In early March 2016, the UK Visas and Immigration (UKVI) section of the Home Office announced that the online Points Based System (PBS) Calculator was being turned off on 5 April 2016.
The online calculator enabled immigration applicants to self-assess their qualifications and English language level, and print out the calculator results, in advance of submitting their application to UKVI.
From 6 April onwards, those wishing to use qualifications to satisfy the immigration attribute requirements and/or English language proficiency requirements will no longer be able to use print-outs from the PBS calculator to support their applications. They will need to apply to UK NARIC VisasAndNationality (www.naric.org.uk/VisasAndNationality).
UK NARIC VisasAndNationality is the new designated service supporting individuals applying for UK visas or for settlement in the UK, provided on behalf of the Home Office.
A new online application system has been specifically developed and will provide official UK NARIC VisasAndNationality statements, custom-designed for immigration purposes. These statements confirm your academic qualification level and/or English language proficiency – as appropriate for your personal circumstances and immigration route. The new security-enhanced statements present clearly all the key information required by Home Office UKVI immigration case workers.
How will the new service work?
The new VisasAndNationality web application process asks you all the relevant questions and keeps you on the right route to help ensure you get the correct paperwork to support your immigration application. Online messaging allows you to contact the dedicated VisasAndNationality help team at any stage in your application.
Which immigration routes will the new service support?
The VisasAndNationality service supports applications made through the following PBS routes:
- Tier 1 Entrepreneur
- Tier 1 Graduate Entrepreneur
- Tier 2 General
- Tier 2 Ministry of Religion
- Tier 2 Sportsperson
- Representative of an Overseas Business visa
The service also supports family, settlement and citizenship/nationality applications.
Other visa routes do not require UK NARIC VisasAndNationality documentation as supporting evidence. Please visit the UK Visa & Immigration website to check the particular requirements for each of the immigration routes.
If you have questions about the Immigration Rules or about your particular circumstances in relation to them, you should contact UKVI direct.
How quick will the service be?
The VisasAndNationality service offers a faster 10 day turnround time – quicker than current UK NARIC statement services which work to 15 day timeframes.
A range of delivery options are available, including next working day and, for international deliveries, fast and secure courier by DHL (delivery is charged extra, according to the option you choose).
How much will it cost?
To streamline the service and to make it as simple and efficient as possible, we offer a simple one price structure – you pay one price for your application and for your use of the service – the price is the same regardless of the number and type of statements produced. You pay per service use, not per statement.
You can submit multiple qualifications at the time of application. Again, you pay per application, not per qualification.
The price for an individual application is £125 + VAT.
For immigration advisers, solicitors and other organisations looking to process multiple applications, we offer a corporate bundle service.
How do I apply and what do I need to send?
You need to register and complete your application online.
You can also apply by post. We will need paper photocopies (not originals) of all your documents (detailed below) and a letter giving your contact details and the purpose of your enquiry.
If you apply online, you can upload scanned files. If you apply by post, send photocopies. Do NOT send original certificates or documents.
We need the following from you:
- A photocopy or scanned version of your certificate(s) together with final transcript(s) in the original language
- A photocopy or scanned version of a certified translation in English
- Evidence of the medium of instruction of your degree (in the form of an official letter from the university or institution) OR a photocopy or scanned version of your English test certificate(s).
Where can I get more information?
UK NARIC is not able to help with questions about migration to the UK; please contact UK Visas & Immigration (part of the Home Office) to find out more about the UK’s immigration system; you can contact UKVI direct.
UK NARIC will be continuing to support the Train to Teach events in 2016.
We will be offering advice on international qualifications and teaching careers, and UK NARIC services that can be of assistance.
We will be at these events in early 2016 and look forward to meeting those attending:
- 23 January taking place at the Life Centre; Newcastle
- 30 January, at the At-Bristol venue; Bristol
- 6 February at the QEII Centre, Westminster; London
Some advice for those seeking to enter teaching is available through the UK NARIC website
This article was first published on the ECCTIS Blog
The Independent Examinations Board in South Africa has recently added the Advanced Programme: English to their suite of qualifications. The IEB conducted a pilot study of the AP: English in 2011, with the national roll-out being launched in 2012. The AP: English is a new qualification offered by the IEB in addition to the National Senior Certificate, intended to provide the opportunity for students to study English in further depth and increase the number of students following programmes including English at tertiary level. It followed the launch of the then newly developed National Senior Certificate and AP: Mathematics in 2010.
