plotting to destabilize the continent by allowing millions of migrants to settle in Europe.” Source: The New York Times.

Mr. Orbán has championed the concept of “illiberal democracy” as part of his political platform. After winning re-election, declared: “The age of liberal democracy is over.”

In early May, the Open Society Foundations (OSF) – an international grant-making network also founded by Mr. Soros – announced it would close the Budapest office from which it has disbursed more than €400-million ($605-million) for democratic and civil initiatives over 34 years. Source: The Globe and Mail

Let us take a look at the origins of CEU and an overview of its programs:

History of CEU and its founder, George Soros

According to the information provided by the University’s website, “in 1989, a group of visionary intellectuals—most of them prominent members of the anti-totalitarian democratic opposition—conceptualized an international university that would help facilitate the transition from dictatorship to democracy in Central and Eastern Europe and the former Soviet Union. Among them was George Soros, the Hungarian-American financier and philanthropist, who founded Central European University two years later.” The generous endowment given to CEU by Mr. Soros today stands at 500 million euros, or about $610 million making it one of the most successful and revered centers for social sciences in Hungary and eastern Europe.

The CEU website continues, “Soros championed the project because he understood that open societies can flourish only with people in positions of responsibility who are educated to promote them. His vision was to recruit professors and students from around the world to build a unique institution, one that would train future generations of scholars, professionals, politicians, and civil society leaders to contribute to building open and democratic societies that respect human rights and adhere to the rule of law.”

In 1991, starting with a little over than 100 students from 20 countries, CEI held its first classes in Prague. In 1993, the University relocated to Budapest.

CEU’s Accreditation

In the United States, CEU is accredited by the Middle States Commission on Higher Education. In Hungary, CEU is officially recognized as a privately maintained and operated university. The university was accredited by the Hungarian Accreditation Committee in 2004.

CEU’s Membership

CEU is an active member of the European University Association and of the Council of Graduate Schools in the US.

CEU Schools and Departments

CEU has 13 departments, two schools, and 17 research centers that focus on the social sciences, humanities, business, law, and public policy.

Central European University is a graduate-level university offering a wide range of degree programs at the Master’s and Doctoral levels. It has 370 faculty and approximately 1,400 students from more than 130 countries.

For a list of degree programs offered at CEU that are accredited by the Hungarian Accreditation Committee and registered by the Educational Authority, click here.

CEU’s Worldwide Rankings

The Times Higher Education World University Rankings 2014-2015 placed CEU among the world’s top 100 universities in the social sciences category.

According to the 2015 QS World University Rankings, the university is placed 29th worldwide in the field of politics and international studies, among the top 51-100 worldwide in philosophy, and among the top 51-100 worldwide for sociology.

The Economics department of the university has recently ranked eighth in Europe by the ERC (European Research Council), based on research excellence.

On the 2012 QS TOPMBA survey, the CEU Business School is ranked thirteenth as best MBA program in Europe.

And, according to a study published by German newspaper Die Zeit, the CEU Department of Political Science is among the top 5 political science departments in Europe.

English as the Medium of Instruction

The language of instruction for all master’s, doctoral and non-degree programs offered by Central European University is English. Candidates whose first language is not English must demonstrate proficiency in English by submitting standardized English language test scores.

Latest News on CEU’s Status

On April 9, 2018, CEU announced that it had signed an agreement with the City of Vienna to open a new satellite campus there.

CEU has since set up a U.S. site at Bard College in New York State. A Hungarian delegation inspected the New York campus in March 2018.

CEU is still waiting for its agreement with New York to be signed by the Hungarian government, prolonging a period of uncertainty over the Budapest operation.

If CEU is pushed out of Budapest, the university could move to neighboring Austria and make Vienna its new home.

As of the posting of this blog, CEU students and staff are unsure of what the future holds. The university’s fate remains up in the air.

Links to additional sources:

https://courses.ceu.edu/programs

https://www.bbc.com/news/world-europe-39493758

https://www.bbc.com/news/education-43300785

https://www.theglobeandmail.com/world/article-michael-ignatieff-fights-for-central-european-universitys-future-amid/

https://sciencebusiness.net/news/central-european-university-talks-open-campus-vienna

https://www.theguardian.com/world/2018/may/15/central-european-university-ready-to-move-out-of-hungary

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Tagged as accreditation, credentials, education, higher education, Hungary

June 21, 2018 · 9:16 pm

10 Criteria to Consider for Outsourcing Your International Credential Evaluation Needs

June 22nd, 2018

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In our previous blog, we wrote about the benefits of outsourcing international credential evaluations. In this week’s blog, we’d like to share with you the criteria you need to consider if your institution is looking to outsource its international credential evaluations.
With the need for increasing content and authenticity in the evaluation process comes the need for more education, training and experience on the part of the credential evaluator. Institutions seeking to outsource their international credential evaluations are advised to select one service or multiple services by requesting the following:

1. Membership

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

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

2. Years of Operation

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

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

3. Standards

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

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

4. Experience

Request and review a profile of the evaluation agency’s executive and evaluation staff.

