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Come hear first-hand about three in-depth study visits undertaken by professionals from CIMEA (Italy), ECE (USA), and NIAD-QE (Japan) who shared resources, compared evaluation methodologies and, of course, participated in friendly debates about the hot topics in the field of credential evaluation! Through these experiences, we were able to learn from primary sources about the different systems of education, involvement in international conventions, and even how we differ in our practices. TAICEP promotes cross-country collaboration, and what better way to do so than to spend time immersed in another environment, and to share our findings with the larger TAICEP membership.

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In November 2019 UNESCO's General Conference adopted the Convention on Global Recognition in Higher Education, known as GRC (Global Recognition Convention) for short. GRC aims to facilitate the recognition of educational qualifications of individuals relocating temporarily or permanently to another country anywhere in the world. It builds upon several earlier regional conventions, most notably the Lisbon Recognition Convention (LRC) of 1999 covering mostly Europe and North America. The GRC does not mandate automatic recognition; it provides autonomy to states, institutions, and organizations. It is a framework that emphasizes the importance of fair recognition processes, and hopefully it will shift the burden of proof from the applicant to the body responsible for recognition and take into account the diversity of educational providers and new models of learning. What are the prospects for GRC implementation in various national contexts? Possible pathways for GRC implementation, particularly in higher education within Norway, Canada, and the U.S., are examined, followed by a discussion of wider adoption in Europe.

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Kick off the 2020 TAICEP Virtual Conference in style! Bring or wear something representative of your home country, region or organization (or anything that makes you feel festive) and join your colleagues for a fun and interactive opening reception. Hear welcoming remarks from TAICEP President, Jeanie Bell, review the conference schedule of events with our Conference Planning Committee and put your TAICEP knowledge to the test with TAICEP trivia. Bring your own beverage and we'll toast to making the most of our virtual event!

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In 2018 and 2019 Quality and Qualifications Ireland, the Hong Kong Qualifications Secretariat and the New Zealand Qualifications Authority engaged in two collaborative projects where the respective qualifications frameworks of the three countries referenced their qualifications bilaterally to one another. Ireland and the Hong Kong Qualifications Secretariat and the New Zealand Qualifications Authority have established systems of qualifications frameworks and have referenced their respective system to the European Qualifications Framework following detailed evaluations and bench-marking. Building on this work a further process to cross reference to their frameworks using the EQF as a translation device was undertaken. Memorandum's of Understanding were agreed to at organisation levels and working groups which worked virtually were established.The referencing methodology was complex and thorough exercise resulting in the production and publication of two guides to one another's system's of qualifications: one for Ireland and Hong Kong, and another for Ireland and NZQA. Scope for further triangulation of this type of work is possible and further explored.

This session complements the knowledge base required for earning a TAICEP Bologna Process Certificate.

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The international landscape for digital student data is a rapidly changing one; the differing formats and platforms can be confusing for those who have to receive and review credentials. The challenge can be exacerbated for international users who may not have been considered at the time of their design. An overview of the common types of platforms that exist for accessing and/or verifying transcripts is provided. For example, while some systems provide a time-restricted link to a PDF document, others require logging into a portal. While some serve solely as verification sites, others issue electronic documents that allow for instant verification through one click. Case studies from around the world and an investigation of such issues as trust of source, usability, ease of adoption/verification, and security are explored.

This session complements the knowledge base required for earning a TAICEP Foundation Certificate in International Credential Evaluation.

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Can the digital transformation of higher education under the political scaffolding of the Global Recognition Convention (GRC) remove barriers and ultimately contribute to further globalization of international student mobility? Presenters and participants engage in stimulating discussions around the possibilities and ramifications of the GRC. Evaluation reports and recognition statements are forms of digital credentials (like digital diplomas and transcripts), but they represent formalized opinions regarding the comparability of qualifications. This session challenges some of the current "conventions" around recognition and explores how technology and policy could forge a creative pathway toward true, global, inter-operability of recognition. Issues such as whether global recognition is a positive for our profession, and if it is even possible are discussed. Will a recognition statement produced by an evaluator in one country be accepted by an HEI in another? Do we need global "recognition standards" in evaluation? What does automatic recognition really mean? Ultimately, what's the impact on global student mobility? The presenters will discuss possible scenarios based on adoption of the GRC.

