Tag Archives: studyabroad

April 6, 2018 · 11:23 am

40 Facts on Peru: The Country & its Education System

April 6th, 2018

peru

The Country

As a country, Peru has a deep rich history, dramatic and diverse landscapes, breathtaking architectural feats, incredible wildlife, and fascinating ancient culture. Peru is the third-largest country in South America. almost twice the size of Texas; slightly smaller than Alaska. Lima is the capital and largest city. Ancient Peru was the seat of several prominent Andean civilizations, most notably that of the Incas whose empire was captured by Spanish conquistadors in 1533. Peru declared its independence in 1821 and it’s government is a Presidential Republic.

Here are a few fun facts about the country:

1. There are 3 official languages in Peru: Spanish, Quechua and Aymara, but east of the Andes in Amazon jungle regions it is thought that natives speak 13 different indigenous languages.

2. The sacred city of Caral-Supe is said to the oldest residence of our ancestors as human beings in the Americas, and it is over 5,000 years old.

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Interesting Facts About Peru: Sacred City of Caral-Supe. Photo by Christopher Kleihege

3. Peru’s Macchu Pichu was named one of the New Seven Wonders of the World in 2007, along with the Great Wall of China and the Taj Mahal.

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4. The world has a population of 10 million Alpacas, but more than 3.5 million of them are found in Peru.

Alpaca
An Alpaca. It is a domesticated species of South American camelid. It resembles a small llama in appearance. Image credit – Wikipedia.org

5. There are over 3,000 different varieties of Potato grown in Peru. The potato is originally from Peru, and there are over 3,000 different varieties.

potato

The Education System

In 1996, the government of Peru passed education reforms that extended free and compulsory school education to all students aged between 5 and 16, known as educación básica (general stream) y técnico productiva (technical).

6. Literacy rate is 94.2%

7. Education is offered at four main levels: Primary; Secondary; Vocational and Technical; and

University.

8. Public education is free

9. Private schools operate at all levels of the education system.

10. As mandated in a 2008 ministerial decree, schools in both the public and private sectors follow the national curriculum which is set at the federal level and overseen by local education authorities.

11. The academic school year starts at the beginning of March and runs through to November/ December.

12. The language of instruction is Spanish. In some regional primary schools, Aymara or Quechua is the language of instruction with Spanish offered as a second language.

13. The Ministry of Education is the authority overseeing all levels of education from preschool through higher education and sets all education policy, legislation and curriculum guidelines.

ministry
Ministry of Education, Peru

14.  In January 2015, under the direction of the Minsitry of Education,  January 2015, a new higher education authority, known as the Superintendencia Nacional de Educación Superior Universitaria (SUNEDU, National Superintendency of University Higher Education) was formed replacing the Asamblea Nacional de los Rectores (ANR, National Assembly of Rectors) with the goal to improve quality standards and approving university operating licenses.

Elementary and Secondary School education

15. The school system is 12 years in duration.

16. Pre-school education (educación inicial) begins age 5 is 1 year and is compulsory.

17. Primary school (educación primaria) is for ages 6-11 and is 6 years in duration.

school

18. Secondary school (educación secundaria) is for ages 12-16 and is 5 years in duration.

19. General secondary education is 2 years in duration.

20. Academic secondary covering arts or science tracks is 3 years in duration and follows after general secondary.

21. Technical secondary education (Educación Secundaria Diversificada) is offered at colegios secundarios con variante técnica and is 3 years in duration and follows after general secondary.

22. Students who graduate from secondary school receive the Certificado Oficial de Estudios de Educación Secundaria which qualifies them to sit for university entrance examinations.

Post-Secondary Technical Education

23. Most technical and vocational training at the postsecondary level is offered at the following: Institutos y Escuelas de Educación Superior Technológicos – IEST (higher institutes of technology); Institutos de Educación Superior Pedagógicos – IESP (higher institutes of teaching); Institutos y Escuelas Superiores de Educación de Formación Artística – IESFA (higher institutes of arts).

24. The Título de Experto – or – Título de Segunda y Ulterior Especialización Profesional are available options for further graduate-level training in a field of specialty in which the candidate has obtained prior qualifications.

25. Credits, courses or programs completed in the technical and vocational higher education sector cannot be transferred to university study.

Teacher Training

26. Teacher training programs of 5 years in duration are offer at higher institutes of pedagogy (IESP) leading to the title of Profesor and mention of the educational level and specialization completed.

27. Teacher-training programs are also offered at universities.

28. Training of teachers in technical education are provided by the institutos superiors tecnológicos which are three years in duration and lead to the award of the Título de Profesional Técnico.

Higher education

29. Higher education is offered mainly through the nation’s university system.

30. Peru’s National University of San Marcos, which was founded in the year 1551, is the oldest university in the Americas.

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National University of San Marcos

31. Currently, there are currently 51 public (nacional) universities and 89 private (particulare) universities – both for-profit and non-profit – operating in Peru. 

32. University-level institutions also include many specialized art, music and religious institutions that are called conservatorio, instituto, and escuela superior.

33. The academic year typically lasts 34-36 weeks and is divided into two semesters.

34. Courses are credit (créditos) weighted and start in late March or early April. A credit hour is equivalent to one hour (45-50 minutes) of instruction per week, or two hours of practical work per semester.

Undergraduate

35. The first two years of the academic degree of Bachiller requires general studies (estudios generals of at least 35 credits), followed by a period of specialization of three to five years (five to seven years total, minimum 200 credits). 

