Acquiring an equivalence certificate is a crucial step for students returning to Nepal. These difficulties must be addresssed soon
The recent struggle faced by a Cambridge PhD-holder in obtaining an equivalence certificate from Tribhuvan University (TU) has sparked renewed debate about the need to overhaul the convoluted and time-consuming academic certificate equivalence procedure in Nepal.
Personally, I can empathise with this issue, as I had gone through a similar frustration while attempting to obtain equivalence certificates for my Master's and PhD degrees earned from a renowned German university.
Despite making multiple visits to TU's equivalence department, a cramped and dusty room in Kirtipur, armed with stacks of required documents and transcripts, all my efforts proved futile.
Consequently, I was compelled to abandon my pursuit of having my academic accomplishments recognised in Nepal. On the contrary, the prestigious Harvard University unconditionally acknowledged the same certificates and granted me the opportunity to enroll in an academic course at Harvard Medical School.
In recent times, the pur-suit of higher education has driven Nepali students to venture overseas. However, upon their return, they are confronted with the daunting task of obtaining an equivalence certificate from the Higher Secondary Education Board (HSEB) or TU to validate their foreign academic qualifications.
The aforementioned example, along with my own personal experience, highlights the arduous and intricate process involved in obtaining equivalence certificates for students who have studied abroad. This raises a pertinent question: Do academicians associated with HSEB, TU, and other academic institutions intentionally prolong and complicate the equivalence procedures, perhaps to prematurely stifle the professional challenges that abroad-educated scholars may pose to them? The major obstacle faced by students is the lack of clear guidelines and information regarding the equivalence certificate process.
Students are often unaware of the specific requirements, procedures and necessary documents, leading to confusion and delays. There is insufficient information on the HSEB and TU websites, and theofficials at these institutions generally abhor providing one-to-one information personally or through telephone enquiry. However, when the students appear personally to submit their documents, they are asked to provide a comprehensive set of documents, including academic transcripts, course syllabi, (translated) copies of dissertation, copies of studentvisa and other supporting materials. However, the specific requirements vary depending upon the country and university, and the process often demands extensive paperwork, leading to administrative challenges and potential errors.
Hence, the students get tangled in a cycle of repetitive document submissions, verifications and follow-ups that prolong the overall process. In addition, the evaluation criteria for equivalence certificate are also inconsistent, and the lack of a standardised process creates ambiguity thatmostly leads to unfair treatment for students. The example of the aforementioned Cambridge graduate illustrates that she had struggled for two years to obtain her equivalence certificate, but without any success. Moreover, one PhD graduate from South Korea had mentioned in the social media about his unproductive struggle of six years.
The clarification in favour of HSEB and TU in conducting a complicated equivalence process is that many certificates submitted for equivalence turn out to be fake, especially from incredulous universities.
However, the concerned authorities should be able to develop a mechanism to identify genuine certificates from reputed universities.
Backed by incredible hitech advancement, the world is zooming forward technologically, and many global universities have formed mutual networks.With the click of a computer button, the required information can be obtained from the foreign universities within seconds. However, the HSEB and TU are stalled at where they were decades ago. The complicated and time-consuming equivalence procedure needs a prompt reformation, and the concerned authorities must align themselves with modern technology.
The HSEB and TU should improve their communication channels to ensure that students have access to accurate and up-to-date information regarding the equivalence certificate process. This can be achieved through dedicated helplines, comprehensive websites and informative brochures, ensuring transparency and reducing confusion.
Moreover, the documentation requirements should be simplified and streamlined to alleviate the burden on students. By providing clear guidelines and a centralized platform for online document submission, the process can be made more efficient, reducing errors and unnecessary paperwork.
For achieving such efficiency, the authorities responsible for issuing equivalence certificates should invest in technology and competent manpower to expedite the evaluation and verification processes.
Moreover, evaluation criteria for foreign university qualifications should be standardised.
This will minimise inconsistencies in issuing equivalence certificates and ensure a fair and transparent process for all students.
Collaboration between educational institutions, accrediting bodies and government agencies can help develop a unified framework for evaluating foreign academic qualifications.
Acquiring an equivalence certificate is a crucial step for students returning to Nepal after completing their education abroad.
Addressing these difficulties through improved communication, streamlined procedures, expedited processing and standardised evaluation criteria can create a more student-friendly environment.
By implementing these solutions, the HSEB and TU can facilitate the seamless recognition of foreign academic qualifications, empowering students to contribute effectively to the country's development.
A version of this article appears in the print on July 26, 2023, of The Himalayan Times.