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

5. Services

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

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

6. Required Documents

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

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

7. Processing Time

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

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

8. Library/Information Resources

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

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

9. Website & Information

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

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

10. Customer/Client Relations

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

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

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

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October 12, 2017 · 7:00 pm

The Importance of Institutional Accreditation

October 12th, 2017

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Why is institutional accreditation important?

pencil_check

3 reasons why institutional accreditation is important:

helps determine if an institution meets or exceeds minimum standards of quality
helps students determine is an institutional is acceptable for enrollment
assists institutions in determining acceptability of transfer credits.

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

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February 25, 2017 · 8:27 am

Community Colleges for International Development Conference strengthened International Partnerships

February 25th, 2017

ccid

ACEI attended the Community Colleges for International Development (CCID) 41^st Annual Conference last week in beautiful Houston. The conference theme, “Aligning the Stars” was the perfect theme to align the stars for international partnerships.

CCID recognized their board member organizations for their leaderships in internationalization ranging from Washington State, Australia, Denmark, Japan, Canada, Iowa, Honolulu and so many more U.S. cities and states. It truly was an international event!

The conference was kicked off with welcoming remarks from Lone Star College Chancellor, Dr. Steve Head, who said that he appreciates us – the hardworking faculty, staff, researchers, partners, and administrators for inspiring their students and alumni. He said our commitment and contributions to CCID are what moves us forward. And move forward we did! The conference atmosphere was very collegial and positive. Many partnerships were formed with ACEI.

ACEI was very well received by many U.S. colleges and international organizations as we discussed the importance of the exchange of information and research. In this positive light, we discussed how credential evaluation reports and research from ACEI can help strengthen the relationships between international organizations and the U.S.

Dr. Chris Whitaker, Chair of the CCID Board of Directors and President of Humber College in Canada, reinforced the continuing theme of partnering by saying, “I hope that each of you finds this conference to be a useful, dynamic opportunity to establish new partnerships and to strengthen connections already in place.” He also stressed we need to explore new initiatives and trends in our fields.

Mara Anderson, Executive Director of CCID, was absent due to the very recent birth of her child. She sent an upbeat message that she was thrilled to bring everyone together in CCID’s own backyard and that Houston is a wonderful home and resource to CCID, as one of the most diverse cities in the U.S.

The pre-conference workshops ranged from study abroad programs to intercultural awareness training. The sessions presented a wonderful assortment of topics including collaboration towards global understanding to how Community Colleges can stay engaged.

In this time of uncertainty of internationalism, the relationships formed with ACEI will be ever lasting. There was excellent exchange of ideas, tactics, and goals for international partnering. And our red cowboy hats were a complete hit!

Laura Sippel

laura_sippel

Laura Sippel
Marketing Consultant
Academic Credentials Evaluation Institute (ACEI).

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October 31, 2015 · 1:44 am

10 Takeaways from the 2015 NAFSA Region XII Conference in Honolulu, HI.

October 30th, 2015

The annual NAFSA: Association of International Educators Region XII Conference this year was held in Honolulu, HI and like years past, ACEI demonstrated its presence by having a booth at the Exhibit Hall and presented a conference session. Here are a few interesting facts about Oahu, NAFSA’s Region XII, the 2015 conference and our overall takeaway.

1. Oahu is an island in the mid-Pacific, part of the Hawaiian island chain and home to the state capital, Honolulu. Highlights of the city include historic Chinatown; the Punchbowl, a crater-turned-cemetery; and Waikiki, the iconic beach, dining and nightlife area. West of Honolulu is Pearl Harbor, site of the 1941 bombing attack and home to the USS Arizona Memorial

2. NAFSA is a professional association with a national and international membership for those working as international student advisors at U.S. public and private schools and institutions of higher education, as well as credential evaluation companies, international student recruiters, study abroad program providers, ESL schools, insurance companies, immigration lawyers and organizations offering services to international students.

3. Region XII of NAFSA convers the following States in the U.S.: California, Hawaii, and Nevada.

4. Over 500 members had registered and were in attendance at this year’s Region XII Conference. This is a healthy number, since a few years ago, barely 120 people had attended the conference held in San Diego.