36. Students who hold the Bachiller and are pursuing the professional title (Licenciado / Titulo Profesional) must complete an additional requirement which can either be a thesis,  Six-month internship with a report or, in some cases, comprehensive examinations. The professional title is required in order to practice a profession in Peru.

Graduate

37. Admission to the graduate studies is based on a Bachiller or equivalent.

38. Graduate programs are typically two years in duration, require the defense of original research work and lead to the title of Grado deMaestro/Magister are typically two years in duration and require the defense of original research work.

39. The Titulo de Diplomado is a shorter one-year (24 credits) graduate certificate program.

40. Admission to a doctoral program requires a master’s degree which lasts a minimum of three years and requires the completion and defense of a dissertation.  Successful candidates are awarded the Grado de Doctor.

ACEI Logo with Slogan - FINAL

At ACEI, we see the importance of international education in our global economy and strive to maintain the exchange and dissemination of information by assisting colleges and universities, professional organizations, and employers around the world with our research and credential evaluation services that help enhance their reputation and competitive recruiting effectiveness. To learn more about ACEI and its services such as Credential Evaluation, Translation, Webinars and Training, and how we can assist you with your credential evaluation and recruitment needs, please visit www.acei-global.org or call us at 310.275.3530.

Sources:

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

https://alibi.com/blog/s/travel/31337/Fun-And-Not-So-Fun-Facts-About-Peru.html

https://www.huffingtonpost.com/entry/50-fun-facts-you-probably-never-knew-about-peru_us_58507beee4b0a464fad3e4b5

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

Education system: Peru, NUFFIC, The Netherlands

Electronic Database on Global Education, Peru, American Association of Collegiate Registrars and Admissions Officers, Washington, DC  www.aacrao.org

Online Guide to Educational Systems Around the World, Peru, NAFSAL Association of International Educators, Washington, DC   www.nafsa.org

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August 26, 2016 · 1:28 am

How to Be a Responsible Foreign-Language Learner and Speaker

August 25th, 2016

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As participants in the 2016 Many Languages One World essay contest, we had to submit an essay on multiculturalism and multilingualism. Writing about multiculturalism and multilingualism is a tough and broad task, but what we can do, as individuals, is write about our own experience. 

As a student in Chinese department and as a traveler, I do not believe in any so-called “clash of civilizations”, or in any “culture shock”. “The other” is always the result of a process of image-making. Moreover, I am strongly convinced that most of the distinctions we rely on are constructs and artificial distinctions, used by dominant groups to justify unequal situations and discrimination. Learning foreign languages aims to explore interstices, never to widen gaps. 

I would like to explain why my experience of multiculturalism and multilingualism has fostered a strong sense of responsibility, and has motivated my political and social commitment.

I was born in France twenty years ago, and was brought up in ten different countries, among which Spain, South Korea, Canada and China. I have been moving every one or two years because of my parents’ job as International School French teachers. I can relate to many different cultural habits and cultural backgrounds. “Where do you come from?” is a question I feel very uncomfortable with. Because I am unable to answer it and because experience has proven, it doesn’t actually tell a lot about the person you’re speaking to. I don’t feel like I belong to a specific country and don’t feel attached to one single language. I don’t want to choose between countries and languages. The first language I learnt was Finnish. My brother and I recently saw some videos of us speaking Finnish together, but we can’t understand a word anymore. It’s one layer among our multi-layered, multi-dimensional life. Since then, my little sister arrived in our family, adopted from China, and my brother left the French school system to take the International Baccalaureate. My parents have moved to Tashkent, in Uzbekistan, and started learning Russian. When we get together in France every summer, we speak bits and pieces of French, English and Mandarin Chinese. Each language allows us to express our ideas, hint at common references, play on words in a different way. In our case they are always related to a certain time period, linked to certain friendships, landscapes, food, books, movies and educational systems we’ve experienced and share, which thus inform our approach to each language. As my sister said once, what we truly share is our story, our passing by in many places and never settling down.

This had led me to think identity is not an enclosed and immutable entity, identity is evolution, identity is change, making one’s way between adapting and conflicting. Identity is like a tangled web, tying together places you lived in, people you met or crossed paths with, what you’ve seen and experienced. In my case, I feel that what has primordially influenced me are the most unbearable things I have witnessed. People suffering from leper, from hunger and thirst, children working in terrible conditions and whom childhood was stolen away, eager to escape from poverty and war, in the places I’ve visited or lived in. You can’t forget these things. You can only pretend, but somewhere deep inside, it’s calling out for justice and urging you to do something. I feel this is what ties all the puzzle pieces of my scattered life together.

Therefore my political and social concerns have always been the very basis, the starting point in the appreciation of the world and people around me. I have been volunteering for several NGOs. I have been working in Pnomh Penh for the NGO Pour un Sourire d’Enfant (For a Child’s Smile), which takes care of children living in slums and dumps and offers them access to healthcare and education. I participated in the planning of Charity Runs in Taipei and other cities I lived in. When I was in Paris I participated in helping homeless people and families to fill in paperwork and have access to basics. I have been writing down all their stories and hope to get you to read them some day. What revolted me is, some people would sometimes stop near me and say we – volunteers – were encouraging the present-day “invasion” of “immigrants” and poor populations in France. Some seem to consider solidarity as crime – but as I said, I don’t make distinctions between “us” and “them”, and by helping them I’m helping us. Recently I have been working in Lyon for the Secours Populaire, helping out in annual events and working to improve the reading and writing skills as well as self-confidence of children left behind. Wherever I’ve been I have felt the same emergency. Wherever I will be living, and wherever you live, there is probably something going wrong outside your front door and you can always do something, at your level, to instigate change. Multi-culturalism is about lending a hand to others, wherever you come from and wherever they come from.

