Documentation Requirements – by Country

Total Page:16

File Type:pdf, Size:1020Kb

Documentation Requirements – by Country Documentation Requirements – by Country Afghanistan • Final high school transcript • Transcripts • Bachelor/Licence • Master Degree with transcripts (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Albania • Final high school transcript • Transcripts • Diplome with titull • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Algeria • Final high school transcript • Transcripts • Licentiate • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Andorra • Final high school transcript • Transcripts • Diplomatura en….. (Bachelor Degree) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Angola • Final high school transcript • Transcripts • Bacharelato • Licenciado (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Anguilla • Final high school transcript • Transcripts • Bachelor Degree • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Antigua & Barbuda • Final high school transcript • Transcripts • Bachelor Degree • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Argentina • Final high school transcript • Transcripts • Bachiller Superior/Bachelor • Licenciado/Licenciado Superior (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Armenia • Final high school transcript • Transcripts • Bakalavri Kochum (Bachelor Degree) • Magistrosi Kochum (Master Degree) with transcripts (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Aruba • Final high school transcript • Transcripts • Bachelor Degree • Master Degree (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Australia • Final high school transcript • Transcripts • Bachelor Degree • Master Degree (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Austria • Final high school transcript • Transcripts • Bakkalaureaus/Bakkalaurea (Bachelor Degree) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Azerbaijan • Final high school transcript • Transcripts • Bachelor Degree • Master Degree with transcripts (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Bahamas • Final high school transcript • Transcripts • Bachelor Degree • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Bahrain • Final high school transcript • Transcripts 2 NASBA International Evaluation Services • Bachelor Degree • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Bailiwick of Guernsey • GCE A Level Examinations • Transcripts • Bachelor Degree • Master Degree with transcripts (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Bailiwick of Jersey • GCE A Level Examinations • Transcripts • Bachelor Degree • Master Degree with transcripts (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Bangladesh • Final high school transcript • Transcripts • Bachelor Degree • Master Degree with Transcripts (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Barbados • Final high school transcript • Transcripts • Bachelor Degree • Master Degree (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Belarus • Final high school transcript • Transcripts • Diploma of Baccalaureate • Diploma of Magister with transcripts (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Belgium • Final high school transcript • Transcripts • Licence/Licentiaat/Licentiate • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Belize • Final high school transcript • Transcripts • Bachelor Degree • Master Degree (if applicable) 3 NASBA International Evaluation Services • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Benin • Final high school transcript • Transcripts • Licentiate/Diploma • Master Degree with transcripts (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Bermuda • Final high school transcript • Transcripts • Bachelor Degree • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Bhutan • Final high school transcript • Transcripts • Bachelor Degree • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Bolivia • Final high school transcript • Transcripts • Licenciado • Diploma de Posgrado or Magister (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Bosnia & Herzegovina • Final high school transcript • Transcripts • Diploma with Professional Title of Graduate • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Botswana • Final high school transcript • Transcripts • Bachelor degree • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Brazil • Final high school transcript • Transcripts • Titulo or Grau de Bacharel • Titulo or Grau de Mestre (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Brunei • Final high school transcript 4 NASBA International Evaluation Services • Transcripts • Bachelor Degree • Master Degree with transcripts (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Bulgaria • Final high school transcript • Transcripts • Spezialist/Bakalavr (Bachelor) Degree • Magister Degree with transcripts (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Burkina Faso • Final high school transcript • Transcripts • Baccalaureate • Master Degree with transcripts (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Burundi • Final high school transcript • Transcripts • Diploma • Master Degree with