5. Tuesday, October 27th, our Director of Communications, Yolinisse Moreno and I joined colleagues, Perry Akins Chairman of ITEP , Sharif Ossayran of President of Ascension Zepur Solakian of CGACC and Judy Judd Price, Deputy Executive Director of NAFSA, for dinner. Our conversation quickly veered into current events, politics, history and related books. We may not have solved world’s problems, but we each left with a list of must-read books!

6. My session “Diploma Mills & Fake Degrees: A Global Problem and Threat,” was scheduled on the program for Thursday, October 29th. I learned that a topic exactly like mine on Diploma Mills was being presented by another person a day earlier. Needless to say, having the same topic presented by two different presenters is something I’ve never experienced or witnessed before. Having served on NAFSA’s Southern District Region XII Committee and on its national conference planning team, I can say with confidence that programming two identical sessions was an absolute no-no. In fact, in such cases, conference programmers either choose between duplicate sessions on a first come, first served basis or invite both presenters to consider collaborating and presenting jointly.

7. Despite the duplicate programming issue, my presentation on Thursday was a success and those who attended, though not the large number that would have been expected had there not been a similar session presented the day before, found the talk highly informative and entertaining.

Session on Diploma Mills & Fake Degrees presented by Jasmin Saidi-Kuehnert, President & CEO, ACEI

8. ACEI’s booth was also quite a hit with all of our fun island-themed swag intermingled with our serious literature on our evaluation, translation, and training services as well as our calendar of upcoming webinars. (To stay updated on our services and upcoming webinars, please click here.)

Yolinisse Moreno, Director of Communications, ACEI

View of the exhibit hall

9. Everyone’s favorite ACEI giveaway was our stress ball shaped like a pineapple. We had brought a couple hundred of them and they disappeared in less than 2 days!

A parade of pineapples to relieve you of your stress!

10. Having Honolulu, HI as a conference destination was a great draw, though at times, dressed in our “casual” business attire, I felt like I was crashing someone’s family vacation! It was difficult to not stray from the conference hall. The warm breeze and our senses being bombarded by aromas of coconut infused sunscreens wafting by as we made our between hotel buildings to our meeting rooms were seductive temptations! However, despite the temptations of paradise, meetings and conference sessions were very well attended as was the exhibit hall where we reconnected with colleagues and regular clients of ACEI and made new connections. We look forward to next year’s Region XII conference in Palm Spring, CA.

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

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September 18, 2015 · 2:57 am

5 Reasons Why International Credential Evaluation is Necessary

September 17th, 2015

Whether you represent a school, college, university, professional licensing board, employer, or any other entity engaged in the recruitment, placement, certification or the hiring of internationally-trained candidates, you know that educational systems and academic documents vary greatly by country. No two academic systems are alike and nothing can be taken on face value, even if an academic document “appears” to mirror a US college transcript. Academic institutions and professional groups that don’t have the expertise or knowledge-base to conduct foreign credential evaluations must not avoid this crucial step, no matter how qualified or appealing an international candidate’s portfolio may appear.
Here are 5 reasons why a foreign credential evaluation prepared by an independent credential evaluation service that is approved and endorsed by the Association of International Credential Evaluators (AICE) will benefit you and your institution and the international candidate:

1. Authentication of Documents: 

A credential evaluation will verify the authenticity of the academic documents with the issuing institution and compare it against archival documents. Such authentication will provide you with peace of mind that the academic documents are bona-fide and valid for processing.

2. Verification of English Translations: 

Many times the academic documents are issued in a language other than English and are accompanied by English translations. A credential evaluation will verify the English translations to ensure for accuracy that dates, course titles, grades, names, and key words match those on the official academic document.

3. Biographical and Academic History Check: 

The candidate’s academic history and biographical information will be compared with the academic documents presented. In addition to the applicant’s name, other biographical information like age will be checked to ensure that it corresponds reasonably to the education represented in the documents.

4. Foreign Academic Institution Status: 

The credential evaluation determines the official status of the institution where the studies were completed by identifying how the institution is accredited and who recognizes its accreditation. If an institution is determined to not have the appropriate accreditation, the studies will not be evaluated in terms of those completed at regionally accredited U.S. institutions. If the institution is determined to be a Diploma Mill, then this information will be conveyed to the U.S. institutions for which the evaluation is intended.