Moreover, I believe that we have a duty to reflect on our ability to bring some change, not only as young people but also as students in Language Departments. I am studying in the Chinese department of my University. I think it is important for us to concentrate on building “cultural bridges” : we can study common, parallel aspects in order to create dialogues rather than orchestrate sensational “West-East” breaking points. For instance last year I have read some interesting studies on links between some French twentieth century surrealist works and early Chinese Daoist works such as the Zhuangzi : provocation, striking images, humor, rejecting of forged boundaries and rigid categories. Drawing parallels often teaches us a lot more and is definitely more stimulating. Also, I would like to emphasize the fact that cultural understanding should never be taken for granted. We have to fight for it. Some of my classmates in the Chinese Department, studying Chinese language and culture at a high level, have never been in a Chinese speaking country, have no intention of going there, no desire to learn more about or meet people who live there – because, as one of them told me once, their interest in Chinese is only “theoretical”, “aesthetic” – and sometimes they have harsh, shocking words, and many prejudices against Chinese people and culture – very dangerous ideas.

I plan on maybe becoming a researcher in Chinese philosophy or history; whatever I do later on, I hope I will never separate my work and my ideas. I was blamed once for refusing to complete an exercise in one of my Chinese courses. The problem was, the title was “Why women and men do not think alike” and the sentences we had to complete and read were very insulting. The teacher respected and understood my choice, but one of my classmates told me I should learn to separate the student and the “feminist” – that is schizophrenia – and then explained, China “never had and still does not have any feminist ideas” – which is completely false. Essentialism and distinctions between political and academic spheres are recurrent obstacles, and yet they can be overcome by raising awareness about our responsibility, our role as foreign-language learners and mediators. The issue is too important in our world today to be ignored.

That’s what I would like to conclude with: learning languages and traveling is a good start, but it is not enough. We need to stand up, and take action for what we believe in. We are responsible for what we do – and what we don’t do. Learning foreign languages is an urgent necessity but it won’t help if it’s just about playing with sounds and alphabets. It’s about making the others’ fear, anger and hope, our own.”

lea

Léa Buatois

About Léa Buatois: Léa was one of 60 winners of the 2016 international essay contest of Many Languages, One World® (MLOW) that included students from 36 countries and 54 universities. Her essay, shared in this blog, was selected from a pool of over 3,600 entrants. Many Languages, One World is organized by ELS Educational Services, Inc., and the United Nations Academic Impact (UNAI). Léa  was born in Dijon, France, in 1996. Her parents teach in French international schools around the world. Because of her parents’ job as French teachers abroad, she has been moving a lot, approximately every one or two years. The first language she spoke was Finnish, and later she started learning English, French and Mandarin Chinese. She is now studying in the Chinese Department of the Ecole Normale Supérieure of Lyon, France. She is interested in becoming a researcher in Chinese philosophy or history, or working in cultural diplomacy or international relations. She love traveling, reading and writing.

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June 10, 2016 · 1:58 am

Impact of a Trump Presidency on International Education

June 9th, 2016

international_trump

Having just returned from the NAFSA Conference in Denver, Colorado, the world’s largest convergence of international educators one had the sense of a shared mission toward global understanding and appreciation of student exchange, building bridges and partnerships that support study abroad and mobility of students. It was difficult to imagine that outside the convention center, somewhere on the presidential campaign trail, the sentiment expressed by the Republican nominee, Donald J. Trump, as shared by his supporters was anything but similar or likeminded. In fact, Mr. Trump’s position on international students is quite the opposite; it’s more about burning bridges and giving everyone outside our borders the middle finger.

Things weren’t so anti-international student with Mr. Trump a year ago. In fact, back in August 2015, according to an article in Inside Higher Education, Mr. Trump had expressed his support for international students, who are here in the U.S. legally on student visas. He supported the program which allows the international students to remain in the country after graduation for an extended period in order to work. Here is what he tweeted about his feelings on this subject last year:

“When foreigners attend our great colleges and want to stay in the U.S., they should not be thrown out of our country.”

“I want talented people to come into this country — to work hard and to become citizens. Silicon Valley needs engineers, etc.”

Though his tweets of 2015 may be heartening and in line with my fellow NAFSAns, Mr. Trump’s support for international students has waivered and completely changed as evidenced by his new position on the subject. According to a March 2016 report by the Chicago Tribune: “If elected president, Donald Trump has pledged to scrap a work visa program that brings 300,000 student workers each year to the U.S. Among the businesses that would be forced to stop hiring foreign labor: Trump’s own.”  This pretty much goes against his 2015 tweet of “I want talented people to come into this country–to work hard and to become citizens.”

Obviously the anti-immigrant and international student rhetoric has been heard loud and clear around the world. The U.S., once the beacon of higher education, is being looked at with ambivalence by those seeking to study here if Mr. Trump is the next President. According to a recent article in The Chronicle of Higher Education: “Sixty percent of prospective international students say they would be less likely to study at an American college if Donald J. Trump was elected president.”