Following the benchmarking study undertaken in 2010, which examined the NSC and AP: Mathematics, this study sought to benchmark the AP: English against UK qualifications. It confirmed that the AP: English can be considered comparable to GCE Advanced level standard.
Exemplar GCE A level programmes were used to assist with the benchmarking study. The majority of the core components of the GCE A level programmes were also covered by the AP: English, although some differences were observed in the entry requirements and the content of the programmes. However, these differences were deemed to be due to cultural differences between the two systems rather than an indication of disparities in academic level. There were clear links between assessment standards and objectives, as well as the depth and breadth of the programmes in providing the skills required for tertiary study. This resulted in the following comparable level:
|Independent Examinations Board Programme||Comparability|
|Advanced Programme English||Is considered comparable to GCE A level standard|
Further information on the IEB AP: English can be found on the IEB website. For information on the project work undertaken, please contact mailto:email@example.com.
This article first appeared on the ECCTIS blog
How important are higher education degree marks in Russian graduate job searches? Do employers look at and consider GPAs? The question is quite complicated and has no clear answer.
Of course, there is no unique methodology or official guidance on how to recruit, or which criteria should be considered. Therefore, every employer has the right to set their own criteria and rules for the review of applications for vacancies. After all, is something like this not happening in many countries around the world?
So why is the situation in Russia more complicated than in other countries?
The first complication is the lack of a GPA on the final diploma. Individual subjects are listed, but if employer wishes to identify the average score, they need to calculate it themselves. This is more common with foreign recruiters who are used to operating with this indicator during the initial stage of selection process.
However, Russian employers are unlikely to bother with this calculation, deeming it unnecessary. Traditionally, simply having a diploma is a sufficient factor for initial screening. Until recently, it was fashionable for employers to ask for a degree for any job, even for the post of a cleaner. But when competitiveness started to increase and Russian enterprises and companies with foreign capital became more careful with recruiting processes, HR departments began to pay more attention to other factors: degree specialisation, the list of subjects the student passed during the course and, finally, marks in individual subject areas, as well as the topics of the completed thesis and coursework. This information can be found on the transcript.
In Russia, there are two types of diplomas at each level of higher education, so-called “blue” and “red”. They are called so because of the colour of the documents. “Red” diplomas refer to honours degrees (there will be specific reference to ‘honours’ on the document). Unlike in the UK, this does not mean that a person studied more advanced course, rather that the student has obtained a very high average grade. In order to obtain a “red” diploma, a student must not get any “satisfactory” marks during the entire study period, and the total percentage of “excellent” marks must not be less than 75% within the designated timeframe. Also marks for the thesis and the state exam must be “excellent”.
“Blue” diplomas are issued for all other students who have successfully completed the course. Several factors should be taken into account. Firstly, there is no further distinction. So it is not known (without a thorough study of the transcript), what percentage of “excellent” marks a person with a “red” diploma has obtained, or how successfully a “blue” diploma holder completed the course (after all, if they obtain only satisfactory grades, they will still receive the document). Secondly, it is important to note that during the period of study a substantial number of students drop out. For instance, completion figures of students who entered bachelor level in 2007 demonstrate a rate of attrition of about 30% (data based on the responses received from Russian HEIs in December 2012). Traditionally, technical and medical courses are most demanding, so tend to incur the highest drop-out rates.
The difference in the status and prestige of the university is another aspect. In Russia there is an implicit ranking of universities, and many employers take into consideration the type of institution from which an applicant graduated. Undoubtedly, a graduate from Moscow State University or from Moscow State Institute of International Relations will be prioritised over a graduate from a regional institute. There are rankings, compiled by various organisations, which can also be used in this case. Late last year, the Russian Ministry of Education conducted an audit of both public and private institutions. As a result, some educational establishments are being either reorganised or simply closed. This factor can also be considered when screening job applications.
