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Conference attendees are invited to a special panel discussion: "Embracing Change and Transformation".

2022 will be a transition year for many reasons. There are changes to the TAICEP organizational structure and leadership. Beyond TAICEP there are transformations to our workplace, continued questions about the trajectory of the pandemic, transitions to different careers, questions about student mobility within your country or between countries, changes to testing requirements for admission to HEIs and so much more. 

This panel presentation features two highly accomplished leaders in international education and public administration who have experienced their fair share of events that necessitate embracing change and transformation by successfully navigated their own changing landscapes. They will share insights on dealing with challenging times using experience gained in their respective areas of expertise. This panel discussion will be a reminder of good practices in dealing with change and transformation.

Panel Moderator: Jeanie Bell, President, TAICEP
Panelist: Karen de Bartolome, Founding Executive Director of WorldDenver (retired)
Panelist: Inta Morris, Director of StudyColorado and Principal of Confluence Strategies

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The new National Education Policy (NEP) 2020 is a new direction for Indian education in the context of globalisation. At its core is the objective to transform India into a vibrant 'knowledge hub'. The NEP focuses majorly on homogenising the higher education sector through systemic change. At school level there is a drive towards learner-centric education. India is a country of opportunity and the NEP seeks to establish itself as a destination of choice for students from across the world; such developments are of global interest. Concurrently, UK ENIC has been working on the mutual recognition of qualifications from India and the United Kingdom with key stakeholders from both countries. Mutual recognition offers the potential for the improved mobility of people, qualifications and skills from India and the UK. In turn, this brings those countries closer together. In this interactive session, speakers from UK ENIC, MBEC and other important stakeholders in India will discuss what the broader implications are for both the NEP and mutual recognition work, considering the challenges, hopes and lessons learnt.

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Currently there exists minimal information on how credential evaluation and assessment is conducted across the globe. To address this lack of data, TAICEP's Research Committee launched the Credential Evaluators Around the World project, in cooperation with the ENIC-NARIC network. The session highlights the research findings thus far, such as the development and status of the profession in various regions as well as how evaluation work is performed. The presenters explore what these findings may mean for the field overall and the furtherance of the profession. Next possible steps for the project will also be considered along with how it may be broadened to include more researchers. Join us to discuss potential areas of research for the future and learn how to become involved!

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Join us for a fun and interactive opening reception! Meet your Membership Outreach committee members, hear about how to get involved with TAICEP, and make some friends along the way. Our hope is to have you leave this session feeling connected and excited for all that the 2021 TAICEP Virtual Conference has to offer! 

Following the session, we'll have the opportunity to get to know each other even better by joining the "No Spain No Game" AirBNB experience. This will be a unique experience that includes a scavenger hunt, trivia, and other fun challenges. If you plan to attend this session, you can sign up for the experience here. We look forward to seeing you soon!

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This session provides basic information on Japan's education system and describes recent changes at the higher education level. Answers to common inquiries received at NIC-Japan from foreign credential evaluators are shared. Particularly, effects and issues related to COVID-19 are addressed and reliable and authoritative resources, essential in understanding Japanese educational qualifications, are introduced.

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There are 1400 vocational colleges in China offering 3-year Diploma programmes with a marked focus toward specific job training. These Diplomas prepare students for a wide range of jobs and careers – from nursing to railway locomotive engineering; from e-commerce to hydropower; from pharmacy to new energy vehicles. There has been extensive development work in this sector in recent years, to better ensure that these Diplomas deliver the skills needed in the workplace, including strengthening links with employers. The Chinese government sees this as part of broader efforts to modernise industry and improve productivity. The current stage sees a further drive toward internationalisation – understanding and working toward international best practice in TVET, raising standards, and building international links. Informed by work currently undertaken with a number of these vocational colleges, this presentation reviews these interesting developments in this significant education sector in China.

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Pacific Islanders make up a vibrant part of the immigration landscape in many countries, but very little attention is paid to the educational systems in their home countries. Distance and colonial and missionary influences have had a significant impact on education in this region. While there are similarities and common challenges among the systems, there are also variations from one country to another. Join us as we explore the region focusing on educational systems, how the countries collaborate, various educational pathways, and more. Educational ladders, recognition resources, and document samples from a selection of countries including Samoa, Tonga, Fiji, and Papua New Guinea are shared.

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The presentation will focus on the Philippine education system specifically on higher education. It shall describe the process of grant of authorization to operate institutions and academic programs as well as the accreditation process in the Philippine context. It shall also elaborate on the Quality assurance framework and processes of continuous improvement at the program and institutional levels, including implementation of outcomes-based education, quality standards, the Philippine Qualifications Framework and regional referencing to the ASEAN Qualifications Reference Framework. It will will also include the current process of recognizing qualifications obtained from foreign institutions and major initiatives on internationalization aimed to facilitate global mobility and recognition.