Since we are living in a capitalist market economy, and Mr. Trump is all about helping the average American have a slice of the proverbial pie, it’s worth noting that before we toss the international students out with the baby and the bathwater, according to the U.S. Department of Commerce as reported by the Institute of International Education (IIE): “International students contributed more than $30.5 billion to the U.S. economy.” Let me repeat this number: $30.5 BILLION! That’s not some small chunk of change my friends, but a hefty sum of economic windfall which means that not only do our schools and colleges benefit, but so do all the services in the periphery. Think about the students who need to rent apartments and furniture, buy cars, purchase insurance, shop for clothes and school supplies, eat at restaurants, buy tickets to shows, concerts, movies, train/airplane/bus/metro, buy groceries, and the list goes on. Think about all the Americans this economic windfall helps by keeping them off the unemployment line and the government subsidies since they’ll have jobs. Why would a Presidential candidate want to put already employed people out of work? That’s what will happen if we turn away people from our land who want to come here to study. It doesn’t make sense, does it?  And guess what friends, while we wallow in self pity and blame the “other” for whatever economic straits we find ourselves in and close borders and build walls, our counterparts in the UK, Canada, Australia, Germany, Scandinavia, Russia and even China and a slew of other countries which are offering degree programs in English and tempt internationals with free tuition are salivating at the bits to grab hold of the international student market which until now has favored the U.S. as its number one destination.

It is so painfully shortsighted to think the way Mr. Trump and his supporters are thinking. If I nod my head in bewilderment at the sheer idiocy of this mindset, I’ll soon have to resort to using a neck brace. Best way to end this rant is with an old saying ‘don’t bite the hand that feeds you,’ or, how about another old favorite: ‘if it ain’t broke, don’t fix it!’

Sources:

http://www.iie.org/Research-and-Publications/Open-Doors/Data/Economic-Impact-of-International-Students#.V1jZqVclcdU

https://www.insidehighered.com/news/2015/08/21/republican-presidential-candidate-and-immigration-hardliner-donald-trump-sends

http://www.chicagotribune.com/news/nationworld/politics/ct-donald-trump-student-visa-20160314-story.html

http://chronicle.com/article/A-Trump-Presidency-Could-Keep/236662

Frustrated
Frustrated Evaluator
Guest Blogger

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June 3, 2016 · 2:09 am

Dispatches from NAFSA 2016 Denver, Colorado

June 2nd, 2016

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The 2016 NAFSA: Association of International Educators’ annual conference was held in Denver, CO from May 29 – June 3. I was told that this year the conference had about 9,300 attendees which is a lower than last year’s 10,000 plus that was held in Boston, MA.  But, this still is a healthy turnout considering it is next to impossible to run into the same person twice given the scale and scope of the venue.

Barely twenty minutes into my arrival in Denver four nights earlier, and I learn my uber driver is from Eritrea. He’d first told me he was from Africa but I asked him which country. He then told me he is helping his sister, a high school graduate in Eritrea, to come and study in the U.S.  This of course prompted me to tell him about ACEI and our international credential evaluation service. I gave him my card to pass onto her. He was so happy that I knew of his country and could be of help. Made me equally happy.

I spent my first official day at NAFSA with a visit to the exhibit hall known as the International Education Expo. The large hall was a vibrant hub of more than 400 institutions, service and technology providers, and suppliers from around the globe. It felt like being at a World Fair, and in a way it was; a world fair focused on education. Clearly the message that this conference invokes is that by providing and encouraging study abroad opportunities and supporting services we are not only helping open the minds and hearts, but building bridges and breaking down prejudices.

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The International Education Expo, NAFSA 2016, Denver, CO

The conference’s opening plenary address was given by David Brooks, the op-ed columnist for the New York Times. As a senior fellow at the Yale University Jackson Institute for Global Affairs, Brooks often focuses on topics connected with higher education and international affairs. Unfortunately, I was unable to attend his address but heart it was inspiring.

The Wednesday, June 1st Plenary address was given by Bryan Stevenson who is recognized as a visionary legal scholar, advocate, and champion for social justice. He is the founder and executive director of the Equal Justice Initiative, an organization committed to fair and just treatment for all people in the U.S. legal system. A quote from Stevenson’s address that I jotted down was that “we must do uncomfortable things to change the world through education.” If we want to see change, we need to get out of our comfort zone.

The Thursday, June 2nd Plenary address was given by Gayle Tzemach Lemmon, a journalist and author who focuses on the evolving roles of women throughout the world. She is a senior fellow at the Council of Foreign Relations and writes frequently about empowering women in developing countries through economic investment.  A couple of quotes that are worth noting and remembering from her address include: “What binds us is more important than what divides us” and “education is the great leader…all of a sudden you’re in a world where there is no difference between you and them.” Couldn’t agree more.

One way to participate in NAFSA, besides an attendee, or as an exhibitor, is to be a presenter. I was fortunate to have been part of two presentations: 1) Credentials Fraud and Diploma Mills – A Global and Growing Problem, which I co-presented with Drew Feder from Credentials Consultants, in Houston, TX and 2) Fighting Back Against Misconduct in the Academic Space which I co-presented with Teresa Axe and Michelle Hampton of Education Testing Services (ETS), Princeton, NJ, and Jonathan Burdick from the University of Rochester, NY. Both sessions were well received with great questions from the audience. The session I presented on Credentials Fraud and Diploma Mills had more than 100 attendees and the room was filled to capacity, so much so that people were being turned away. Clearly, Credential Fraud and Diploma Mills are a hot and timely topic, as more and more bogus institutions continue to pop up offering fake degrees for a price duping the public. For those who may have missed the presentation and those who attended and interested to have a free copy of our PowerPoint, please go this link on our website.