transcripts (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Cambodia • Final high school transcript • Transcripts • Bachelor Degree • Master Degree with transcripts (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Cameroon • GCE A Level examinations (if applicable) or final high school transcript • Transcripts • Bachelor degree • Master Degree with transcripts (if applicable)/Post-Graduate Program Diploma (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Canada • Final high school transcript • Transcripts • Bachelor Degree • Master Degree (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Cape Verde 5 NASBA International Evaluation Services • Final high school transcript • Transcripts • Bachelerato • Licenciatura (if applicable) • Mestrado (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Cayman Islands • Final high school transcript • Transcripts • Bachelor Degree • Master Degree (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Central African Republic • Final high school transcript • Transcripts • Diploma • Licentiate (if applicable) • Master Degree with transcripts (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Chad • Final high school transcript • Transcripts • Diploma • Licentiate/ Professional Licentiate (if applicable) • Master Degree with transcripts (if applicable) • Professional Master Degree with transcripts (if applicable) • A syllabus or course description for all accounting, business and communication courses at the post-secondary level. Chile • Final high school transcript • Transcripts • Licenciatura • Magister (if applicable) • A syllabus or course description
Recommended publications
  • Before the Board of Optometry Department of Consumer Affairs State of California
    BEFORE THE BOARD OF OPTOMETRY DEPARTMENT OF CONSUMER AFFAIRS STATE OF CALIFORNIA In the Matter of the Amended Accusation Case No. 1002502512 Against: OAH No. 2017070083 Gary Bruce Myers 1012 Main St Ste 105 Ramona, CA 92065 Optometrist License No. 7998 Respondent DECISION The attached Proposed Decision is hereby adopted by the California State Board of Optometry, Department of Consumer Affairs, as its Decision in this matter. This Decision shall become effective December 22, 2017 . It is so ORDERED November 22, 2017 . _________________________________ Cyd Brandvein, President California State Board of Optometry 1 XAVIER BECERRA Attorney General of California 2 ANTOINETTE B. CINCOTTA Supervising Deputy Attorney General 3 NICOLE R. TRAMA Deputy Attorney General 4 State Bar No. 263607 600 West Broadway, Suite 1800 5 San Diego, CA 92101 P.O. Box 85266 6 San Diego, CA 92186-5266 Telephone: (619) 738-9441 7 Facsimile: (619) 645-2061 Attorneys for Complainant 8 BEFORE THE 9 CALIFORNIA STATE BOARD OF OPTOMETRY DEPARTMENT OF CONSUMER AFFAIRS 10 STATE OF CALIFORNIA 11 In the Matter of the Accusation Against: Case No. 1002502512 12 GARY BRUCE MYERS 13 398 D Street Ramona, CA 92065 A C C U S A T I O N 14 Optometrist License No. OPT 7998 15 Respondent. 16 17 Complainant alleges: 18 PARTIES 19 1. Jessica Sieferman (Complainant) brings this Accusation solely in her official capacity 20 as the Executive Officer of the California State Board of Optometry (Board), Department of 21 Consumer Affairs. 22 2. On or about February 3, 1984, the Board issued Optometrist License Number OPT 23 7998 to Gary Bruce Myers (Respondent).
    [Show full text]
  • Post-Graduate Diploma in Mapping, Charting & Geodesy
    GRADUATE NON-DEGREE PROGRAMS Postgraduate Diploma in Mapping, Charting and Geodesy (2015-2016) Background and Objective This graduate diploma program has been designed to meet the requirements of the Mapping and Charting Establishment (M.C.E.) of J2 Geomatics in the Department of National Defence. M.C.E. has an ongoing requirement to provide advanced training in the mapping sciences, surveying, and geodesy for career military officers who have baccalaureate degrees in various engineering and science disciplines but who, with rare exceptions, have not had any courses in geodesy, photogrammetry/remote sensing, or advanced surveying. The purpose of this program is, in the minimum time, to give these officers, and others in similar circumstances, a good understanding of the principles underlying present and imminent technology in mapping, charting, and geodesy. Admission Requirements An appropriate bachelor's degree in engineering or science is required. Candidates will generally meet the standard requirements for admission to graduate school, however, some allowance for experience may be made for those otherwise not admissible. As part of their previous work, applicants should have completed: At least four term courses in mathematics, which should have included linear algebra and ordinary differential equations. One term course in surveying. At least one term course in probability and statistics. At least one course, and preferably two courses, in computer science, plus some experience in using computers. Applicants who are deficient in not more than one of the above topics may be accepted and advised on the prerequisite of courses from Table I to be taken during Terms 1 and 2.