5. Program Description: 

a) Entrance Criteria – The credential evaluation determines the level of the academic or professional program represented by the documents submitted as either lower secondary, senior high school, post-secondary undergraduate, graduate, or post-graduate. It will establish the minimum academic criteria for admission to the institution where the studies were completed before the U.S. educational equivalence is recommended. This is an important step in the evaluation process which will assist the U.S. institutions in their decision-making. For example, if it is determined that the international candidate’s academic achievements are comparable to US senior high school graduation, yet he/she has submitted an application for graduate (master’s degree) studies at the U.S. university, the admissions department will be able to properly advise the candidate of his/her eligibility for admission to another degree program at the undergraduate level instead.

b) Length of Study & Conversion of Instruction Hours to Credits – The credential evaluation will determine the required length of full-time study for the academic program evaluated in order to calculate the U.S. semester or quarter credits for post-secondary studies completed and if necessary, determine the level of post-secondary courses in terms of lower, upper division and graduate division.

c) Conversion of Grades into U.S. equivalent Grade – A document evaluation will calculate the grades or final examination results/marks reported on the academic documents into U.S. equivalent grades, and calculate the overall grade point average.

Due diligence in international admissions, professional certification, hiring and job placement of individuals educated and trained outside the U.S. is essential. Understanding international candidates’ capability and qualifications allows you to properly assess and integrate them into your scholastic, professional and work environment. By obtaining the expert assistance of an independent credential evaluation agency, U.S. academic institutions, professional licensing boards and public or private companies can protect themselves against fraud and misrepresentation in the international education arena.

(Note: Please refer to our previous blog “5 Things International Students Should Know About Credentials Evaluation”.)

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Tagged as academic, Academic Credentials Evaluation Institute, accreditation, college, community college

June 25, 2015 · 4:27 pm

9 Recent Episodes of Cheating, Fraud, and Scams in Education from Around the Globe

June 25th, 2015

We probably all share a common misconception that except for a few bad apples in school who are caught cheating on a test, the education system is functioning and has safeguards in place against mass cheating, credential fraud and financial scams. Alas, our schools and universities–the bastions of higher education and research-are not the safe havens we think but the learning grounds for cheaters and scam artists. We can place the blame solely on the students, especially, where cheating has become part of the norm. As the old saying goes, it takes two to tango, and in education, whether at the secondary or tertiary level, those responsible for setting the curriculum and benchmarks for progress and access to higher tiers in the education system must also take responsibility.

Following the thread from last week’s blog post on detecting fraudulent credentials, we’d like to share a few recent examples of blatant acts of fraud and cheating that share a common theme on a global scale. In countries with few seats available at their institutions of higher education and where admission to a university is solely based on performance on a final exit examination, we can see the extreme measures students and sometimes students aided and abetted by their families are taking in order to pass. We see this happening in countries like China, India, and Egypt, for example. Then there are those countries that embrace an open market economy with little regulation on the emergence of private, for-profit institutions that mislead their recruited students by admitting them into programs with little hope of completion or future employment opportunities while saddling them with huge student loan debts. We see this happening here in the U.S. and in Russia where after the collapse of the Soviet Union, there was a rapid rise of private universities offering degrees with dubious curriculum and instruction.

Let’s look at the latest news on the cheating that is now rampant in three countries that captured the headlines in international education news media. This is cheating on a large scale, not isolated to one school, or town, or a group of rebel students, but has become a part of the cultural mindset.

1. China: Using Drones to Catch Cheaters on Exams

Yes, you read this correctly. China is now using drones to hover over test takers to catch anyone in the act of cheating on the National College Entrance Exams. Where you have exams that determine a person’s future, from access to higher education or not, and if accepted, to the long-term impact on their future job, one can understand the serious pressure placed on the young people and their families which may push them to resort to unethical tactics such as cheating and fraud. Those caught by the drones cheating have been arrested. http://time.com/3914087/china-drones-cheating-exams/

2. Egypt: Students cheating on Final Exams

Image: How to prevent cheating on exams?

Students in Egypt are so brazen in their cheating that they have no qualms in beating the proctors and using social media for answers to the questions. The Ministry of Education has taken great measures to secure the annual exams but so far it appears the students are winning. Maybe Egypt needs to take cues from China and get a few drones?
http://www.usnews.com/news/articles/2015/06/19/helicopters-scanners-no-match-for-egypts-exam-cheats?src=usn_Fb

3. India: Mass Cheating on Exams

Image of families scaling walls of exam center in Bihar, India.

