Tag Archives: higher education

5 Fast Facts on Recent Reforms in Higher Education in China

March 10th, 2016

china_flag

On January 8, 2015, The Academic Degree and State Council of the Ministry of Education put to law the Degree (2015) No. 18, also known as the “Degree and Degree-Granting Information Management Approach.” This law directly affects the role of the State in the granting of the degrees by academic institutions throughout China.

The law is set to support institutional autonomy by allowing institutions of higher education to grant their own degrees. As of January 1, 2016, the State in China will no longer issue university degrees. However, centralization of all certificate date will continue to be managed by the Academic Degree Committee of the State Council.

Here are a few facts on the new law concerning the autonomy granted to institutions of higher education and their degree-granting authority:

1. Each institution has the freedom to design its own degree template, however, the information to be presented on the degrees must be in conformance with the law to include all the following:

Name
 Gender
 Color photo with embossed stamp of awarding institution
• Discipline or professional degree category
• Degree-granting institution name
 Certificate number (16 digit number where the first five digits are the institution code, the sixth is the degree level [ e.g. doctor is 2, master’s is 3, bachelor’s is 4], digits seven to ten are the degree year [e.g. 2016], and the last six digits are unique to the certificate holder)
• Signature of chairman of degree-granting institution

2. Some institutions have published the templates of their degrees but many have not published them yet are still having open voting from February-March 2016.

a. Sample Degree Templates from Capital University of Economics and Business:

china_degree_1
Capital University of Economics and Business

b. Sample Degree Templates from Zhejiang University  (http://www.zju.edu.cn/c1429839/content_2843290.html )

I. Bachelor Degree

china_degree_2

china_degree_3

II. Master

china_degree_4

china_degree_5

III. Doctorate

china_degree_6

china_degree_7

3. Photos on diplomas must be in color (it’s mandated).

4. Even if an institution issued a degree certificate in English, it is essential that the Chinese version as issued by the institution be provided.

5. The recent changes don’t change the dual qualification framework where we still need to see the Degree Certificate and Graduation Certificate.

Alan

Alan Saidi  Senior Vice-President & COO

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The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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15 Facts on Impending Closures of 40% of Universities in Russia

April 23rd, 2015

russia

According to a recent report by University World News Global Education, the Russian Ministry of Education and Science has announced that it will be closing a number of its universities and university branches by the end of 2016. These institutions are being shut down as part of a federal plan the Russian government has implemented for the development of education during 2016 to 2020. The government’s plan is to establish strong federal universities located in the 10 different regions in Russia.

Here are some highlights on these planned cuts:

1. At present, according to data from the Ministry, there are 593 state and 486 private institutions

2. According to date from the Ministry, the state universities have 1,376 branches and the private universities have 682.

3. Seven million students are attending state and private universities.

4. Two million of the students benefit from state-funded education which is about US$3,500 per student.

5. Number of Russian universities will be reduced by 40% by the end of 2016

6. Number of Russian university branches will be reduced by 80% by the end of 2016.

7. According to Dmitry Livanov, Russian Minister of Education and Science, the number of universities since the collapse of the USSR has increased extensively, especially in the number of private universities, as compared to the USSR period. He is quoted in the University World News Global Education as saying: “Unfortunately, the results of our monitoring showed that the quality of education provided by some of them is very poor.”

8. On March, 2016 the Ministry began conducting quality checks of the universities. Results are due on May 30, 2015.

9. Up to 100 universities will be subject to quality assessments within the new few months.

10. Majority of closures will affect private universities that have been determined to provide poor standards of education.

11. The cuts will also affect some state-owned universities.

12. Some of the closed universities, including their faculty and infrastructure, may be absorbed by other universities that are found eligible to continue their operations.

13. Faculty from the national universities have been promised by the Russian government that their salaries will not be cut and the same provision will apply to scholarships.

14. 53.5% of Russians have university degrees, yet, many Russian students, teachers and employers are dissatisfied with the quality of higher education in the country.

15. According to Education Minister Livanov, some of the institutions on the chopping block behaved as “offices for the sale of certificates that do not have an established training process and qualified teachers.”

