who knows
Member
Aka,
I think you are up against something that is more complicated than you actually think:
1. The evaluators at NCEES will not give you credit for something just because you have been through the curriculum. There has to be official exams results present before credit can be granted just like their requirement for transcripts submission even at the "college-setting" courses as part of the evaluation. They evaluate collective courses content per ABET standards, not degree or educational system. That is why even in the US some degrees do not meet the ABET criteria. Imagine a US high school student saying "well I did study for an AP exam and even took a prep course in HS but although I did not end up writing the exams, I have to be given college level credit for PHY I/II because I did go through the curriculum". You have to take the standardized exam.
2. It has to be demostrated by competency i.e. a certain minimum grade letter depending on the metric of comparison. Even with the AP, A-Level, IB, German Arbitur exams etc, you need to score a certain minimum grade before it becomes relevant. Aside from NCEES, even with colleges here in the US who give college-level credit for these standardized exams, you need a certain minimum score.
3. A national standardized exam at the HS level may not neccessarily be an "internationally benchmarked" exam. Globally, exams like A-Levels, IB, AP have been the benchmark for most college-level credit granting institutions. Therefore, the national HS terminal exam in India although may have the right and equivalent ingredients compared to these international exams, the fact that there is no precendence of it being actually officially benchmarked against these other well known exams makes it tough for most credential evaluators to have something to work with when it comes to issues like these. Questions like these come to mind:
(a) How does the content compare to A-levels, IB exams, AP exams etc?
(B) Did the HS educational system transform from a "old British" 13 yr duration (O-levels plus A-levels for instance) to the modern 12-yr duration while maintaining the core syllabi content (that is 100% O-levels plus maybe minimum 70% A-levels) or is it just a totally different content structure (like only 100% O-levels or 100% O-levels and 10% A-levels)? It helps a lot if the issuing board has their exam syllabi benchmarked against the British or IB exams.
© Is it offered on a multinational platform (with an internationally accredited coalition like WestAfricanExamsCouncil, EastAfricanExamsCouncil, US College Board, IB, Cambridge International etc) or on just a national platform?
These are issues that will take a lot of effort on the part of the foreign Exams bodies to pursue on their own with their graduates feeling the trickling down effect. You trying to argue with the evaluator will not sway him/her unless there is a verifiable paper trail somewhere he/she can work with. Moreover, most of these foreign HS Exams boards, and even colleges, are oblivious to some of these problems their graduates face in the US Professional Licensing arena because, traditionally, foreign graduates have never had a problem with going to college in the US with their foreign HS credentials. Shoot! Most foreigners coming right out of HS will drool at the thought of being given admission to a US college and would not even bring up this whole "I did this already in HS" stuff; because guess what, you haven't lost much time so far in your education as you are being given the chance to pursue a degree with your US conterparts on the same footing.
However, it becomes a big deal when after spending 12 to 13 years in HS plus 4 years in college, all outside the US, and you then finally find yourself in the US competing with an American graduate.
Maybe you need to make a call to the Indian HS Exams board and see what strings you can pull but I doubt if that will help if there is not that precedence already somewhere in the international credential evaluation arena for India.
Hope this helps.
I think you are up against something that is more complicated than you actually think:
1. The evaluators at NCEES will not give you credit for something just because you have been through the curriculum. There has to be official exams results present before credit can be granted just like their requirement for transcripts submission even at the "college-setting" courses as part of the evaluation. They evaluate collective courses content per ABET standards, not degree or educational system. That is why even in the US some degrees do not meet the ABET criteria. Imagine a US high school student saying "well I did study for an AP exam and even took a prep course in HS but although I did not end up writing the exams, I have to be given college level credit for PHY I/II because I did go through the curriculum". You have to take the standardized exam.
2. It has to be demostrated by competency i.e. a certain minimum grade letter depending on the metric of comparison. Even with the AP, A-Level, IB, German Arbitur exams etc, you need to score a certain minimum grade before it becomes relevant. Aside from NCEES, even with colleges here in the US who give college-level credit for these standardized exams, you need a certain minimum score.
3. A national standardized exam at the HS level may not neccessarily be an "internationally benchmarked" exam. Globally, exams like A-Levels, IB, AP have been the benchmark for most college-level credit granting institutions. Therefore, the national HS terminal exam in India although may have the right and equivalent ingredients compared to these international exams, the fact that there is no precendence of it being actually officially benchmarked against these other well known exams makes it tough for most credential evaluators to have something to work with when it comes to issues like these. Questions like these come to mind:
(a) How does the content compare to A-levels, IB exams, AP exams etc?
(B) Did the HS educational system transform from a "old British" 13 yr duration (O-levels plus A-levels for instance) to the modern 12-yr duration while maintaining the core syllabi content (that is 100% O-levels plus maybe minimum 70% A-levels) or is it just a totally different content structure (like only 100% O-levels or 100% O-levels and 10% A-levels)? It helps a lot if the issuing board has their exam syllabi benchmarked against the British or IB exams.
© Is it offered on a multinational platform (with an internationally accredited coalition like WestAfricanExamsCouncil, EastAfricanExamsCouncil, US College Board, IB, Cambridge International etc) or on just a national platform?
These are issues that will take a lot of effort on the part of the foreign Exams bodies to pursue on their own with their graduates feeling the trickling down effect. You trying to argue with the evaluator will not sway him/her unless there is a verifiable paper trail somewhere he/she can work with. Moreover, most of these foreign HS Exams boards, and even colleges, are oblivious to some of these problems their graduates face in the US Professional Licensing arena because, traditionally, foreign graduates have never had a problem with going to college in the US with their foreign HS credentials. Shoot! Most foreigners coming right out of HS will drool at the thought of being given admission to a US college and would not even bring up this whole "I did this already in HS" stuff; because guess what, you haven't lost much time so far in your education as you are being given the chance to pursue a degree with your US conterparts on the same footing.
However, it becomes a big deal when after spending 12 to 13 years in HS plus 4 years in college, all outside the US, and you then finally find yourself in the US competing with an American graduate.
Maybe you need to make a call to the Indian HS Exams board and see what strings you can pull but I doubt if that will help if there is not that precedence already somewhere in the international credential evaluation arena for India.
Hope this helps.