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The TAICEP Research Committee is organizing brief, informational mini sessions, to highlight the research and learnings of credential evaluators who participated in the Credential Around the World Project . Eight specific country contexts will be presented. The sessions will showcase our field's diversity and commonality by being inclusive of all environments where credential evaluators operate, including employment, higher education, immigration, government, and professional licensure. In 20 short minutes, presenters will discuss the purpose and frameworks that define credential evaluation in a specific country, provide their main sources of reference, and share country specific perspectives of the credential evaluation profession for that region. This will be an excellent opportunity for you to deepen your understanding your colleagues' environments from across world regions and make regional-specific credential evaluation connections.

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Sweden has become the new home for thousands of Iraqi and Syrian refugees who escaped the wars in their countries during the last two decades. The Swedish Council for Higher Education (ENIC-NARIC Sweden) has thus received thousands of applications for credential evaluation from Iraq and Syria and built a vast knowledge about the education systems and credentials in both countries. Presenters share updated charts of education systems in both countries, shine light on how to make sure a higher education institution is accredited, and addresses teacher programs, private institutions, etc. The focus is on the challenges and changes during the unstable periods in both countries, for example how the Iraqi government handled the occupation of University of Mosul by ISIS and how the Syrian educational institutions managed to survive despite the ongoing multi-sided war. Case studies on how ENIC-NARIC Sweden is issuing a "background paper" for applicants lacking documentation from either country are included.

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This session explores new trends in equivalency research for some Indian institutions. Traditionally Indian post-secondary degrees are evaluated in the U.S. as equal to 30 credits for each academic year of full-time study. For example, a 3-year Bachelor's degree is equated to 90 credits of study toward a U.S. Bachelor's degree. However, India is undertaking several higher education reforms. One key reform is that in several Indian states institutional accreditation is no longer voluntary or optional for degree-granting institutions; it is a requirement. The National Assessment and Accreditation Council (NAAC) in India conducts assessment and accreditation of higher educational institutions (HEI) such as colleges, universities or other recognized institutions. To derive an understanding of the 'Quality Status' of the institution, NAAC evaluates the institutions based on examination of the educational processes and outcomes, curriculum scope, teaching-learning processes, faculty, research, infrastructure, learning resources, institutional organization and governance, financial well-being and student services. Institutes with top NAAC grades such as 'A++', 'A+' and 'A' are the most sought-after institutes as they have been recognized as providing high-quality education. Join us as we discuss trends in equivalency research for those Indian institutions with NAAC grades of A and above and their perceived equivalency across globe.

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The RecoASIA Project aims at favouring and increasing the quality of vertical and horizontal mobility within the Asian and European higher education systems by increasing the recognition of qualifications within the Asian and European Region. The presentation describes the first outcomes of the Project and the cooperation within the region. In addition, it provides an overview of the Korean higher education system.

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The TAICEP Research Committee is organizing brief, informational mini sessions, to highlight the research and learnings of credential evaluators who participated in the Credential Around the World Project . Eight specific country contexts will be presented. The sessions will showcase our field's diversity and commonality by being inclusive of all environments where credential evaluators operate, including employment, higher education, immigration, government, and professional licensure. In 20 short minutes, presenters will discuss the purpose and frameworks that define credential evaluation in a specific country, provide their main sources of reference, and share country specific perspectives of the credential evaluation profession for that region. This will be an excellent opportunity for you to deepen your understanding your colleagues' environments from across world regions and make regional-specific credential evaluation connections.

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This session provides information on spotting irregularities and verifying the authenticity of credentials from Russia and the Middle East. What is an irregularity and when can an irregularity be considered a red flag? Often the definitive answers to these questions are country-specific but participants learn general tips and tricks that can be applied to nearly all credentials such as looking at the biographical data, building an internal reference database, checking for logical errors, etc. Attention is also given to several methods that can be used to check the authenticity of a credential, including using reliable verification databases, contacting the issuing authorities, and doing a forensic check of the original documents. Explore the advantages and disadvantages of each of these methods and when to use which step.

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Evaluating Chinese credentials may not always be as straightforward as it seems. One of the common challenges is identifying the level of education, especially when it comes to older vocational credentials which can be misleading and tricky to identify. This session gives an overview of vocational education in China including the latest updates and developments as well as offers a toolkit for reading Chinese credentials and identifying vocational credentials of different levels from different time periods. Using a live polling tool, participants engage in interactive case studies.

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China's education system is not only enormous but also diverse. You may have seen many educational credentials from China, but do you know the difference between the Huikao and the Gaokao? What is the difference between a Graduation Certificate and a Degree Certificate? What is Self-Study Examination? Where should you look for a list of recognized institutions? From education level, education type and learning forms, this session provides a comprehensive overview of the education system in China providing sample documents and covering primary and secondary education, regular higher education, vocational education, and adult education. Transnational education, international education as well as credential verification are also discussed along with updates on recent education reforms and developments in the country.