Besides the wonderful and inspiring plenary speakers, NAFSA conference program offered a plethora of sessions making it next to impossible to see and hear everything. If only we could clone ourselves and be at more than one session at the same time!

All and all, the NAFSA annual national conference is a great way to establish new partnerships, participate in networking opportunities, learn something new (even for us old-timers) and most importantly reconnect with friends/colleagues you’ve known for many years. The opportunity of seeing colleagues face-to-face whom throughout the year you engage with by Skype/phone/ email, text and social media is priceless and what makes the conference worthwhile and memorable.

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L-R: Robert Watkins, UT Austin, Jasmin Saidi-Kuehnert, ACEI, William Paver, FCES, Zepur Solakian, CGACC, Kirstin Baker, GPS.
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L-R: Jackie Chu, University of New Haven, Solakian, CGACC, Madjid Niroumand, OCC

It’s time to say goodbye to NAFSA and Denver and head back to Los Angeles. The good news is, next year, the conference will be in Los Angeles, our very own backyard!

jasmin_2015
Jasmin Saidi-Kuehnert is the President and CEO of the Academic Credentials Evaluation Institute (ACEI).

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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March 25, 2016 · 5:11 am

Brussels: Impact of Terror Threats on Studying Abroad

March, 24th 2016

flag-belgium-XL

Recent news of the terrorist bombings at the airport and subway in Brussels have justifiably raised safety and security concerns in American parents and their children studying abroad. Reading the news headlines and listening to reports on the radio and television with minute by minute updates do accelerate anxiety and a sense of vulnerability in anyone who travels, has loved ones traveling and studying overseas. We even sense the level of anxiety increasing here in our own towns and cities, yet we must never lose sight of our own inner strength and resolve to not cower and succumb to fear but to continue with our lives.

One thing that threats from terrorism do to our psyche is to react by taking actions that actually end up alienate us from our international partners. When it comes to education, the one thing we should commit to bolster rather than eliminate, is to continue our support and encouragement of study abroad programs. We need our young to travel and see the world beyond ours, expose them to the diverse cultures and peoples which will help them be good ambassadors of our country and return with a broader and better understanding of those living outside our borders. Our institutions of higher education need to be beacons of learning where qualified candidates from different corners of the world can pursue their academic dreams so they too can return to their home countries with a better understanding of the U.S.

We cannot build walls. How high does the wall have to be to keep the Internet out? We are not living in a time of moats and high walls to protect our domains. We cannot, in the 21st century employ primitive techniques of the 13th century. We will not succeed. We will, however, through our steadfast commitment to improving our education systems and programs that foster student exchange be able to overcome bigotry, distrust and xenophobia.

Helpful links:

Quinnipiac Students From Mass. Run To Safety After Brussels Airport Blasts

Following Brussels Attack, U.S. Universities Reach Out To Students Abroad

jasmin_2015
Jasmin Saidi-Kuehnert is the President and CEO of the Academic Credentials Evaluation Institute (ACEI).

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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February 13, 2016 · 2:19 am

A (frustrated) American student in Germany

February 12th, 2016

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In this week’s blog, our study abroad student, Clayton Winston Johans, continues sharing his experience and frustration as he tries to get accepted into a university in Germany.

Keine Worte

After much delay I finally received the news I didn’t want to hear. Yes, the infamous quote of “No we have not received your transcripts” echoed from the loudspeaker on my cell phone.  If you are an international student or are planning to be these are words of dread. I reassured the admissions representative that over a week and half ago I received confirmation of receiving my transcripts with a signature of receipt by a school official. I even explained that I had emailed this confirmation but of course had not heard back any response. After a quick and succinct relay of questions and answers from the admissions office who has been handling my file at the school, I was instructed to resend my email that had the aforementioned confirmation. That night I double checked the emails I had sent and of course I was in the right and had provided all the accurate information to the school admissions office. A week goes by and no response addressing my resent confirmation email. I decided best to speak to the person in charge, so I called and was confronted with a messaging service to which I left two voice messages regarding my case. Another week starts to pass me by and I am all the while wondering as to why I am not getting a simple response to my email; even an acknowledgement of the communication would have calmed my nerves.

I wait another day and I call the international student office, whose staff has been completely helpful during this entire procedure and they explained that they will contact the individual responsible for school admission directly and that I would hear back from them the following day. At this point I thought, I’ve heard this all before, so long for my adventure, my future European education was coming to a halt even before it started, as my expectations were completely shattered.

The following night, I was headed to sleep and decided to check my emails once more. Lo and behold an email had been sent to me, not in the evening of course but had arrived in the inbox midday and somehow had been overlooked. Words of relief! “We have in fact received your emails and you will be contacted for an interview by our staff once the professors have reviewed your application and academic records.” (At this particular university the professors of the desired department gather and review the student’s records together and request a time from the future student to present to them their portfolio). I am now to wait further for the anticipated date to which I shall finally have my acceptance answer.

I have to say this admissions procedure is like climbing a ladder, every other rung breaks from under you but you are still able to move forward. Strange analogy I know, but this is a strange process to a stranger in a strange land.

That’s all for now, until next time!