India has been in the news recently with mass cheating that took place in Bihar where thousands of family members scaled the walls of an examination hall to help the students cheat on their finals. This resulted in the expulsion of 500 students and arrest of 300 people which included parents and even policemen who were complicit in the cheating extravaganza.
http://www.universityworldnews.com/article.php?story=20150326203322304

4. Morocco: Jail Sentences for Students Caught Cheating

Photo Credit: Morocco World News

Morocco is made it a law that any student caught cheating will receive a two-year prison sentence.
The Ministry of National Education is taking these tougher measures to fight cheating at the national baccalaureate examination (taken at the end of high school and required for admission to universities). Law enforcement specialized in detecting cheaters will be patrolling examination centers http://www.moroccoworldnews.com/2015/06/160558/morocco-students-who-cheat-in-exams-will-face-up-to-2-years-in-prison/

5. USA: Cheating in Atlanta Schools

Fulton County Superior Court Judge Jerry Baxter presides over the sentencing of former
Atlanta public school educators convicted of inflating students’ scores on state tests. (Pool/Reuters)

In April 2015, a judge in Atlanta, GA, found 10 public school teachers, principals and administrators guilty of conspiring to inflate student’s final exam grades. For more on this story, click on these three links:
http://www.washingtonpost.com/local/education/eight-atlanta-educators-in-test-cheating-case-sentenced-to-prison/2015/04/14/08a9d26e-e2bc-11e4-b510-962fcfabc310_story.html

http://www.washingtonpost.com/local/education/eight-atlanta-educators-in-test-cheating-case-sentenced-to-prison/2015/04/14/08a9d26e-e2bc-11e4-b510-962fcfabc310_story.html

http://www.cnn.com/2015/04/14/us/georgia-atlanta-public-schools-cheating-scandal-verdicts/

Now, let’s take a look at other varieties of cheating that are not directly related to exams but to misrepresentation and committing fraud at various levels of academia.

6. Nigeria: Skewed Understanding of Plagiarism

Though plagiarism is not exactly similar to cheating on exams, using another’s published work and claiming it one’s own without crediting the original source is an ethical concern. The result of a doctoral research study on this topic concludes that plagiarism exists at Nigerian institutions of higher education and that those engaged in the act did not fully comprehend what plagiarism is. The same was true of the lecturers at the universities who too like their students weren’t completely unclear on what plagiarism is and were not aware of the serious ethical implications.
http://www.universityworldnews.com/article.php?story=20150609151735677

7. India: Distance Learning Programs Scrutinized

There is also the case of open and distance learning programs offered by institutions of higher education deemed universities which have been found by the University Grants Commission (UGC) to be in serious violation of existing rules and regulations. The UGC is warning students and parents to be cautious when selecting such programs as several of these universities had not been granted recognition to offer “online” programs and have been doing so without the approval of the UGC.
http://www.thehindu.com/todays-paper/tp-miscellaneous/tp-others/distance-learning-keep-your-eyes-open/article7340864.ece

8. Russia: University Closures

Image: Red Square, Moscow, Russia

In a move to regain control of higher education institutions, especially newly established private universities, the Ministry of Education and Science of Russia will cut the number of universities by 40% and university branches by 80% by the end of 2016. This is in accordance with a federal plan that is designed to improve and develop education during 2015 to 2010. There are currently about 593 state and 486 private universities which have 1,376 and 682 branches respectively. The Ministry sees this rapid rise in number of institutions, especially private universities, as one that is out of control and a close review has shown that the quality of education by some is subpar and unsatisfactory with some rubber stamping diplomas without requiring much instruction and classroom attendance.
http://www.universityworldnews.com/article.php?story=20150417043945585

9. U.S.A.: Corinthian Colleges

The story of Corinthian Colleges is that of the quintessential private for-profits that through unethical practices secured financial aid and defrauded the federal government from millions of dollars in student loans for students who never completed their education but are saddled with debt. Corinthian Colleges has since filed for bankruptcy and is under investigation. You can read more here:

http://www.ed.gov/news/press-releases/us-department-education-fines-corinthian-colleges-30-million-misrepresentation

The problems cited are not unique to one or two countries. We are facing an epidemic on a global scale and if we don’t take action and seriously evaluate our systems, we’re going to be trapped in the vicious cycle of more mass cheatings by tech and social media savvy students and continuous fraud in falsifying documents (let’s not forget the ever present booming industry of Diploma Mills) and misappropriating funds by private for-profit institutions lacking stricter oversight and regulation. As for the for-profit institutions, many may be closing shop here in the U.S., but they are turning their gaze overseas, a market ripe for the kind of wares they are selling, promising a U.S. degree at a high cost with little or no guarantees for future employment or access to other institutions of higher education.

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

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Tagged as accreditation, cheating, college, education

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