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Teaching and learning in Kazakhstan at the Autonomous Educational Organisation (AEO) Nazarbayev Intellectual Schools (NIS) is carried out through the "NIS-Programme", developed jointly with Cambridge Assessment International Education, part of the University of Cambridge. The NIS Certificate is recognized as comparable to the GCE A-Level. In order to ensure continuity between the "NIS-Рrogramme" and higher education programs in Kazakhstan, 18 leading universities accept NIS graduates to the second year of undergraduate study or allow bypassing of foundation study. Further, organizations such as UK ENIC, Anabin, Cambridge University, Loughborough University and others have also recognized the "NIS-Рrogramme", arriving at at their decisions after a thorough review of the syllabi and benchmarking to their own educational systems--enabling these institutions to gain an in-depth understanding of the Programme and its specific features. In 2019, as a result of such fruitful collaborations, NIS was awarded the UNESCO "Wenhui Award" for successful innovative partnerships between universities and schools that promote quality education and lifelong learning. In this presentation we discuss how international recognition of national credentials contribute to students' admission to higher education.

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After a week of sessions from Asia, do you have a difficult credential you're itching to solve? Is an odd foreign degree keeping you up at night? Share your worst problem files with TAICEP's weekly panel of "Credential Doctors," this week with Asia specialists! 

For chosen cases, the Credential Doctors will review the symptoms of your credential and recommend the best course of treatment. No co-pays, no deductibles, no waiting period, no surprise medical bills. 

For those of you interested in presenting your difficult cases to our panel, we ask that you please submit the redacted credentials with your questions prior to the event by following the steps below: 

1. Register for the 2021 TAICEP Virtual Conference AND for the Friday, October 29 Conference Day's events.
2. Redact the credentials you are submitting for review (cover student names, date of birth, ID/registration numbers, and other identifying information in all possible languages on the document). 
3. Compile document/credentials into a PDF or MS PowerPoint Slide format. 
4. Email your redacted credentials with specific question(s) to Amy Ullrich before 6:00pm EST on Wednesday, October 27, 2021.

via GIPHY

Partnering with AirBnB Experiences, TAICEP After Hours is your chance experience fun and interesting virtual events throughout the conference with your colleagues. We might not be physically together, but we can still learn about each other and have a lot of fun. 

Note that TAICEP After Hours events require a separate paid ticket, which can be purchased on conference registration page. Space is limited, so sign up soon. Before the event begins, ticket holders will receive instructions via email on how to participate.

Hosted by: Frank in Athens, Greece

Viewer discretion advised! This event is rated SPICY and may not be suitable if your boss and/or children are nearby!

Have a blast from the past with your TAICEP colleagues! This is not your standard historical experience! This is an interactive game with the greatest philosopher of all times: Socrates! Amazing facts, bizarre stories, kinky stuff from ancient Greece. But also some made-up bull****. Can you spot the True and the False stories? Call me a liar, take my pulse and try to read my poker face, as I mix bold-faced lies amongst historical truths. Was there a Greek god for stupidity? Was the cheesecake invented in ancient Greece? Was the middle finger gesture first used in ancient Greece? Fear not, we will separate facts from fiction at the end. 

NOTE: TAICEP has reserved this AirBnB experience as a private event. Tickets can only be purchased through the conference registration page.

REVIEW: Katelynn, September 2021. "I booked this event (twice) to host for a corporate virtual happy hour. It was GREAT! Frank, Nikos, Konstantinos were great communicators before the event. There were so many laughs during the hour! Highly recommend this event - we are even booking another experience to host more employees later this year. Thanks for a great time!"

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The Kenya National Qualifications Framework (KNQF) is an instrument for the development and classification of Kenyan qualifications according to a set of criteria for levels of learning achieved. As per the Framework, the set of criteria is explicit in the form of a set of level descriptors and volume of learning. The scope of the KNQF is comprehensive, including all learning achievements, levels and pathways. The KNQF has established a basis for improving the quality, accessibility, linkages and public or labor market recognition of qualifications within Kenya and internationally. Implementation of the Framework is being coordinated by the Kenya National Qualifications Authority, an agency of the Ministry of Education Kenya established under an Act of parliament.

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Among U.S. universities, admissions decisions consider the Grade Point Average (GPA) as one of the variables that determines a student's acceptance into a program. Having accurate and uniform calculations of the GPA are essential when establishing best practice policies at institutions, but evaluating foreign credentials makes these matters even more nuanced. Given the varying interpretations of grading scales from other systems of education, this roundtable focuses on the grade of failure, provides multiple perspectives on how they affect credential evaluation and illustrates inevitable inequalities in institutional and organizational guidelines.

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As part of the TAICEP Francophone African Research Project, this session provides an overview of the education systems of Benin and Senegal. Participants learn about the structure of the education systems as well as the recognition of private higher education in each country. This session is suitable for both new and experienced credential evaluation professionals.

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The last two academic years have been disrupted by COVID-19. Schools have been closed for long periods; learners across the world have been studying remotely. This has inevitably had an impact on assessment. Countries have responded to the challenges posed in a number of ways. In France, Ireland and the UK, exams were cancelled. In Ghana, Nigeria and Nepal exams were delayed by several months. In Israel, Italy and the U.S. the format of the exams was modified. Further, changes to the way in which grades are calculated means that grade distributions for some qualifications look quite different to previous years, presenting particular challenges for those evaluating grades and student performance. This session explores the profound effect COVID-19 has had on education delivery and assessment at the secondary level. Drawing on case studies from around the world, we analyse how results were affected by exam postponements, adapted assessments and exam cancellations. We consider the implications for grade comparisons, and how we interpret grades awarded in 2020 and 2021.