    [Show full text]
  • PATHWAYS to Phd and Other Doctoral Degrees
    You are eligible for admission to a Doctoral Degree if you have one of the following qualifications with at least 40CP (or equivalent) research component, having achieved specific Thesis and GPA requirements: • Bachelor Honours Degree (AQF Level 8) • Masters Degree, Coursework, Research, Extended (AQF Level 9). • Graduate Diploma of Research Studies – each Academic Group at Griffith has discipline specific qualifications If you do not have one of the qualifications listed above which includes the required minimum research component, based on your highest qualification achieved you will be eligible for admission to a Doctoral degree by undertaking further study as follows, provided you achieve specific Thesis and GPA requirements: Having successfully completed one of the following awards: • Bachelor Degree (AQF Level 7) • Graduate Certificate / Graduate Diploma (AQF Level 8) that does not contain at least 40CP research component • Masters Degree (Coursework - AQF Level 9) that does not contain at least 40CP research component Bachelor Honours Complete one of the following awards to be eligible for admission to a Doctoral Degree: (AQF 8) (1 Year) • Bachelor Honours degree (1 year, 80CP) with Class I or IIA • Postgraduate coursework or research program with at least 40CP or equivalent research component. Click here for a complete list of approved programs at Griffith University which provide this pathway to PhD. PATHWAYS to PhD and other Doctoral Degrees Bachelor Honours (AQF 8) (4+Years) with Class I or IIA Bachelor Honours Masters Research
    [Show full text]
  • NOMENCLATURE EXPLAINED: a Guide to Naming Qualifications and Learning Programmes for the SCQF
    NOMENCLATURE EXPLAINED: A Guide to Naming Qualifications and Learning Programmes for the SCQF Nomenclature Explained ///////////////////////////////////////////////////////////////////////////////////////////////////////////////// THE SCOTTISH CREDIT AND QUALIFICATIONS FRAMEWORK The Scottish Credit and Qualifications Framework (SCQF) is Scotland’s lifelong learning framework. It contains the qualifications frameworks of the Scottish Qualifications Authority (SQA) and Scottish Higher Education (HE). The SCQF aims to: 1. help people of all ages and circumstances to access appropriate education and training over their lifetime to fulfil their personal, social and economic potential; 2. enable employers, learners and the public in general to understand the full range of Scottish qualifications, how the qualifications relate to each other and how different types of qualifications can contribute to improving the skills of the workforce. The SCQF is managed by the Scottish Credit and Qualifications Framework Partnership whose members include Scottish Government, higher education and college sectors, employers and SQA. Although it is not a regulatory body the SCQF Partnership maintains the quality and use of the Framework as a whole. The SCQF diagram portrays the frameworks of HE, SQA and Scottish Vocational Qualifications (SVQs). However, the Framework also currently contains over 400 qualifications and learning programmes such as non-formal learning programmes offered in the community or by employers, professional bodies, vendors such as Microsoft and those offered by Awarding Bodies other than SQA. The SCQF uses two measures to recognise learning: Level and Credit. Level provides an indication of the level of difficulty of a qualification or learning programme. This is based on one set of SCQF Level Descriptors which are developmental from SCQF Level 1 to 12.
    [Show full text]
  • Postgraduate Education in Europe Harmonising with a Dissonance?
    Sakari Ahola & Osmo Kivinen Postgraduate Education in Europe Harmonising with a dissonance? This presentation deals with the emerging European postgraduate policies and their larger EU-dimensions which have motivated the establishing of a co-operative network (PG-NET) of eight European countries. The focus is on the harmonisation of the European higher education scene, especially from the Finnish point of view. The ongoing Bologna process can be seen as an expression of the will to create a common higher education market in Europe in order to promote the free mobility of students and the labour force. In this respect the speculation taken furthest is that already in the near future the effort to maintain the distinction between universities and polytechnics will be given up. In this way Europe will probably follow in the footsteps of the US, and gradually move towards a three-phase model of higher education with abroad access and initial three-year programmes leading to the bachelor’s degree that provides advanced training but that are not closely linked with the world of academic research. In the next phase a smaller part will advance through selective procedures to the master’s level on which studies are also more closely connected with scientific work. Only at the post-master’s level leading to a doctorate will the humboldtian ideal of the integrated nexus of teaching, research and learning be attained. It is argued in the paper that this kind of a two (or three) tier structure would be suitable especially from the perspective of the European Graduate School model and beneficial also to the functioning of the Finnish higher education system with its special problem points.
