Equivalence in academic qualifications

Title

Creator

Cahier, Philippe

Language

English

Year

1968

Subject

Academic qualifications.

European Convention on the Equivalence of Diplomas Leading to Admission to Universities.

Rights

In Copyright - Educational Use Permitted

Abstract

Diplomas awarded by colleges the world over could have some significance if given some standard of equivalence.

Fulltext

■ Diplomas awarded by colleges the world over could have some significance if given some stand ard of equivalence. EQUIVALENCE IN ACADEMIC QUALIFICATIONS If there is one sphere in which there should be no na tional rivalries it is that of education, and yet it must be said that it is here that one often finds the most unpro gressive nationalism. Many states are convinced that their university system is the best; hence their reluctance to recognize the diplomas of others. But besides these poor reasons there are more valid ones which make the problem hard to solve. Stu dies in preparation for a de finite profession are organ ized as part of a whole; they are adapted to local needs. One country puts the empha sis on one subject rather than another; one country attaches more importance to practical work while its neighbor con ceives studies in a more theo retical light. Finally, some studies can only be appro priate to a particular country — law, for example. The “European Conven tion on the Equivalence of Diplomas Leading to Ad mission to Universities” was signed in Paris in 1953. Ac cording to Article 1, para graph 1, each contracting party recognises the others’ university entrance qualifica tions. However, Article 1, paragraph 3, shows clear signs of the nationalism alluded to above. It provides that each contracting party shall reserve the right not to apply the provision contained in paragraph 1 to its own nationals. A second Conven tion was signed in Paris in 1956, again under the auspices of the Council of Europe: the European Con vention on the Equivalence of periods of University Study. This Convention has a much more limited scope than its title suggests. Ac cording to Article 1, the con 40 Panorama trading States agree to re cognise any period of stu dies passed in the university of another Member State of the Council of Europe, but only in the field of modern languages. It must also be added that only the period of studies is recognised, and not the examinations. In 1962 this Convention only received nine ratifications. In 1959 the Council of Europe was to take a step forward in the equivalence of diplomas when, under its auspices, the European Con vention on the Academic Re cognition of University Qua lifications was signed in Paris by the majority of Member States. It provides that the contracting parties shall grant academic recogni tion to university qualifica tions bestowed by a univer sity established in the terri tory of another contracting party. This recognition is to permit the holder to pursue supplementary university stu dies and to hold the acade mic qualification. Does this include the possibility of practising the profession to which a qualification applies? The Convention is not very clear on this point. It ap pears that the solution should be sought above all by com petent university bodies ra ther than at full governmental level. Some countries have made efforts to solve the question by bilateral agreement, on a subject by subject basis. Thus conferences were held in 1960, 1961, 1962 and in January 1963 by heads of French and German univer sities. Their efforts were directed more towards the recognition of periods of study completed abroad than towards the full recognition of the equivalence of diplo mas. As regards subjects, they covered chemistry, clas sical philology, Romance phi lology and Germanic studies. To take languages alone, the conference of French and German heads of universities met with considerable diffi culties arising out of the dif ferent methods of organising studies in the two countries. In France studies work to wards a licenciate’s degree and a doctorate. Examina tions are held each year. Germany only knows the doc torate, for which the exam inations tend to be grouped together at the end of the Mahch 1968 41 period of studies. Further more, the German student has more freedom than the French in the choice of syllabus, and seminars or practical work play a consi derable role in Germany, while in France they are practically non-existent. Con sequently, in France, attend ance at such courses is not compulsory, while in Germa ny it is controlled and ab sences are punished. The conference of heads of universities made a very thorough comparative study to see what in the French syllabus could be made to correspond to the German syllabus. The result is that their plan, now completed and awaiting the approval of the government authorities, proposes a whole series of partial equivalences. In seek ing equivalence in subject matter the conference of heads of universities has done useful work. Similarly it may be noted that, as part of the studies on this ques tion made by the European Economic Community, a Committee has examined the problem of equivalence in pharmacy and has made a painstaking comparison not only of the number of years of study but also the number of hours devoted to each sub ject. Each member was re quested to furnish details of every subject taught and to submit examples of questions set in examinations. This system has definite advantages. By comparing subject matter for study in two countries, one arrives at real equivalences and avoids anything artificial. Thus, while the attempts have been relatively numer ous, the results to date are disappointing. Yet the equi valence of diplomas in Europe will become in creasingly necessary. Provided that countries want it, the provision of a system of equivalence in European university diplo mas is not an insurmountable task. If nationalism were abandoned in the sphere of education, it would facilitate the association or unity of 42 Panorama Europe as an element of Graduate Institute of Inter peace and stability in the in- national Studies, Geneva. ternational community as a An abstract. whole.—Dr. Philippe Cahier, NICE PERSON A nice person is neither too tall nor too short, looks clean and cheerful, has no prominent feature, makes no difficulties, is never misplaced, is never* foolishly affronted, and is void of affectation. There is something in the very air of a nice person which inspires you with confidence, makes you talk, and talk without fear of malicious misre presentation. A nice person is clear of little, trumpery passions, acknowledges superiority, delights in talent, shelters humility, pardons adversity, forgives deficiency, re spects' all men’s rights, never stops the bottle, is never long and never wrong, always knows the day of the month, the name of everybody at table, and never gives pain to any human being. A nice person never knocks over wine or melted butter, does not tread upon the dog’s foot, or molest the family cat, eats soup without noise, laughs in the right place, and has a watchful and attentive eye. — Sydney Smith March 1968 43

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