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The TAICEP Research Committee is organizing brief, informational mini sessions, to highlight the research and learnings of credential evaluators who participated in the Credential Around the World Project . Eight specific country contexts will be presented. The sessions will showcase our field's diversity and commonality by being inclusive of all environments where credential evaluators operate, including employment, higher education, immigration, government, and professional licensure. In 20 short minutes, presenters will discuss the purpose and frameworks that define credential evaluation in a specific country, provide their main sources of reference, and share country specific perspectives of the credential evaluation profession for that region. This will be an excellent opportunity for you to deepen your understanding your colleagues' environments from across world regions and make regional-specific credential evaluation connections.

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This session helps new and experienced credentials evaluators update their knowledge and credential resources for evaluation research in our ever-evolving field of comparative education. Post-secondary recognition authorities including ministries of higher education and other education authorities are discussed as well as institutional recognition, programmatic accreditation, and quality assurance networks. The goal is to help you recognize when to require secondary school leaving examinations or matriculation examinations instead of of school-issued diplomas. Understanding educational systems is easier when the country has a national qualifications framework, an area that has grown significantly in recent years. Often our country research focuses on academic programs; so, we explore technical and vocational education information as well. Also highlighted are the National Academic Recognition Information Centers for when you need more help. This session provides attendees with an extensive, updated list of country resources for learning about or identifying the educational system, recognized authorities, TVET qualifications, and more.

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This session provides an overview of the education system in the Ivory Coast (Côte d'Ivoire). It outlines the systems of education at the primary and secondary, vocational and technical, and the higher education levels. Information about the different kinds of institutions and their accreditation, including private higher education institutions, is shared. Explore the different types of credentials and their respective educational ladders, along with corresponding sample documents. Several lists and resources to assist with the evaluation of Ivorian educational credentials are shared. This presentation is part of the output of the Francophone African Country Research Project.

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This session addresses a number of areas and questions. What is the South African National Qualification Framework (NQF), how is it structured and how does it work? How do the schooling, vocational, occupational, higher education and professional development sectors fit into this NQF system? Specific to processes: how are qualifications registered on the NQF; how are foreign qualifications recognised; how are all qualifications verified/authenticated; how are professional bodies recognised; what in the system encourages professional development; and, what are the basic steps in all of these processes and who to contact, especially when one is stuck? Lastly, how contextual developments such as the 'Fees Must Fall' movement, the coronavirus pandemic (Covid-19) and the Fourth Industrial Revolution (4IR) impacted the system and what are the implications are also addressed.

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Are you struggling to compare digital credentials and documents? Are you questioning their source or whether to accept them? Are you consideting adopting and accepting micro-credentials for admission and transfer? Are you reflecting on changing your assessment policies and practices in light of increasing digitization? The increase in digitization and alternate forms of digitized credentials is forcing a conversation about trust and the need to change recognition and assessment practices in foundational ways. With the plethora of providers, technologies, partnerships, and regulatory contexts, now more than ever its critical to understand this space and create a new trust paradigm for learners. Join this session with Joanne Duklas, a published author, researcher, and executive lead for the Canadian MyCreds National Network to learn more about how digitization and recognition are forcing new approaches. She will share an overview of the credential digitization industry and her latest research, and explore implications for assessment in this new digital age.

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Credential evaluators have worked on ways to navigate, capture, and share information about digital student data (DSD). In 2017 TAICEP co-organized a symposium in which participants addressed issues in DSD that impact evaluators. Key points raised included the need for more tools as well as a stronger voice in addressing what was happening. In response the TAICEP DSD Task Force was formed and has subsequently developed best practices and hosted a Digital Docs Provider Fair that gave providers an opportunity to present their services and to interact with the credential evaluation community. Further, the Task Force developed a robust online tool. This tool, created specifically for credential evaluators, is a global source of information about document and verification providers. Ultimately its goal is to compile information about data providers in one integrated and centralized database. The presenters describe this new resource, including the information captured, how it's maintained, the criteria for inclusion, and other characteristics. Join this session to not only learn about the tool but to provide feedback and offer suggestions.

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With French proficiency being an important immigration asset, agencies and institutions have seen a rise in documents coming from Francophone countries, most commonly Cameroon. Indeed, according to Statistics Canada, from January 2015 to July 2020 there were approximately 12, 640 admissions of Permanent Residents from Cameroon. As a result the Comparative Education Service (CES) felt the need to participate in the 2021 TAICEP Francophone African Country Research Project to be more proficient in both the authentication and assessment of Cameroonian credentials. This session presents the result of our research on the higher education system in Cameroon and highlights the two parallel educational systems at play in higher and professional education as well as reviews acceptable academic documents.

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Join us for TAICEP's Coffee Talk where you'll meet the hardworking members of the TAICEP Committees & Task Forces. A panelist from each group will give an overview of their committee/task force projects and activities this year.

