Student Login

Associates Login

Hyderabad

Punjagutta, Hyderabad

info@hyderabadoverseas.com

+91 - 9000038741
+91 - 8977613368

Make a call

Contact Us

Contact Form
WhatsApp
Call Us HOC
Courses

NATIONAL ASSOCIATION OF CREDENTIAL EVALUATION SERVICES (NACES)

NACES was founded as a trade association in 1987 to promote excellence in the field of credential evaluation. In the absence of a US government agency that monitors such services, NACES is committed to formulating and maintaining the highest ethical and professional standards in the field. Members of NACES are independent, nongovernmental organizations that provide credential evaluation services to individuals who have completed part or all of their education outside the United States.

Few universities which asks for Credential Evaluation for all education documents outside USA. Most of the universities ask for Credential Evaluation for transfer applicants to ascertain nomad credits completed and no of credits which can be transferred. Students with 15 years of education from India go for WES evaluation to ascertain equivalency. As per WES website

WES POLICY ON SELECTED THREE YEAR BACHELOR'S DEGREES FROM INDIA

ore than 102,000 Indian students were enrolled at a U.S. institution of higher education in 2014. Of these, 60 percent were enrolled at the graduate level. This is a staggering number considering many Indian students face significant hurdles related to the equivalency of their three-year Bachelor of Arts and Bachelor of Science degrees when applying to U.S. graduate schools. Indian applicants are typically required to apply with a minimum of either a two-year master’s degree or a one-year postgraduate diploma in a field related to their undergraduate study.

The reasoning is based mainly on an accounting of total years of schooling. It is the same methodology that U.S. graduate schools use when considering UK students holding three-year degrees eligible for admission. On a straight count of years, graduates of UK undergraduate programs will have undertaken the same 16 years of schooling as their U.S. peers at the time of application, due to the extra year of study in the British 13-year school system. By this accounting, graduates of three-year programs in India fall one year short of the 16-year U.S. equivalency.

However, the Indian education system has undergone fundamental reforms since these equivalency standards were adopted decades ago. In 2006, to account for these changes, WES revised its policy on the evaluation of Indian three-year degrees, allowing for equivalency to a U.S. bachelor’s degree when certain standards are met. This policy takes into account specific criteria regarding institutional standing and student performance. The policy, as well as WES methodology and a brief discussion of the relevant factors that led to this revision in policy, are provided below.

THE WES POLICY

WES recognizes Indian three-year Bachelor’s degrees as equivalent to U.S. Bachelor’s degrees when the following conditions are met:

• The degrees have been earned in Division I and

• The awarding institutions have been accredited by India’s National Assessment and Accreditation Council (NAAC) with a grade of “A” or better (see explanation following)

Please note: this equivalency applies only to institutions accredited by the NAAC. It takes into consideration the relative standing of a university as reflected by the NAAC grade, and the individual degree holder’s performance as indicated by the degree classification.

WES continues to regard all other three-year degrees from India as equivalent to three years of undergraduate study.

WES EVALUATION METHODOLOGY

WES recognizes that educational systems are inherently different. The task for the credential evaluator is to examine a degree and determine whether it constitutes sufficient preparation for graduate admission in the U.S. To achieve that end, it is necessary to establish a coherent set of criteria that can be used for comparing the American and Indian degrees. The main criteria that WES considers when assessing a degree are the level, structure, scope and intent of the program. Those factors are expressed in terms of: requirements for admission to the program; its contents and structure; and the function that the credential is designed to serve in the home system, respectively.

RECENT REFORMS IN INDIA'S HIGHER EDUCATION SYSTEM

The three-year bachelor’s degree from India has usually been regarded as comparable to the completion of three years of undergraduate study in the United States and holders of the degree have generally not been eligible for admission to graduate schools in the U.S.

This assessment is based on information on education in India from the 1970s through the mid-1980s. Since then, the education system has undergone fundamental reforms that gave rise to a uniform system of education. By the mid 1980s the Standard XII award had been fully implemented across India and almost all universities had adopted the three-year bachelor’s degree.

Despite the reforms, the university sector continued to struggle with the excessive rate of failure in the university-matriculation examinations, as well as the high dropout rate. The growth in the number of students impacted on the quality of university education, particularly in the social sciences and humanities. Still, Indian higher education included several centers of educational excellence.

In an attempt to address the issue of quality in higher education, the University Grants Commission (UGC) founded the National Assessment and Accreditation Council (NAAC) in 1994. The mission of the NAAC is to evaluate and accredit higher education institutions on the basis of clearly defined criteria that include the curriculum; teaching and student assessment; infrastructure and resources; student support; and institutional management. Institutions that complete the process successfully and qualify for accreditation are graded as follows:

The grading scale is weighed (70%) toward teaching and learning resources with the remaining 30 percent given for student support and institutional management. Accreditation is voluntary and so far 3,696 institutions have been accredited.

To access the full list of institutions accredited by India’s National Assessment and Accreditation Council (NAAC), please click here.