    [Show full text]
  • Faculty of Graduate Studies and Research 1
    Faculty of Graduate Studies and Research 1 Non-credit courses (FGSR) are offered to aid in the professional FACULTY OF GRADUATE development of our graduate students. These courses are optional and cannot be used to meet the academic requirements of individual STUDIES AND RESEARCH graduate programs. Some courses are free, and others are offered on a cost-recovery basis. Students should consult with their thesis supervisor Dean, Dr Adam Sarty and/or graduate program coordinators before registering in any of these Associate Dean, Dr. Colleen Barber courses. Secretary to the Dean, Shane Costantino Graduate Studies Officer, Heather Taylor Research Grants Officer, Margaret Schenk Program Assistant, Tanya Carroll The Faculty of Graduate Studies and Research oversees the programs in graduate studies offered in Arts, Commerce, Education and Science. The University offers programs of study leading to graduate certifications in the following academic areas: • International Master of Teaching English • Master of Applied Health Services Research • Master of Arts in Atlantic Canada Studies • Master of Arts in Criminology • Master of Arts in Geography • Master of Arts in History • Master of Arts in International Development Studies • Master of Arts in Philosophy • Master of Arts in Theology and Religious Studies • Master of Arts in Women and Gender Studies • Post-Baccalaureate Certificate in Applied Economics • Master of Applied Economics • Master of Business Administration • Master of Business Administration - Certified Management Accountant • Master of
    [Show full text]
  • Index of Educational Terms 2Nd Edition Now with Farsi
    INTERNATIONAL EDUCATION RESEARCH FOUNDATION ® Index of Educational Terms 2nd Edition now with Farsi 1969-2019 Celebrating 50 years of service Index of Educational Terms We are pleased to present this 2nd edition of the Index of Educational Terms, as part of IERF’s 50th anniversary celebration. This handy resource can trace its beginnings to the 1979 publication of The Glossary of Foreign Educational Terms. Developed by Theodore Sharp, IERF’s co-founder, The Glossary focused on a selection of languages from Europe and Latin America. The Index of Educational Terms, compiled by IERF evaluators, provides glossaries from 11 major languages around the world, including Arabic, Chinese and Russian. This new edition, which now also includes Farsi, is intended as a handy tool for admissions officers, credentials analysts and registrars, the Index of Educational Terms focuses on the most commonly used terms found on international academic records. We are grateful for the enthusiastic feedback we have received over the years, since its first release in 2012. I would like to give special thanks to the following individuals for their hard work and for making this possible: Editors: Emily Tse Alice Tang Contributors: Liana Amelova Andrej Molchan Andrea Ben Zion Maryam Rawson Daniel Borhanian Irene Romo Joshua Everett Amy Santiago Matthew Fisher Traci Wells Victoria Haydenko Alvin Yin I-Hsing Lin Nina Zhao Finally, I would also like to express my appreciation to our colleagues, Ujjaini Sahasrabudhe and Herman de Leeuw, for their kind support and feedback.