French Press, AeroPress, Cold Press, Drip, Pour Over, Instant, Espresso, Irish, Yerba Mate, English Breakfast Tea.... Whatever your routine is, join us (with favorite beverage in hand) to network with your colleagues and discuss topics relevant to the TAICEP community. 

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For several years, the South Africa Qualifications Authority (SAQA) has been working towards the recognition of the qualification of refugees and asylum seekers. This is because, in the work that SAQA undertakes evaluating more than 25,000 foreign qualifications each year, it has come to appreciate the unique challenges that refugees, and asylum seekers face in their attempt to have their qualifications recognized. Evaluation of foreign qualifications is a mandatory step in South Africa for a person interested to work and study in the country. This work has culminated in SAQA developing an addendum to its policy on the evaluation of foreign qualifications. In the last few years, an attempt has been made to test a methodology in this initiative. The session provides an overview of a planned initiative in collaboration with World Education Services (WES).

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COVID-19 has been a reminder that transnational education (TNE) can be a more flexible, inclusive, and sustainable route to international education. However, there are still important challenges to the recognition of TNE qualifications, which relate to the lack of understanding of and trust in these qualifications, due also to a lack of reliable ways to demonstrate that TNE qualifications comply with international expectations, such as the UNESCO/Council of Europe Code of Good Practice in the Provision of Transnational Education. UK ENIC/NARIC, in the spirit of the Global Recognition Convention, has developed a new international service which can contribute to improving the international recognition climate of TNE qualifications and to helping TNE fulfil its progressive potential as a flexible and sustainable way to widen access to quality international education. This session encourages discussion about the recognition of TNE qualifications and introduces the TNE Quality Benchmark service as an international tool/solution that can help bridge different national approaches and offers a platform for cross-border cooperation in the quality assurance and recognition of TNE qualifications

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After a week of sessions from Africa, do you have a difficult credential you're itching to solve? Is an odd foreign degree keeping you up at night? Share your worst problem files with TAICEP's weekly panel of "Credential Doctors," this week with Asia specialists! 

For chosen cases, the Credential Doctors will review the symptoms of your credential and recommend the best course of treatment. No co-pays, no deductibles, no waiting period, no surprise medical bills. 

For those of you interested in presenting your difficult cases to our panel, we ask that you please submit the redacted credentials with your questions prior to the event by following the steps below: 

1. Register for the 2021 TAICEP Virtual Conference AND for the Friday, November 5 Conference Day's events.
2. Redact the credentials you are submitting for review (cover student names, date of birth, ID/registration numbers, and other identifying information in all possible languages on the document). 
3. Compile document/credentials into a PDF or MS PowerPoint Slide format. 
4. Email your redacted credentials with specific question(s) to Amy Ullrich before 6:00pm EST on Wednesday, November 3, 2021.

via GIPHY

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The TAICEP Research Committee is organizing brief, informational mini sessions, to highlight the research and learnings of credential evaluators who participated in the Credential Around the World Project . Eight specific country contexts will be presented. The sessions will showcase our field's diversity and commonality by being inclusive of all environments where credential evaluators operate, including employment, higher education, immigration, government, and professional licensure. In 20 short minutes, presenters will discuss the purpose and frameworks that define credential evaluation in a specific country, provide their main sources of reference, and share country specific perspectives of the credential evaluation profession for that region. This will be an excellent opportunity for you to deepen your understanding your colleagues' environments from across world regions and make regional-specific credential evaluation connections.

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What happens when the same competent authority is tasked with recognizing professional qualifications in addition to "regular" educational qualifications? In 2020 NOKUT took over the responsibility as competent authority for the recognition of two regulated professions in Norway: teachers and heads of kindergarten/educational supervisors in kindergarten with qualifications from abroad. The purpose of this roundtable discussion is twofold: to explore the challenges and synergies that may arise from such a situation, and to begin an informal network of competent authorities and credential evaluators in the same situation. The topic for discussion is that in Europe the recognition of foreign qualifications is often situated within the framework of the Lisbon Recognition Convention, whereas recognition of professional qualifications is mandated by the Professional Qualifications Directive (2005/36/EC). What are the differences, and where do the two overlap? What are the challenges of different recognition standards, and where are the synergies? Are there similar divides in other regions? Is it possible to identify examples of best practices?

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TAICEP's Hall of Acclaim is a very special award program. We seek to recognize past and present credential evaluation professionals who are pillars in our field and have made a significant contribution to the field over an extended period of time. In addition, and this is the special twist, TAICEP desires to act as a repository of a person's life's relevant work experiences and professional body of work. Hall of Acclaim inductees have a permanent place on TAICEP's website noting their lifelong personal and work history, pictures, and, where possible, providing access to articles, presentations, papers, books, and other relevant documents and videos for members to access in perpetuity. We hope you will join us for this year's induction!

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The presentation tracks how the education system in one of the former Yugoslav countries changed in the past 30 years. After briefly looking at the shift from a federal to a state education system that took place in 1990s, the focus shifts to the more recent change, started in 2003, of reforming the education system in accordance with the principles of the Bologna Declaration The presentation examines how the reforms affected curricula, credit system, length of program, admission criteria, emergence of private universities, accreditation and quality assurance, etc. Applicable to credential evaluation of academic records received not only from Serbia but from former Yugoslav countries as well, the presentation also focuses on the challenges involved in evaluating academic credentials within a changing education system.