It should also be remembered that the majority of graduates from higher education institutions are not working in the specialism in which they trained. In this case, a diploma simply confirms that a person is able to think and work independently. Recently, some prestigious companies started to require graduates to be qualified in relevant disciplines, especially when it comes to specialised industries.
Responsible students have always tried to gain work experience while studying at the university. Employers frequently request work experience, so the placements are an important differentiator. However, whilst students used to take on placements during the last two years of education, the trend now is that many try to find something suitable as early as the second year.
The twin problems of corruption and diploma mills, against which there has been a long fight, do not always make it possible to blindly trust the marks on the diploma. No-one can say with absolute certainty whether a student has earned themselves the mark. In this regard, it makes sense to test an applicant, or check their knowledge and skills through interview.
For these reasons, Russian employers must consider a whole set of factors. Evaluation of graduates is often a subjective process, rather than one involving a set of easily applicable thresholds.
UK NARIC compare marks achieved across the world to A-level and Bachelor degree grades obtained in England. For more information, please see International Grade Comparisons.
This article was first published on the ECCTIS blog
Technical and Vocational Education and Training (TVET) is a hot topic in Turkey. As the local and global economies increase in competitiveness, the need for a labour force equipped with appropriate, quality-assured qualifications to meet the demands of the business environment also increases. The Turkish Ministry of National Education and Council of Higher Education (the bodies responsible for TVET in Turkey) are only too aware of this, and between 2003 and 2012 have invested over €9billion in developing the sector. This year alone, the Ministry of National Education is anticipated to allocate 37% of its total investment budget directly into the TVET sector. Resulting from this continual and substantial investment has been the development of an established and wide-reaching TVET system which delivers education and training in more than 130 occupations.
Much of the development of the TVET sector in Turkey has been attributed to the successful cooperation between educational institutions, schools and the social partners, which has ultimately eased the transition of TVET students from the institution to the work place. No wonder, then, that as part of their continuing work to enhance mobility through improved recognition and understanding of qualifications, the ECCTIS Ltd Research & Consultancy Team want to learn more.
Consequently, they are participating in a Study Visit to the Turkish province of Mersin at the end of May (funding provided under the Lifelong Learning Programme of the European Commission). The premise of the visit is to explore themes around the valuable contribution of partnerships to education, and will be attended by a range of stakeholders from across Europe including the Czech Republic, Finland, France, Germany, Italy, Ireland, Lithuania, Hungary, Poland, Romania and the UK. During the week-long visit, participants will learn about the Turkish TVET system, initiatives of the local authority to promote and help improve TVET in the province, and examples of good practice in cooperation between institutions and social partners. Of particular relevance to the work of Research & Consultancy will be learning about the ways in which partnerships between government, private institutions and social partners have aided the recognition of TVET qualifications in Turkey, and how this has this helped increase the uptake of qualifications by students and the appreciation of qualifications by employers and industry.
With so many stakeholders attending from across Europe, the study visit is bound to be both interesting and insightful. Watch this space for reflections on the visit!
*Disclaimer: The content of this publication is the sole responsibility for the publisher and the European Commission is not liable for any use that may be made of the information.
This article first appeared on the ECCTIS Blog
Since 2008 there has been an 86% increase in the number of visits from the UK to the central Europass website. Nearly quarter of a million visits were complete in 2012 resulting in over 120,000 Europass CVs being completed.
“These are really encouraging figures” commented Frazer Wallace, Europass Co-ordinator, “we’ve been working very hard at promoting the benefits of Europass and how the documents can help promote an individual’s skills and competencies and it seems to be paying off!”
In total, over 2.25 million Europass CVs and 40,000 Language Passports were complete in English while over 2 million Europass documents were downloaded in English in 2012; a 195% increase since 2008.
More information about the number of Europass documents that have been downloaded can be found on the central Europass website http://europass.cedefop.europa.eu/en/resources/statistics.