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The Expanded Tertiary Education Equivalency and Accreditation Program in the Philippines and other similar programs offer university credit for non-traditional learning. How do we, as evaluators, view these credits, and how can we help the recipients of the evaluations understand the practical implications of credit for non-traditional learning as it applies to recognition of degree or transfer credit is explored.

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Credits? General education? Electives? Community colleges? SAT? ACT? GRE? GMAT? GPA? Post-secondary education in the USA is vast and not necessarily as straight-forward as it seems. This session introduces undergraduate, graduate, and professional education as well as post-secondary technical education. If time permits, a review of grading and credit systems is covered.

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What are the current approaches to transnational education (TNE) recognition? How should TNE awards be evaluated? Are processes for TNE clear cut or convoluted? Transnational education crosses many borders with institutions offering programmes to student populations across the world. Different models of delivery challenge notions of 'traditional learning'. As TNE evolves to meet national priorities, institutional aspirations and students' needs, the typology once used to understand provision no longer reflects the reality. This can affect recognition and evaluation as established processes are stretched and challenged. Since TNE institutions and qualifications still seem subject to national boundaries and regulations that determine processes for qualification recognition and evaluation and for institutional and programmatic quality assurance, can TNE truly enjoy global success without accepted transnational standards to enable recognition? Can insights from credential evaluation work help? Reference to UK NARIC research conducted over the last three years, participants explore some of the central challenges and learn about some processes for profiling the 'TNE terrain'.

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French Press, AeroPress, Cold Press, Drip, Pour Over, Instant, Espresso, Irish, Yerba Mate, English Breakfast Tea.... Whatever your routine is, join us (with favorite beverage in hand) to network with your colleagues and discuss topics relevant to the TAICEP community. 

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One of the pillars of the Lisbon Recognition Convention (LRC) is fair recognition of qualifications "unless there is a substantial difference between the foreign qualification for which recognition is sought and the corresponding qualification of the host country." But the LRC itself does not give a precise description of what a substantial difference is. Presenters provide an overview of the debates that have ensued on interpretation of "substantial difference" (SD) during the ENIC-NARIC Working Party on SD [2005-2008], by the definitions proposed by the EAR Manual [2012-2016], and the monitoring of the LRC on how do the Parties interpret "SD" [2015-2016]. Isn't it interesting to have a peek into whether the Regional Conventions give a clear description on what should be considered "SD", or if they ignore this area? And what about the Global Convention? After the the theoretical overview, presenters share some practical cases and suggest how to assess substantial differences.

This session complements the knowledge base required for earning a TAICEP Bologna Process Certificate.

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On July 29, 2020, India announced its New Education Policy (NEP). This policy marks a major shift away from the Anglophone system. Secondary education will be modified to a 5+3+3+4 years system. Pre-school will be bought into the official stream and the medium of instruction until grade 5 will now be either the mother tongue or regional language. Post secondary education changes to a 1+1+1+1 year system, with multiple entry and exit options. The Master's program will become a 1+1 year path. Other key elements of this policy are the opening up of higher education to foreign universities, dismantling of the University Grants Commission (UGC) and the All India Council for Technical Education (AICTE) regulatory bodies, introduction of a four-year multidisciplinary Bachelor Program, and an overhaul of the curriculum with a thrust on experimental learning and critical thinking.

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Presenters describe the 20 year history and development of the HEI student information system establishment and management. The original intent of the system establishment, system fusion, data sharing are explored. Credentials verification practice in China, including the verification methods and current advancement of improvements are shared.

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Join this session to learn about new research and efforts occurring across Canada to improve learner credentialing and digitized document exchange. Joanne Duklas, an award winning researcher and former registrar from Canada, shares her research on micro-credentialing and examples of the work occurring in the fields of credential evaluation and digitized exchange of official documents to aid learner mobility. These new opportunities for permission based sharing of official documents supported by ground breaking Conventions require credential evaluators to reconsider traditional approaches and perspectives to assessment practices, policies, and regulations as a means to enhance supports and services to internationally educated individuals. Information on some of these exciting initiatives is shared, and participants explore some of the emerging challenges and opportunities.