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The presentation provides an overview of the European approach to micro-credentials. In addition to background information on the MICROBOL (Micro-credentials linked to the Bologna key commitments) Project, its findings and results are presented as an example of international cooperation on this topic. A national example is shared, the first micro-credential on Credential Evaluation issued in Italy by the Information Centre on Academic Mobility and Equivalence (CIMEA) in 2020.

***JOIN THIS VIRTUAL SESSION***

The TAICEP Research Committee is organizing brief, informational mini sessions, to highlight the research and learnings of credential evaluators who participated in the Credential Around the World Project . Eight specific country contexts will be presented. The sessions will showcase our field's diversity and commonality by being inclusive of all environments where credential evaluators operate, including employment, higher education, immigration, government, and professional licensure. In 20 short minutes, presenters will discuss the purpose and frameworks that define credential evaluation in a specific country, provide their main sources of reference, and share country specific perspectives of the credential evaluation profession for that region. This will be an excellent opportunity for you to deepen your understanding your colleagues' environments from across world regions and make regional-specific credential evaluation connections.

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Since the implementation of the Bologna Process, there have been many changes in post-secondary education in Spain, including the types of credentials awarded and length of study, and a proliferation of private institutions. This session discusses these changes, recognition and accreditation of post-secondary institutions, grading scales, and titulos propios as well as verification of electronic documents.

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Does a middle level professional diploma from Armenia represent secondary or post-secondary education? What about a professional college diploma from Uzbekistan? During the time of the Soviet Union, education at a technical or specialized school was uniformly considered secondary level. Over the last 30 years, however, the different republics that once made up the Soviet Union have developed different policies for their vocational sector of education. For some, it is still on the same level as general secondary education. For others, this sector has been made part of higher education by law. And then there are the grey areas in between. So how do you determine whether such a program might be equivalent to post-secondary credit or not? This session examines similarities and differences in the vocational education systems of several former Soviet countries and provides guidelines to determine whether each can be considered secondary, post-secondary, or both.

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What is common among the following? Polytechnics, professional master's, professionally oriented programmes, Latvia, Lithuania, Estonia, Serbia, Croatia, Albania, Slovenia? The binary system! Have you ever received a Professional Bachelor's degree for recognition and wondered what the difference is compared to a Bachelor's degree? Have you wondered about the differences between a binary system and a unitary system and the recognition challenges of a qualification from a binary system to a unitary system? Have you ever had difficulties recognizing professionally-oriented degrees depending on what the applicant wants to do--work or study? And if you have recognized credentials from countries with binary systems, have you understood that there are differences even within the system? This session compares the binary systems of the Western Balkans and the Baltic countries. It describes the challenges we face when recognizing these qualifications in a unitary system. The session proposes recommendations and raises questions on the different approaches on the recognition of professionally-oriented degrees.

***JOIN THIS VIRTUAL SESSION***

The TAICEP Research Committee is organizing brief, informational mini sessions, to highlight the research and learnings of credential evaluators who participated in the Credential Around the World Project . Eight specific country contexts will be presented. The sessions will showcase our field's diversity and commonality by being inclusive of all environments where credential evaluators operate, including employment, higher education, immigration, government, and professional licensure. In 20 short minutes, presenters will discuss the purpose and frameworks that define credential evaluation in a specific country, provide their main sources of reference, and share country specific perspectives of the credential evaluation profession for that region. This will be an excellent opportunity for you to deepen your understanding your colleagues' environments from across world regions and make regional-specific credential evaluation connections.

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Institution-specific awards are those granted by recognized institutions but are not officially recognized or accredited by their country's educational authorities. Such awards can present challenges for credential assessment services and admissions personnel. This presentation first focuses on the methodologies and key points of consideration in the evaluation of institution-specific degrees and diplomas. We begin with a definition of institution-specific qualifications and look at samples from countries such as France, Spain, the Netherlands and Russia, examining document features, considerations regarding the recognition of the institution, the legal status of the award, and the academic level and purpose of such programs. The session concludes with approaches to evaluation and comparison.

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This presentation provides a comprehensive overview of the current education system (Post-Bologna) of secondary and post-secondary education used in Germany and includes a brief overview of the various levels of professional programs offered using the U.S. education system as a reference. Example documents are shared and entrance requirements, typical program duration and accreditation as well as key information to look for when reviewing and researching German credentials are discussed.

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Join colleagues from the TAICEP family to discuss the topic of Graduate Admissions. The purpose of this session is to provide an opportunity for like-minded people to connect and share their knowledge and experiences in relation to Graduate Admissions at their institution/credential evaluation body. Please note, this is not a formal session. This is a session where you can contribute, discuss openly, network and make lots of new connections.

French Press, AeroPress, Cold Press, Drip, Pour Over, Instant, Espresso, Irish, Yerba Mate, English Breakfast Tea.... Whatever your routine is, join us (with favorite beverage in hand) to network with your colleagues and discuss topics relevant to the TAICEP community. 