More information about Europass is available from the Europass website.
This article was first published on the ECCTIS Blog
At the Berlin Ministerial meeting in 2003, the UK and the other Bologna signatory countries committed themselves to the introduction of the Diploma Supplement. The agreed objective was that the Diploma Supplement should be issued automatically and free of charge to every student graduating from 2005.
In the UK, in 2013, this target has yet to be achieved, but what is the current situation with Diploma Supplement implementation and why has it proven so difficult to achieve?
The UK National Europass Centre (UK NEC) has a particular interest in the Diploma Supplement, because it is responsible for promoting the Diploma Supplement in the UK as one of the five documents that comprise the Europass Portfolio.
The Diploma Supplement: Background and status of implementation
The Diploma Supplement was designed jointly by the European Commission, the Council of Europe, and UNESO/CEPES and derives from a pilot programme that ran from 1996-1998. It is issued to students by Higher Education Institutions on the successful completion of a qualification. It provides information about the qualification, institution and qualification framework to aid recognition by credential evaluators, admissions officers, employers, individuals, etc.
The results of the 2011 UK Higher Education International Unit European Activity Survey of UK HEIs indicates that, of the 70 institutions that responded to the survey, 79% currently issue the Diploma Supplement. Of these, 82% use the standard European format; 73% issue them automatically.
One reason why the Diploma Supplement has not been ubiquitously implemented across the UK Higher Education Sector is because of the existence of the Higher Education Achievement Report (HEAR).
The HEAR is specific to the UK and is the product of the Burgess Implementation Steering Group. It derives from a 2007 report Beyond the Honours Degree Classification. The HEAR is a concise, electronic document produced by a higher education institutions (HEIs), which provides a record of a student’s achievement during their time in higher education.
The HEAR conforms to the data fields for the European Diploma Supplement template, but it differs from the Diploma Supplement in a number of ways, including:
- It is an electronic rather than paper document.
- The title of the document (HEAR Diploma Supplement).
- It is an on-going record that is updated throughout the student’s career with the institution (although the HEAR Diploma Supplement is the exit document issued on completion of the qualification). It can be accessed by the student at any time.
- It contains information about the student’s non-academic achievement that can be verified and validated by the institution.
The relationship between the Diploma Supplement and the HEAR
The Diploma Supplement template and the guidelines governing its completion are inflexible. This is because the document is jointly owned by the European Commission, Council of Europe and UNESCO-CEPES.
Higher education institutions have the option to apply for the Diploma Supplement Label – a quality label which requires applicants to follow stringent guidelines to ensure consistency in the content and format of the document.
Because of the differences between the Diploma Supplement and HEAR, there has historically been uncertainty as to whether the HEAR complies with the Diploma Supplement template, and whether it meets the Diploma Supplement Label requirements. Some HEIs have, understandably, been reluctant to introduce either document until the issue is resolved.
In October 2012, the Burgess Implementation Steering Group published their final report entitled Bringing It All Together: Introducing the HEAR. The report proposed that higher education representative bodies commend the HEAR to be adopted sector-wide for students entering education in the academic year 2012-2013 (Universities UK and GuildHE have subsequently commended the HEAR to the sector).
Concurrently, clarification was sought from the European Commission as to whether the HEAR DS could meet the Diploma Supplement label requirements. The European Commission’s response was that they had no issue with the title of the document, or its electronic nature, and raised no objection to the inclusion of additional information so long as “it can provide genuine added value in a national context”.
The European Commission’s indication that the HEAR Diploma Supplement can meet the requirement for the Diploma Supplement Label has opened the door to a common UK position for the implementation of the Diploma Supplement.
These developments are a significant step towards widespread adoption of the HEAR Diploma Supplement across the sector. Indications from the Burgess Implementation Steering Group are that over 100 HEIs have already signed up to issue it.
The UK NEC will be paying close attention to future developments in this area, and is particularly interested in whether any of those institutions issuing the HEAR will apply for the Diploma Supplement label and test the question of what non-academic additional information the European Commission considers provides genuine added value to the document?