    [Show full text]
  • Curriculum for Licentiate Degree in Engineering 2020- 2022
    1 Curriculum for Licentiate Degree in Engineering 2020- 2022 March 16, 2020 2 Contents In accordance with the Aalto University General Regulations on Teaching and Studying, the curriculum is a confirmed overall description of the learning outcomes of a licentiate programme, the goals and contents of its study modules and the courses offered as well as the organisation of teaching within a given period of time as indicated in the Aalto University General Regulations on Teaching and Studying (Section 2). When the curriculum is being designed, at least the following details must be specified for each course: name, scope in credits, timing, learning outcomes, implementation method, language of instruction, assessment methods, grading scale, prerequisites (if any), the unit responsible for and the teacher-in-charge of the course. Contents ................................................................................................................................................. 2 1. Basic information about the degree ............................................................................................. 3 1.1. Name of the degree ................................................................................................................ 3 1.2. Language of the degree .......................................................................................................... 3 1.3. Research fields ........................................................................................................................ 3 1.4. Scope of
    [Show full text]
  • Translating Degrees and Academic Titles Abbreviations: Challenges and Perspectives
    Slađana Milinković TRANSLATING DEGREES AND ACADEMIC TITLES ABBREVIATIONS: CHALLENGES AND PERSPECTIVES SLAĐANA MILINKOVIĆ Th e Court Interpreters and Translators Association of Serbia E-mail: [email protected] Egyetemi fokozatok és tudományos címek rövidítéseinek fordítása: kihívások és perspektí- vák. Az ember társas lény, ezért természetes szükséglete a kommunikáció. Az emberi kommuni- káció fontosságát már évezredekkel ezelőtt felismerték, és gyökerei sokkal messzebbre nyúlnak vissza, mint amiről az írott történelem beszámol. Az emberi kommunikáció alapja az együttmű- ködés és a közös szándék, ahogy azt az antroposzemiotika is tanítja. Idáig azonban hosszú utat kellett bejárni. „Ἐν ἀρχῇ ἦν ὁ λόγος”,1 tanítja a Biblia, de az igét meg kell hallgatni, és terjeszteni kell. Minél messzebbre kellett eljutnia, annál fontosabb volt, hogy valamilyen módon lejegyezzék. És az em- ber másik természetes szükséglete, hogy nyomot hagyjon a világban – valamilyen képpel, szám- mal vagy betűvel. Nézzük meg röviden ennek a történetét. Kulcsszavak: latin nyelvű oklevelek, egyetemi fokozatok fordítása, tudományos címek rövidítése, bírósági tolmácsolás, a terminológia alakulása Since man is a social being, one of his innate needs is the desire to communicate. Th e importance of human communication has been recognised for thousands of years, far longer than demonstrated through recorded history. Human communication is rooted in cooperative and shared intentions, as anthroposemiotics teaches us. But it was a long road to get us here. “Ἐν ἀρχῇ ἦν ὁ λόγος”, the Bible has taught us, but it has to be heard and spread. Th e further it needed to go, the greater was the need to record it in some way. And the second man’s innate need was to make a mark in the world – with a picture of some kind, a certain sign, numeral or letter.
    [Show full text]
  • Master's/Licentiate Thesis Handbook
    Master's and Licentiate Thesis Handbook 2020-2021 Edition Table of Contents INTRODUCTION ................................................................................................................................................................................. 3 WRITING YOUR THESIS ...................................................................................................................................................................... 3 STYLE ....................................................................................................................................................................................................... 3 THE WRITING CENTER ................................................................................................................................................................................. 4 CATHOLIC UNIVERSITY ACADEMIC AND RESEARCH COMPUTING RESOURCES ...................................................................................................... 4 USING AN INDEPENDENT TYPIST AND COPY EDITOR ............................................................................................................................................ 4 THE COPYRIGHT ......................................................................................................................................................................................... 5 ECCLESIASTICAL IMPRIMATUR .......................................................................................................................................................................
    [Show full text]
  • Classifying Educational Programmes
    Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries.
    [Show full text]
  • Grad Certificate Vs Masters
    Grad Certificate Vs Masters Clear-cut and alphabetical Verney begrimed: which Marwin is biodynamic enough? Hayes letch premeditatedly? Heliochromic and wasted Carter still republicanise his whiffer unquestionably. So you make online degree programs are important if any. What does umsl statement of those programs vs bachelor means completing a grad certificate vs masters. Postgrad certificate to complete these changes in a certificate in your resume and master of expertise with? Online programs that leads to learn more accessible than nothing. Entry requires a masters vs masters program is the edureka. The site is dependent on your personal finance decisions may find their. But with more complex, forcing companies to date with? One to be the higher education placement of research programmes in time a grad certificate vs masters degrees? The masters vs degree from anyone have been at masters vs masters certificate program that and. Id in a grad certificate may not every employee learns a grad certificate programs out a certificate worth exploring. You are there is a grad cert and continue their subject knowledge base in earning a grad certificate vs masters of. Will my masters certificate vs degrees vs money. Base to speed at any training director listed on a shorter vocational postgraduate diploma or add flash, based on demand in a local college. Cost difference between graduate certificate. Brian lamb school or engineering department of options to determine which gives your research a grad certificate vs masters vs a grad or degree? Much more investigation and career the degree in the way to study a mixture of research in the gpa requirements are.
    [Show full text]