Tag Archives: master’s degree

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

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

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

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

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

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

“6.3 Candidates exempt from titles or diplomas

6.3.1 Mothers and fathers of at least three children

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

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

6.3.2 Top athletes

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

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

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




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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Education and Experience: A Healthy Partnership

October 10th, 2013


The only source of knowledge is experience.
-Albert Einstein

There are those who are book smart and those who are street smart. Some get their “education” from the school of hard knocks and some from sitting in a classroom and listening to a teacher’s lecture. The rising cost of a college education and the anemic job market has many scratching their heads wondering if it’s worth it. However, not having a degree or too little education is also not an option in many industries where a bachelor’s or master’s degree is the norm. Someone with experience but no college degree may qualify for certain jobs but may find growth opportunities and advancements limited or non-existent. Yet, the four or six years spent sitting in college lecture halls and pouring over books and reports leave many little time to acquire the hands-on work experience potential employers are looking for when hiring. How do you prioritize between education and experience?

We’ve all heard the arguments from both sides. Proponents of a college education quote statistics and studies to demonstrate how a college degree helps a person’s employability and earnings while those who dismiss education as a waste of time and money remind us of the famous college dropouts like Steve Jobs and Bill Gates to prove their point.

Is education more important than experience or vice versa? The truth is they are not mutually exclusive but together are the combination needed to begin a career path and grow.

Recently, we received documents from an applicant who had attended a university in Australia and received a Master’s degree. When asked to submit his undergraduate documents for evaluation, he explained that the university considered his professional (work) experience and admitted him to its Master’s degree program in lieu of the earned bachelor’s degree. The university provided a detailed document explaining the methodology it employs in recognizing professional experience and qualifications for entry into its post-graduate degree programs.

Experience-based evaluations based on a set of guidelines/criteria by which professional practice can be recognized and applied objectively is an approach some institutions, especially in today’s market, are adopting. The Australian institution in question provided the following criteria by which credits are allocated for the learning acquired through the experience, which in the case of the candidate being evaluated was in the field of music:

1) Nature of training
-Mode of learning, teachers and so on
-Any other relevant considerations (partially completed degrees/non recognized qualification etc.)

2) Nature of professional practice:
-National/International Experience
-Professional Referees /Peer Recognition
-Other relevant professional experience/considerations: Recording contracts/nature of collaborations/performances

3) Recordings/Publications:

In addition, candidates for this mode of entry to the Australian university mentioned are required to provide relevant documents that support their case for admission, including recordings, press reviews, letters of reference, proof of prior study and so on that can be examined by the subcommittee (comprised of the Head of Department, Program/Curriculum Developer, and one Faculty member).

Recognizing experience, that is; proven and well-documented experience-based learning is one approach institutions of higher learning can take into consideration offering individuals the opportunity to bring the knowledge gained through hands-on experience into the university classroom environment.
Another approach is implementing work-based training/experience into the degree program so that the college graduate leaves not only with a diploma highlighting his/her ability to think analytically and logically, demonstrating his/her exposure to an intellectually stimulating environment, but with basic skills set of experience in solving real-world work problems.

According to a recent Northeastern University survey, higher education students and employers strongly support experiential learning where a student’s classroom education is integrated with professional work experience. An interesting finding in the Northeastern U. survey shows that nearly 75% of hiring decision-makers surveyed believe students with work experience related to their field of study are more successful employees, while 82% of graduates from experiential learning programs say the experience was valuable for their personal and professional development. The business world is taking notice and sees the link between academic with industry as a big step forward.

Some Universities, like Purdue U. have in place study-abroad opportunities as experiential learning models. This international experience is seen as exactly what their students need in order to polish their talents and become more competitive in the global market place.

Experiential learning programs represent a logical blend of the old adage of hands-on-learning in the work place and a college education. Even the White House is a fan of experiential learning programs. James Kvaal, the Deputy Director of the Domestic Policy Council at the White House has commended Northeastern and Purdue for “delivering good value for students and continually improving and innovating.”

Education, a great foundation for any professional, is no longer enough in a competitive marketplace. One way to stand out among other professionals who have the same degree is to show work experience, whether acquired through a paid-full-time job, volunteering, apprenticeships, freelancing, internship or part of co-operative work placements of their college degree. The debate is no longer about education “or” experience, or education “versus” experience; it is about the right combination of a successful academic history and relevant work experience.

Jasmin S. Kuehnert
President & CEO ACEI

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