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The European Union is the world's most open marketplace, where EU citizens are free to live, work, and study wherever they wish. The European Qualifications Framework (EQF) for lifelong learning was launched in 2008 to improve the transparency, comparability and portability of people's qualifications. In past years over 38 countries made the connection with the EQF. improving our common understandings of qualifications using the EQF as the central reference point. The EQF is well established in Ireland and our Irish National Qualifications Framework (NQF) qualifications are assigned an EQF level. Ireland was also the first country to reference their own NFQ to the EQF in 2009; so, now qualifications in Ireland enjoy European currency and recognition throughout Europe and beyond. In 2020, Ireland renewed and updated their referencing relationship with the EQF with endorsement from the European authorities. Come learn how the the EQF is used as a translations device in daily work of NARIC Ireland and makes connections between European diverse qualifications systems and Irish qualifications system in changing times.

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After a week of sessions from Europe, do you have a difficult credential you're itching to solve? Is an odd foreign degree keeping you up at night? Share your worst problem files with TAICEP's weekly panel of "Credential Doctors," this week with Asia specialists! 

For chosen cases, the Credential Doctors will review the symptoms of your credential and recommend the best course of treatment. No co-pays, no deductibles, no waiting period, no surprise medical bills. 

For those of you interested in presenting your difficult cases to our panel, we ask that you please submit the redacted credentials with your questions prior to the event by following the steps below: 

1. Register for the 2021 TAICEP Virtual Conference AND for the Friday, November 12 Conference Day's events.
2. Redact the credentials you are submitting for review (cover student names, date of birth, ID/registration numbers, and other identifying information in all possible languages on the document). 
3. Compile document/credentials into a PDF or MS PowerPoint Slide format. 
4. Email your redacted credentials with specific question(s) to Amy Ullrich before 6:00pm EST on Wednesday, November 10, 2021.
5. 
   via GIPHY

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This session focuses on change in the higher education system in Uruguay, a system that is characterized by having a small number of public universities (2) with close to 80% of the total country enrollments and some 15 private institutions with 20% of the enrollments. Public institutions are autonomous from any external organization, while private institutions are under the supervision of the Ministry of Education and Culture with regard to the authorization to function, recognition of the academic level of their programs, and permanent oversight of their operations. Teacher training is, up to now, at the tertiary level, although soon it will be able to hold a university level. Programs in the police and military forces are also recognized at the university level. The national accreditation agency is not yet in operation. Nevertheless, the ARCUSUR regional system (University Degree Accreditation System for the Regional Recognition of the Academic Quality of University Degrees) is in use under the framework of MERCOSUR. Regarding the revalidation of foreign qualifications, the system is in the process of change and soon will become a task of the Ministry of Education and Culture with a functioning that is expected to be similar to an ENIC-NARIC agency.

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Recognition and accreditation of medical schools in the Caribbean has become a hot topic in recent years. There is much confusion on the types of accreditation, accrediting bodies, and how credentials from these schools are viewed outside of the countries where they are located, especially in the U.S. and Canada. This session presents a history of medical school accreditation and recognition in the Caribbean, introduces the various accrediting bodies, and provides information to assist with forming institutional policies on evaluating credentials from these schools.

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Credentials resulting from short-term, "non-standard" studies often present challenges for the admissions officer and credentials evaluator. By nature, these are not the common benchmark degrees found in an educational system and can vary greatly in purpose, length, educational provider, and recognition status. As a result of this variety, they are typically not consistently found in the resources used in our field and require deeper investigation – which takes time. Examples include for-credit as well as non-credit programs at junior/community colleges, career colleges, vocational institutions, and universities. This session explores these types of short credentials in the U.S, how they are evaluated for possible academic credit, and how they compare to their counterparts in other countries.

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Mexico has a rich and diverse education system. This session offers an overview of the Mexican educational system and its documents. With a focus on secondary and tertiary education, it examines common academic terms (which may be different than in other parts of Latin America), documents, credits, and grades. It also provides an overview of institutional recognition and resources and best practices to assist credential evaluators and assessors who evaluate Mexican educational credentials.

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The TAICEP Research Committee is organizing brief, informational mini sessions, to highlight the research and learnings of credential evaluators who participated in the Credential Around the World Project . Eight specific country contexts will be presented. The sessions will showcase our field's diversity and commonality by being inclusive of all environments where credential evaluators operate, including employment, higher education, immigration, government, and professional licensure. In 20 short minutes, presenters will discuss the purpose and frameworks that define credential evaluation in a specific country, provide their main sources of reference, and share country specific perspectives of the credential evaluation profession for that region. This will be an excellent opportunity for you to deepen your understanding your colleagues' environments from across world regions and make regional-specific credential evaluation connections.

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In the uniquely decentralized education system of the United States, what role does credential evaluation play for new U.S. Americans in the community integration process? Who are the stakeholders involved and what is the role of the international credential evaluation professional in immigrant integration? What are the implications of understanding and recognizing international learning experiences for communities outside of major urban areas? This session presents the findings from a three-year doctoral research project which examined the impact of credential evaluation for underemployed new U.S. Americans seeking greater economic and education opportunities. This session also invites an open discussion about the evolving credential evaluation process in the U.S.

