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Europe-USA: Mutual Recognition of Qualifications. Report of the UNESCO Working Group 1994. PIER World Education Series. A CEPES Paper on Higher Education.

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Title: Europe-USA: Mutual Recognition of Qualifications. Report of the UNESCO Working Group 1994. PIER World Education Series. A CEPES Paper on Higher Education.
Language: English
Authors: Aldrich-Langen, Caroline, American Association of Collegiate Registrars and Admissions Officers, Washington, DC., NAFSA - Association of International Educators, Washington, DC.
Availability: NAFSA: Assoc. of International Educators, 1875 Connecticut Ave., Suite 1000, Washington, DC 20009-5728; fax: (202) 667-3419 (members: $12; non-members: $15).
Peer Reviewed: N
Page Count: 43
Publication Date: 1996
Document Type: Reports - Descriptive
Descriptors: Academic Standards, Access to Education, Certification, College Credits, Comparative Analysis, Comparative Education, Curriculum Design, Degrees (Academic), Doctoral Programs, Foreign Countries, Foreign Students, Higher Education, Policy Formation, Study Abroad, Transfer Policy, Transfer Students
Geographic Terms: United States
ISBN: 978-0-929851-77-8
Abstract: From 1992-94, a working group appointed by the United Nations Educational, Scientific, and Cultural Organization's (UNESCO's) European Centre for Higher Education (CEPES) reviewed the perceived and actual recognition of studies completed by students from Europe and the United States at institution on both continents. This report reviews that working group's terms of reference, membership, and proceedings. It frames the issues, describes the European and U.S. educational systems, and discusses the fundamental differences between them. It then examines in more detail three specific issues in recognition across systems, using a classification of European countries by general system type, into four groups (Anglophone countries, Nordic countries, Central and Eastern European countries, and Western European continental countries). The three recognition issues are: (1) access to higher education; (2) intermediate qualifications and partially completed degrees; and (3) access to doctoral studies. In each of these areas, the issues are defined and the recommendations of the working group are presented. General guidelines and recommendations of the working group are summarized in the final section. A list of working group members is appended. (Contains 10 references.) (MSE)
Entry Date: 1997
Accession Number: ED399867
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Europe-USA: Mutual Recognition of Qualifications. Report of the UNESCO Working Group 1994. PIER World Education Series. A CEPES Paper on Higher Education.
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  Data: <searchLink fieldCode="AR" term="%22Aldrich-Langen%2C+Caroline%22">Aldrich-Langen, Caroline</searchLink><br /><searchLink fieldCode="AR" term="%22American+Association+of+Collegiate+Registrars+and+Admissions+Officers%2C+Washington%2C+DC%2E%22">American Association of Collegiate Registrars and Admissions Officers, Washington, DC.</searchLink><br /><searchLink fieldCode="AR" term="%22NAFSA+-+Association+of+International+Educators%2C+Washington%2C+DC%2E%22">NAFSA - Association of International Educators, Washington, DC.</searchLink>
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  Data: NAFSA: Assoc. of International Educators, 1875 Connecticut Ave., Suite 1000, Washington, DC 20009-5728; fax: (202) 667-3419 (members: $12; non-members: $15).
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  Data: N
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  Data: 43
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  Data: 1996
– Name: TypeDocument
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  Data: Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22Academic+Standards%22">Academic Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Certification%22">Certification</searchLink><br /><searchLink fieldCode="DE" term="%22College+Credits%22">College Credits</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Education%22">Comparative Education</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Degrees+%28Academic%29%22">Degrees (Academic)</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Programs%22">Doctoral Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Policy+Formation%22">Policy Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Abroad%22">Study Abroad</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+Policy%22">Transfer Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+Students%22">Transfer Students</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: ISBN
  Label: ISBN
  Group: ISBN
  Data: 978-0-929851-77-8
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: From 1992-94, a working group appointed by the United Nations Educational, Scientific, and Cultural Organization's (UNESCO's) European Centre for Higher Education (CEPES) reviewed the perceived and actual recognition of studies completed by students from Europe and the United States at institution on both continents. This report reviews that working group's terms of reference, membership, and proceedings. It frames the issues, describes the European and U.S. educational systems, and discusses the fundamental differences between them. It then examines in more detail three specific issues in recognition across systems, using a classification of European countries by general system type, into four groups (Anglophone countries, Nordic countries, Central and Eastern European countries, and Western European continental countries). The three recognition issues are: (1) access to higher education; (2) intermediate qualifications and partially completed degrees; and (3) access to doctoral studies. In each of these areas, the issues are defined and the recommendations of the working group are presented. General guidelines and recommendations of the working group are summarized in the final section. A list of working group members is appended. (Contains 10 references.) (MSE)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1997
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED399867
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 43
    Subjects:
      – SubjectFull: Academic Standards
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Certification
        Type: general
      – SubjectFull: College Credits
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Comparative Education
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Degrees (Academic)
        Type: general
      – SubjectFull: Doctoral Programs
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Policy Formation
        Type: general
      – SubjectFull: Study Abroad
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      – SubjectFull: Transfer Policy
        Type: general
      – SubjectFull: Transfer Students
        Type: general
      – SubjectFull: United States
        Type: general
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      – TitleFull: Europe-USA: Mutual Recognition of Qualifications. Report of the UNESCO Working Group 1994. PIER World Education Series. A CEPES Paper on Higher Education.
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            NameFull: American Association of Collegiate Registrars and Admissions Officers, Washington, DC.
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            NameFull: NAFSA - Association of International Educators, Washington, DC.
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              Y: 1996
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              Value: 978-0-929851-77-8
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