Please stay tuned as we await the results of the Ministry’s quality checks mid to late this year.

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The Academic Credentials Evaluation Institute, Inc. (ACEI), was founded in 1994 and is based in Los Angeles, CA, USA. ACEI provides a number of services that include evaluations of international academic credentials for U.S. educational equivalence, translation, verification, and professional training programs. ACEI is a Charter and Endorsed Member of the Association of International Credential Evaluators. For more information, visit www.acei-global.org.

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BA and BS Degrees: Similarities and Differences

March 5th, 2015

Graduation_Cap

One of the questions we frequently hear from our international student applicants, who’re having their transcripts evaluated by us, is on the difference between the Bachelor of Arts (BA) and the Bachelor of Science (BS) degrees. Students entering a four-year college here in the US expect to graduate with a bachelor’s degree, but they might not know which type of bachelor’s degree to select. Colleges typically offer both BA and BS degrees for many of their majors, and you should expect different experiences based on which program you choose to pursue. With the right research and an understanding of each degree, you can combine your interest in a major with the selection of courses that best fit your needs.

Similarities

Before embarking on defining the differences between the BA and BS degrees, let’s look at the similarities they share. Both a B.A. and B.S. degree require the completion of a four- or five-year undergraduate curriculum, depending on the college and major. Both are considered equivalent bachelor’s degrees for academic purposes, and both require a number of courses in your chosen field to qualify you for the degree. Whether you choose a B.A. or B.S., your primary focus will be courses in your major. Though the B.A. is often thought of as a liberal arts degree, some universities offer B.S. programs in liberal arts, B.A. programs in technical or scientific fields, and other such variations, so your chosen path may not necessarily determine which degree you should pursue.

How are the degrees different?

The curriculum for the B.S. degree is generally focused on preparing the student for the technical and practical career aspects of their chosen field. The B.A. degree, on the other hand, offers some flexibility by allowing for electives and courses outside of the major. The B.A. also often requires core courses, such as foreign language or English classes, to ensure an expansive education regardless of the student’s focus. In essence, if you are looking for a more wide-ranging college experience, consider the B.A.; if you want more concentrated training in a technical career path, the B.S. is better suited to meet your needs.

What careers opportunities are best suited for the BA and BS?

Both B.A. and B.S. degrees will assist students along whatever career path they choose, but the skills obtained from each can differ slightly. A student with a B.A. acquires communications and language skills, which can be a good fit for careers such as administration, education, editing, or marketing. A student with a B.S. degree will have received specialized training that can lead directly to work in fields such as engineering or other math and science-based professions. However, with either degree, you can choose to pursue higher education at the graduate level in a master’s or doctoral program.

In summary, what are the biggest differences between the two degrees?

The BS is more focused and concentrated in scientific and technical aspects of the field of specialty. It also provides little room for the student to explore other disciplines via the use of free electives. The BA is for students who want to have a broader curriculum and be less specialized. They take fewer courses in their area of specialty but have a stronger liberal arts education and can take more free electives which enables them have double majors, minors, and/or certificate programs in other disciplines.

Anything else?

Yes! There are more than 3000 colleges and universities in the U.S. and the specific requirements and opportunities for the BA and BS degree programs vary among them. It is strongly advised that you check the college websites to find any unique differences between specific degrees before choosing which degree to pursue.

ACEI

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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Advanced Business Management Concepts: Helping Integrate Iran into the Global World Economy

December 18th, 2014

iranbschool

The 1979 Iranian Revolution caused an exodus of its people who left the country in search of safer havens. You can say that the Iranian Revolution helped globalize Iranians by creating a large diaspora scattered throughout different continents. According to various sources, in 2010, there were an estimated four to five million Iranians living abroad, mostly in North America, Europe, Persian Gulf States, Turkey, Australia and the broader Middle East. Their combined net worth is estimated at $1.3 trillion (2006 est.)