Clayton

Clayton Winston Johans

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January 22, 2016 · 2:28 am

China and Fraud…an On-going Problem

01/21/16

chinafraud

In a recent article in The Boston Globe the spotlight was back on China and the “wave of admissions fraud striking U.S. schools.” The issue of fraudulent transcripts from China is not new to those of us involved in the evaluation of international academic credentials. I still remember one of my colleagues, a senior evaluator at ACEI, who had traveled to Beijing several years ago and had first hand eye witness experience with fraud. She had visited a bookstore in Beijing and when she used its back door to exist into the alley she had come face to face with a vendor who had on display a wide range of blank diplomas and transcripts bearing the names of known Chinese universities. For a fee, a person could purchase a Bachelor’s, Master’s, or a Doctorate, in a major of their choosing from Beijing University or Shanghai University and present said document to prospective employer or unsuspecting college admissions officer overseas. I can still hear how flabbergasted my colleague was from the tone of her email. She couldn’t believe her eyes that this was happening in public and in broad daylight.

When it comes to college admission, falsifications of documents from China covers everything that plays a part in the U.S. institution’s decision process, starting with paying someone else to complete the application and essay, to fraudulent letters of recommendation, financial statements, passports, SAT and English language proficiency test scores, to academic transcripts and diplomas/degrees. It is, therefore, unfortunate and an occupational hazard but we cannot not speak of Chinese educational credentials without having our dander up and be suspicious of their authenticity.

When it comes to academic documents, especially those from China, it is more of a case of guilty before proven innocent. At the moment, the one approach most of us involved in credential evaluations, at least those of us who work for companies that are approved and endorsed by the Association of International Credential Evaluators, require our Chinese students to first have their academic documents verified by either one of the following 2 non-governmental Ministry of Education designated entities in China: China Academic Degrees and Graduate Education Development Center (CDGDC) and China Higher Education Students Information and Career Center (CHESICC).  This step in our evaluation process has proven very effective.  (Just to be sure, in case you’re wondering, we don’t receive any fees or royalties from these entities.) Those students who have nothing to hide, contact either one of these entities, depending on the type of verification required and request to have their verified academic documents sent directly to our company. And then there are those who put up a big fuss, claiming it to be an inconvenience and costly (yes, the CDGDC and CHESICC do charge the student a fee for the verification). The bigger fuss they make, the more insistent we are in the verification. If there is no problem with their documents, then obtaining the verification should be a piece of cake.

We recently had an applicant from China who submitted photocopies (not original or official) of his academic transcripts and refused to go through the CDGDC for the verification.  As a rule, we do not accept just photocopies of academic documents for evaluation from anyone and anywhere. This individual was incredulous and did not want to have his documents verified and even accused us of being ‘unethical,’ which is an interesting twist on using reverse psychology to win a point.

According to the article in The Boston Globe: “Justice Department officials (in the U.S.) in  May (2015) charged 15 Chinese, including a Northeastern University student, in a testing scheme in which some students paid others as much as $6,000 each to take their SAT and English proficiency tests. Students in China ordered fake passports and sent them to co-conspirators in Pennsylvania, who took their exams.” The article continues: “More than 8,000 Chinese students were expelled from US universities in 2014, according to a report by WholeRen Education, a Pittsburg-based education consultancy). Around 80 percent of the cases involved poor grades or cheating.”

Bottom line is, given that the U.S. continues to be the preferred destination for Chinese students for study, cheating on their U.S. college applications and transcripts will prevail. U.S. schools need not be blinded by full-paying international students, especially from China to boost their budgets. If all U.S. schools implement a strict verification policy, they not only benefit from capitalizing on the international student but also enjoy the peace of mind that their admission decision was based on bona fide and legitimate documents.


The Frustrated Evaluator
www.acei1.com

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December 18, 2015 · 2:48 am

Bier, Buchs, and Bureaucracy: The journey of an American International student in Germany

12/17/15

Germany_121715

Guten Morgen meine freunds!

It has been a week and a day since I arrived in the Old World and my experience thus far has definitely been an interesting one.

Jet lag is still taking its toll, but slowly and surely I’m adjusting. The weather here is surprisingly pleasant, no thanks to rising global temperatures. Albeit, it is nice to arrive in a place in which winter has usually an oppressively bitter hold on daily life. But on average, the sun is out and there is no sign of snow or ice anywhere. People are out and about riding bikes or walking to work.

Over the course of the week, I have seen several refugee families and many refugee housing developments; usually reissued shipping containers for functional modular construction which are sprouting all around the city. Cool thing is, the German government wants integration, so they don’t make a “ghetto” and instead place all of the refugees in one or two parts of the city. The refugee housing developments are interspersed so as to minimize segregation. Seeing this really puts things in perspective for me. Here I am, a white American male, not bringing with me any heart-held entitlement but with the privilege and choice to immigrate to this country just because I want to better my education. I find myself stressing over the ordeals of travel and applying online to a school and taking for granted my situation. But it all goes away when you see how other people struggle just to live, and how people reach out to help one another in times of incredible crisis.

The other day I rode my bike along the river for about 15 minutes to the art school to which I am applying. I had been having trouble online with my application form, and found that a technical error was hindering my application process so I thought it best to consult a school official on the matter. Once inside the remodeled industrial harbor side warehouse that now housed the education institution, I had to figure out who the heck I was supposed to speak with in regards to several questions I had and my troubles with the online error. When I found the International Student Office, I was able to speak with an extremely helpful representative who informed me what to do and whom to speak with. I was referred to the school’s Registrar’s Office. Imagine that! A school problem? Go to the school Registrar. Why didn’t I think of this?! I must have been so flustered by the process itself that it slipped my mind. So I thanked and said farewell to the International Student Officer, took the elevator to the 3rd floor and walked down the hall to the Registrar’s office. Of course, the Registrar wasn’t in her office until 15:00 PM (3:00pm) that day and at the moment it was 11:30.  I took the phone number down and I rode home with intent to call and get my answers over the telephone.