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Have you ever tried to advise a student transferring into the U.S. education system in mid-bachelor's degree study? Their expectations versus reality rarely align, and it can be challenging to identify why. If the student has already completed two years at their previous institution, doesn't that mean they will start in the third year of the U.S. program? Why is there a difference between the number of credits that will transfer in and the number of credits that apply to the degree requirements? Let's explore how differences in education systems make transferring complicated. We begin with the basics and then review two cases: one regular transfer student, and one student coming through an institutional partnership.

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Credential evaluators frequently encounter tricky cases involving qualifications that have been studied online or via distance learning. What is it that makes some of these qualifications so difficult to evaluate? The answer quite often lies in establishing who is responsible for the oversight of distance learning provision and whether it is subject to robust quality assurance. Recognition is typically only possible where the awarding institution is subject to external oversight by an appropriate competent authority. It is not always straightforward. In some countries distance education is an integral part of the national quality assurance system. In other countries it may fall under the remit of a specialised accreditation agency. In some cases it may be self-regulated. In others it may be unclear who is responsible for ensuring required standards are met, or what those standards are. At a time when the spotlight is on distance learning and its significant potential, this session explores some of the challenges around evaluating qualifications obtained through distance and online learning and how they can be resolved.

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The TAICEP Research Committee is organizing brief, informational mini sessions, to highlight the research and learnings of credential evaluators who participated in the Credential Around the World Project . Eight specific country contexts will be presented. The sessions will showcase our field's diversity and commonality by being inclusive of all environments where credential evaluators operate, including employment, higher education, immigration, government, and professional licensure. In 20 short minutes, presenters will discuss the purpose and frameworks that define credential evaluation in a specific country, provide their main sources of reference, and share country specific perspectives of the credential evaluation profession for that region. This will be an excellent opportunity for you to deepen your understanding your colleagues' environments from across world regions and make regional-specific credential evaluation connections.

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The higher education system in Argentina is based on the legal framework established by the Higher Education Law (LES) No. 24,521, approved in 1995. The LES, which establishes that the country's universities will have academic and institutional autonomy, also involved the creation of the National Commission for University Evaluation and Accreditation (CONEAU) which, among its many responsibilities, is in charge of accrediting graduate and postgraduate degrees and preparing reports for the recognition of private universities. Based on this, this session describes the higher education system in Argentina, addressing its main characteristics: antecedents and tradition of higher education institutions, distinctive features of universities and graduate and postgraduate degrees, forms of accreditation and procedures for the recognition of degrees. Likewise, it differentiates the magnitude of public and private higher education in Argentina and the types of admissions to universities.

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Back for another year by popular demand! This session offers evaluation professionals an opportunity to test their education system, transcript, and credential trivia skills against peers from around the globe. What do you know about assessment systems or secondary credentials? Are you an expert in vocational education? Were you paying attention during earlier sessions at this Conference? There are four rounds of regular play covering a range of categories. After a bonus round, one grand prize winner takes home bragging rights for the year as the 2021 TAICEP TRIVIA CHAMPION! Decisions of our judges are final.

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The higher education system in Brazil, with more than 2,500 higher education institutions (HEIs), is based on the Law of Guidelines and Bases of National Education (LDB), approved in 1996, and on the Federal Constitution of 1988. Likewise, Brazil has several institutions that have the competence to regulate, supervise and evaluate HEIs: Ministry of Education (MEC), National Council of Education (CNE), National Institute for Educational Studies and Research "Anísio Teixeira" (INEP), National Commission for Higher Education Evaluation (CONAES) and the Coordination for the Improvement of Higher Education Personnel (CAPES). Based on this, this presentation aims to provide both an overview of Brazilian higher education institutions, antecedents and tradition of HEis, distinctive features of universities and graduate and postgraduate degrees as well as an explanation of the rigorous administrative regulations and accreditation processes enforced by the Brazilian national ministry of education. Furthermore, this presentation will equip participants with the necessary tools and skill sets to confidently independently research Brazilian HEIs and their accreditation status.

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After a week of sessions from the Americas, do you have a difficult credential you're itching to solve? Is an odd foreign degree keeping you up at night? Share your worst problem files with TAICEP's weekly panel of "Credential Doctors," this week with Asia specialists! 

For chosen cases, the Credential Doctors will review the symptoms of your credential and recommend the best course of treatment. No co-pays, no deductibles, no waiting period, no surprise medical bills. 

For those of you interested in presenting your difficult cases to our panel, we ask that you please submit the redacted credentials with your questions prior to the event by following the steps below: 

1. Register for the 2021 TAICEP Virtual Conference AND for the Friday, November 19 Conference Day's events.
2. Redact the credentials you are submitting for review (cover student names, date of birth, ID/registration numbers, and other identifying information in all possible languages on the document). 
3. Compile document/credentials into a PDF or MS PowerPoint Slide format. 
4. Email your redacted credentials with specific question(s) to Amy Ullrich before 6:00pm EST on Wednesday, November 17, 2021.
5. 
   via GIPHY

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