In 2000, the Iran Press Service reported that Iranian expatriates had invested between $200 and $400 billion in the United States, Europe, and China, but almost nothing in Iran. One Iranian has chosen to return to Iran and invest in the country. Recognizing mismanagement as Iran’s curse at both the private and public sectors, an Iranian expatriate, Rouzbeh Pirouz, decided to do something about it in 2007 and conceived the Iranian Business School (IBS), a graduate institution in Tehran, Iran, focused on teaching Iranians advanced business management concepts.

IBS started offering classes in 2010 and already hundreds of Iranian men and women have enrolled and attended classes. In cooperation with Aalto University in Helsinki, Finland, IBS is offering an Executive MBA (EMBA) program.

On Oct. 4, 2013, the IBS received an Office of Foreign Assets Control license from the U.S. government allowing it to raise funds as a charity in the United States and to bring American faculty to teach in Tehran and pay them.

Admission to IBS requires the Karshenasi (undergraduate degree equivalent to the US Bachelor’s), five years of work experience and English language proficiency. TOEFL and IELTS test scores may be required of those who had completed their previous studies at a non-English speaking institution.

Classes at IBS are structured to include lectures, seminars, case studies and interactive simulations highlighting the challenges of managing business in Iran. International experts, mainly prominent Iranian-origin academics, will work closely with the local faculty. Programs at IBS are bilingual: Persian (Farsi) and English.

Mr. Pirouz believes that isolating Iran only helps the hard-liners and not the people. According to Mr. Pirouz: “An Iran integrated in the global economy, with a growing private sector, will be good for Iran and the world.” He hopes that IBS will help promote this vision through its cohorts of graduates and help from the Iranian diaspora.

Jasmin Saidi-Kuehnert
Jasmin Saidi-Kuehnert
President & CEO, ACEI

ACEI

http://www.acei-global.org

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Education and Experience: A Healthy Partnership

October 10th, 2013

eduexperience

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

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

3) Recordings/Publications:
-Context
-Publisher

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
www.acei1.com

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Top 10 States in the U.S. for International Students

May 23, 2013

“I never truly understood myself until I met the other. I never truly met the other until I got past myself. What are time and distance, but bridges to be crossed on my journey to meet the other, and in so doing, find myself?” ~Unknown

International education, whether it is a globalization of academic curriculum or student exchange or both, is important as it forces necessary introspection at the same time it engages the other. We can say “international education” serves as a “bridge” between countries and cultures. Countries may not enjoy good diplomatic relations, people of different religious beliefs may not understand one another, and people speaking different languages may not be able to communicate, but international education promotes cross-cultural understanding when students from different parts of the world work together on a project, share dorm rooms, study or conduct research together. Their different customs, tradition, religious beliefs, political affiliations and different languages are bridged through educational endeavors. The importance of international education goes far beyond the individual…it is citizen diplomacy at its best.

International education is also good for the economy. If you didn’t know this already, it goes without saying that international student exchange contributed an estimated $22.7 billion to the U.S. economy in fiscal year 2011-2012. According to the Open Doors Data – Institute of International Education: “Higher education is among the United States’ top service sector exports, as international students provide revenue to the U.S. economy and individual host states for living expenses, including room and board, books and supplies, transportation, health insurance, support for accompanying family members, and other miscellaneous items.”

Here are the top 10 States in the U.S. and the estimated revenue contributed to each state’s economy in the 2011-12 academic year:

1. California $3.215 billion
California
Source: http://www.mybackgrounds.com

2. New York $2.59 billion
New_York
Source: http://www.guardnow.com

3. Texas $1.356 billion
Texas
Source: http://www.blueprep.com

4. Massachusetts $1.49 billion
Massachusetts
Source: http://www.wallpaper.com

5. Illinois $1.004 billion
Illinois
Source: http://www.destination360.cpm

6. Pennsylvania $1.077 billion
Pennsylvania
Source: http://www.citywallpapers.com

7. Florida $935.7 billion
Florida
Source: http://www.destination360.com

8. Ohio $717.0 million
Ohio
Source: http://www.fanpop.com

9. Michigan $758.7 million
Michigan
Source: http://www.fantom-xp.com

10. Indiana $688.2 million
Indiana
Source: http://www.indianalandmarks.com

If there are any misconceptions out there about international students being a drain on the U.S. economy or taking seats away from domestic students, the figure reported by IIE’s Open Door should set the record straight.