When I got home from the school I called the registrar. I’ve never heard of such a Registrar in the US education system who tackles so many student and personal issues. Obviously there is a different understanding in both the job description and probably definition of “Registrar” here in Germany as opposed to the US. I say this because the registrar helped me with everything. I was all questions and she was all answers.

Now that my application error has been cleared up, I have successfully submitted my application and await an acceptance notice from the school. Once I received word that my application has been processed, I will have to have my transcripts from the US sent to school in Germany. As this procedure continues, I marvel at how lax it all seems to be. I have come here with the American mind set of “Let’s get everything done quickly and promptly” so as to ensure I get a spot in the semester come 2016. My hasty-anxious mindset has been repeatedly confronted and suppressed by a more relaxed and calm outlook presented by all of the school officials I have henceforth interacted with. It’s quite amazing, and as time goes on I think it’s this slow, “everything in time and in its place if you will,” attitude that is indicative of the surrounding cultural aura.

After submitting the application, I received an automatic reply thanking me for my interest and my time invested in the application process and an assurance that I will be contacted by school officials on the status of my application as soon as possible.

Sigh of relief.

All I am waiting for now is for the print shop to finish printing my some images for my portfolio and a response from the school before the end of the month.

At this point I think I it is safe to say that I am slowly starting to embrace this calm and stable mindset when it comes to handling the many more trials to come in my education adventures.

That’s all for now folks,

Bis Bald!

Clayton

Clayton Winston Johans

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September 25, 2015 · 1:25 pm

Ich Bin Ein Berliner!

September 25th, 2015

Berlin

In the words of JFK, soon I too will be commiserating alongside other acquainted European peers as I venture forth into the red taped lined world of international student admission in Deutschland.

It wasn’t long ago, that after dropping out of one of the world’s and certainly the United States’ most prestigious art school, that my 23 year old self decided to continue my education elsewhere; however, “Wo konnte ich gehen?” (where could I go ?)

As a privileged child, I’ve visited Europe with my family, more than once. Germany was the home country of my step father, so it was naturally the country we most frequented. As I grew older I began to take interest in modern German culture specifically in how they approached education. German men and women my age that I came across or got to know,  all seemed to display such remarkable intelligence and demonstrated  a natural sociable aptitude when it came to having a discussion (regardless of personal opinions). These interactions shocked me, for back home many of my peers, even those who were private schooled or cum-laude grads showed the complete opposite; or were completely inept to the art of discussion. Perhaps this could be blamed on the lack of interest on the subject that most of my peers in US seem to have when it comes to any subject not directly related to media supplied entertainment. Maybe this is not a disinterest but, just really an inability to combine or blend different ideas together during conversation. Usually when this problem arises, it prompts one word retorts, shrugging off a particular question or worse, the immediate loss of attention followed by a blank stare into the netherworld. This incapacity and lack of conversational skill may be due to another reason all together; being that the ability to converse is not one reinforced or mandated to any level or degree of significance throughout one’s education in the U.S, beyond basic collegiate graduate requirements per the major or avenue of study.  



It seems as though our German counter parts have been ingrained with this art of discussion. In Germany, the art of exchanging of ideas if you will has been preserved, supported and nurtured throughout the years of early childhood — university education. I became intrigued and concluded should I continue my schooling, that it take place in an environment founded on the basis of exchanging ideas, in all its forms. I mean, that is the basis of learning is it not?

After years of debating on which road to take and which study paths I should venture down, I settled on applying to a small university of fine arts in northern Germany. Now as many of you may know, that getting an education in Europe or acquiring healthcare is free right? Wrong. Educational institutions operated and overseen by the state or federal government in Germany, for the most part cost German nationals $0.00. However private schools, just as in the USA, have the right to charge students how they want to, so long as those prices fall under the strict regulations set in place by the German Federal Government. Luckily for me this fine art university, however miniscule its fame or how peacefully quiet the campus may be at any given time, is not a private but a public university (funded by the state). Check out this link for more information International Students in Germany (scroll down to #4).

During my initial research into the institution I was startled to discover that the price per semester for international students was under $200. I was astonished. Previously, here in the U.S. I started to pursue my education in the arts and not even 2 years into the university’s program I was already over $30,000 in debt. Seeing the cost of this tiny fine-arts school in Germany, you can imagine that I was quite cynical and I must have overlooked the fine print. To my amazement, there was no fine print! I was now entirely motivated to get the ball rolling and get a head start in the application process.

October 2014, I contacted the university and followed their online instructions for the application process. After a month and some weeks, post application submission and not hearing back from the school I sent an email to the head of international admissions office regarding confirmation of my application. Within a week I got a response and it was brought to my attention that the university did not offer application process so far in advanced. “What?” I exclaimed. I was amazed. For have you know, the higher-education system’s admission process in the United States is an arduous, pre-planned, year in advanced procedure filled with back and forth emails, letters and phone calls (often started during high school). I then entered into a more detailed dialogue with the international office and they further explained that they only accept applications and transcripts for admission two months prior to the beginning of the scheduled semester date. TWO MONTHS PRIOR! Are you joking!? When asked about my recent application submission, the university said that their online system did not have the 2015 school year application available as the Spring semester was too far off in the future.

Well now it’s September 2015, I sit here before you readers finishing this entry. I have my flight ticket to Germany, all of my educational documentation in order and quite the portfolio to boot, I can sincerely say I’m looking forward to applying this spring.