Useful links: http://eca.state.gov/impact/state-state-data/

ACEI

Academic Credentials Evaluation Institute, Inc.
www.acei1.com

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Dispatches from Paris, France

May 02, 2013

Eifell_Tower

No trip to Paris is complete without a stroll alongside the Seine to take in the sights and sounds of this charming city, paired with some café lounging and people watching, museum hopping, and in my case, exploring the City of Light by tracing Hemingway’s footsteps before he cheated on her with Spain and Cuba. It was propitious that I stayed in the Latin Quarter a stone throw away from the University of Paris I Pantheon-Sorbonne, University of Paris Faculty of Law, University of Paris Faculty of Medicine and several Institutes of Higher Education in Fine Arts, Agriculture and Engineering. Dropping into these campuses and seeing the facilities and rubbing shoulders with hip philos standing on the sidewalks taking long puffs on their Marlboros (smoking is no longer permitted inside buildings) engaged in friendly and at times heated banter, walking past outdoor cafes, sandwich stalls and gyro stands on Rue de Mouffetard where inexpensive and tasty fare satisfies the college student’s budget was the visceral experience (albeit brief) I had of the life of a French university student.

Rue Saint-Jacques
Rue Saint-Jacques and the Sorbonne in Paris

University of Paris
University of Paris, Faculty of Law

Faculty of Medicine
University of Paris, Faculty of Medicine

My meeting with Celine Ouziel, Educational Adviser with Education USA at Fulbright Franco-American Commission in Paris and Patricia Janin, head of the American Section at Fulbright proved mutually enlightening. I learned of some of the problems French students have in obtaining original sets of their academic documents, when institutions tend to issue one set and will not reissue additional official copies and the lack of a cohesive approach in the U.S. to recognizing the classes préparatoires (two-year post-secondary program required for admission to the Grandes Écoles).

Jasmine&Celine

Like most things in life, nothing is static and the French education system, once regarded as one of the best in the world, is being questioned by French academics and teachers, and in the media, especially, on the question of the “level” of the baccalauréat examination. “Many academics complain that the baccalauréat these days is given away, and that this is a major cause of the high failure rate in the first year of university.” Source: http://about-france.com/primary-secondary-schools.htm The jury is out; French Ministers and civil servants claim that this is not the case and so the debate goes on.

Despite the grumblings from the academics and French media, when it comes to getting admitted to a university in France, the baccalauréat is the gold standard. But admission to a grande école, seen as “the peak of the education pinnacle in France, relatively small and highly selective “schools” (in the American sense of the word),” is not only the baccalauréat but completion of the two-year classes préparatoires at a Lycées (which in this respect, are also a part of the French higher education system). The Grandes Écoles “provide a cosseted higher education to the nation’s future elites – tomorrow’s “haut fonctionnaires” (senior civil servants), leaders of industry, top military brass, top politicians, engineers, physicists and others.” Source: http://about-france.com/higher-education-system.htm

The debate inside France continues to pit academics and media against ministries and civil service departments. In a meeting at the Fulbright office, I attempted to dispel myths on U.S. higher education, especially our community colleges and the myriad of benefits of attending a community college before transferring to a four-year university, as well as ACEI’s credential evaluation policies concerning the baccalauréat examination and the classes préparatoires for which we recommend some advanced standing credit. Our evaluation policies, in line with decades of established national guidelines, was welcomed, though at first it was met with surprise, especially where it concerns the credit allowed for the classes préparatoires. It seems the practices of a few U.S. universities with select admissions requirements (where no credit is considered for the classes préparatoires thus underestimating the value of the Grandes Écoles degree programs) have been interpreted as being the norm on a national level by those outside the country. Given that we have over 3000 colleges and universities in the U.S., each with its unique set of admission criteria, adhering to a perspective practiced by a select few does not imply a national standard. We all agreed to continue the discussion by organizing a webchat and a visit to the Fulbright office in the near future to speak about these issues with French students wishing to study in the U.S.. To be continued…stay tuned!

Jasmin S. Kuehnert
President & CEO ACEI
www.acei1.com

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