I will keep you posted as the process continues!

Clayton

Clayton Johans – When Clayton is not at his desk drawing and painting, he assumes his alter ego as a Barbarian Philosopher who enjoys researching historical events, reading comic books, pumping iron and hiking the hills and valleys of southern California. castorodesign@gmail.com

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August 28, 2015 · 2:05 am

Many Languages, One World

August 27th, 2015

OLOW
Winners of the Many Languages, One world International Student Essay Contest

The opportunity to give a speech at the UN General Assembly was preceded by my participation in the essay contest “Many Languages, One World,” organized by ELS Educational Services, Inc. and United Nations Academic Impact (UNAI). The competition implied two stages, initially we wrote an essay in one of the six UN official languages ​​(English, French, Spanish, Arabic, Russian, Chinese). I wrote my essay in French which in my opinion is one of the most beautiful and melodious languages that inspires me; a language I studied for 12 years at high school. As a result, competitors, shortlisted for the written paper, were invited to a Skype interview with project organizers to demonstrate language proficiency. I was interviewed by Ms. Kathleen Stein-Smith, Chair of the American Association of Teachers of French (AATF) Commission on Advocacy. Overcoming successfully the two stages of the competition, I have been selected as one of the 70 winners of the Many Languages, One World International Student Essay Contest and Global Youth Forum from over 3500 students who initially participated in the contest. Thus, began one of the most unique and beautiful experiences of my life.

OLOW_2
Author of this blog: Daniela Moisei speaking at the UN

I traveled to the United States for the first time and the purpose of the visit was quite impressive, to attend the Many Languages, One World Global Youth Forum at Adelphi University in Garden City, from July 20-26, 2015 and to speak at the General Assembly of the United Nations. My experience in the US started great! At the passport control, explaining the purpose of the visit to the officer, he exclaimed: “Wow, good luck, Daniela!” So, the first impression was very nice and gave me courage. Then, I enjoyed the most wonderful days with the 70 winners of MLOW contest, young activists, leaders of their countries, students of various fields and specializations. We shared experience and inspired each other.

The program was full of interesting activities and interactive discussions in working groups led by facilitators. The week culminated on July 24 with our speeches at the UN! At UN headquarters, emotions overwhelmed me, everything seemed like a dream. Huge hall where the assembly is held, simultaneous interpreters, officials seated at their desks… like scenes from movies. I tried to catch every second of those important moments. My speech, presented in French, reflected the goal number 16 of the United Nations Post-2015 Sustainable Development Agenda: Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels. I mentioned the importance of freedom, peace and security, respect for all and international cooperation. Good governance and the rule of law at the national and international levels are essential for sustained, inclusive and equitable economic growth, sustainable development and the eradication of poverty. Also, I proposed to promote a culture of peace, and peace education in schools to understand the process of acquiring the values and developing the attitudes, skills, and behaviors to live in harmony with oneself, with others and with the natural environment. In this way, educational institutions will contribute to the formation of a set of values ​​to the younger generation. I am glad that my speech was appreciated by the officials of the General Assembly, who congratulated me.

I spent a week in New York. Being caught in the preparations for the speech and activities of the Global Youth Forum, I enjoyed the beauty and immensity of this city only two days. Nevertheless, I admired the most important tourist attractions like the Statue of Liberty, Empire State Building, Times Square, the American Museum of Natural History, 9/11 Memorial. Therefore, I want to return to this US metropolis and discover the most important financial city in the world. There, I realized the saying “Time is money”, because, actually, New York never sleeps.

OLOW_3
Daniela in NYC

In conclusion, I would like to thank the organizers for this amazing opportunity and to transmit a big hug to my colleagues, I miss them! I realized that when you want something, all the Universe conspires in helping you to achieve it. “

A short fragment of my speech in French: “ La paix n’est pas l’absence de guerre, c’est une vertu, un état d’esprit, une volonté de bienveillance, de confiance, de justice. À mon avis, il ne peut y avoir de paix sans développement, ni de développement sans paix. Nous ne pouvons pas éliminer la pauvreté, ni atteindre un développement durable sans traiter les conflits et l’insécurité: d’importants écarts de performance. La paix entre les nations est l’objectif de nombreuse ONG, associations pacifistes et organisations internationaux comme L’ONU. La paix, la justice et une gouvernance efficace sont les catalyseurs du développement. Tous les États devront réduire les risques de conflit et d’insécurité en promouvant la réduction de la corruption, l’égalité d’accès à la justice et à la sécurité et la participation de tous les groupes sociaux à la vie politique. Selon moi, la diplomatie et la coopération internationale sont les instruments de la paix dans le monde et le moyen le plus efficace pour combattre le racisme, la xénophobie et l’intolérance. Il faut considérer et suivre les mots de Mère Teresa: “La paix commence avec un sourire, faites-le pour la paix!”.

Daniela

Daniela Moisei is from Moldova and graduated with a bachelor’s degree in Finance & Banking from the Academy of Economic Studies of Moldova. She has been a radio presenter at Moldova’s national radio station for the past 5 years. She is President of the Students Council, coordinator of the project: “Students today, business women tomorrow,” a school for young entrepreneurs and volunteers of the International Center “La Strada”, aimed at combating human trafficking, and of the NGO “Youth for Right to Live”. In the future, Daniela plans to complete her master’s degree, and would like to work in a capacity that fosters connections between Moldova and the rest of the world. “My hobby is reading, it relaxes me, encourages me to think and expands my horizons.” moisei.daniela@gmail.com

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