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Join us to acquire practical knowledge on institutional accreditation to improve your work as an evaluator. Together, we review and debate case studies where school accreditation was scrutinized as part of credential evaluation. Learn how collaborative school accreditation processes actually work, including country-specific recognition of accreditation globally. Approaches to various models, including cross-border recognition, accreditation by religious bodies, and examination-based systems are shared.

This session complements the knowledge base required for earning a TAICEP Foundation Certificate in International Credential Evaluation.

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Have you ever had this reaction and wanted to find out more about foundation programs? Come learn about foundation, preparatory and bridge programs offered by higher education institutions. Findings on evaluation approaches by higher education institutions and evaluation organizations and suggested guidelines on integrating these programs to practices that already exist at your organization are shared. Join this lively discussion on challenges, approaches, practices and established policies.

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The national education systems in Central Asia countries are going through dramatic changes since countries gained independence. The end of the Soviet Union granted Central Asian countries not only independence, but also access to international information and data. The need to reform the education system was urgent as it influences all other infrastructures. Secondary education in Kazakhstan is undergoing huge reforms for the last decades. Creating schools that serve as platforms for introduction and piloting educational innovations was a successful idea. NIS are reforming educational programs, assessment, student selection, and school counseling and career guidance. One of NIS' objectives is to provide high-quality educational services that meet educational standards and enable students to enter best national and worldwide universities. Presenters share an educational project that is unique in Central Asia – Nazarbayev Intellectual Schools (a network of 21 schools) and its experience, achievements and progress that were gained for the last decade.

This session complements the knowledge base required for earning a TAICEP Secondary School Certificate.

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What is a good score? Does a 3.5 GPA have a universal meaning? How can you tell if a student has achieved a 2:1 standard? Simply knowing the level of a qualification may no longer be enough. Evaluating the achievements of the international student is not always a straightforward process. As experienced credential evaluators, who are frequently questioned about grades and grade evaluation, will testify, approaches to grading vary from country to country and qualification to qualification. Understanding the context of individual achievements enables greater understanding of the award, the context of the individual performance and how this might compare to identified levels of achievement. In practice this helps admissions officers, graduate recruiters and other stakeholders alike to filter applicants fairly and effectively. Offering guidance and practical tips, this interactive session will cover real-life case studies from a variety of different systems, explore methodological considerations and challenge preconceptions.

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Authorized. Recognized. Accredited. Credential evaluators encounter these terms every day. At the same time we occasionally encounter some serious conundrums when trying to interpret the shifting meanings of these terms across the world's many higher education systems. Intended for evaluators of every experience level, though discussion and country-specific examples participants take a deep dive into the realm of higher education quality assurance systems.

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Homeschooling is growing around the world, and understanding how it is viewed and accepted varies among countries. Students can also earn secondary school qualifications through special tests or distance education. This session introduces homeschooling, alternative testing, qualifications awarded, and recognition.

This session complements the knowledge base required for earning a TAICEP Secondary School Certificate.

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Join this session to learn about how to evaluate new forms of online learning. The content is based upon the results of the Erasmus+ project e-Valuate. Since e-learning falls outside the scope of regular education, how can these types of programmes be assessed and recognized, and used for admission purposes or for exemptions? And what exactly is a MOOC? We look at seven criteria that can be used to evaluate MOOCs, micro-credentials and other forms of stand-alone e-learning and provide you with guidelines on how to integrate recognition of e-learning into already existing recognition procedures at your institution.

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French Press, AeroPress, Cold Press, Drip, Pour Over, Instant, Espresso, Irish, Yerba Mate, English Breakfast Tea.... Whatever your routine is, join us (with favorite beverage in hand) to network with your colleagues and discuss topics relevant to the TAICEP community. 

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Afghanistan is one of the countries high on the agenda for many credential evaluation offices across the world. The cases are getting more and more complicated while we have to navigate in a landscape characterized by the limited amount of accessible information and unstable verification sources. Two highly experienced evaluators from BCIT, Canada and NOKUT, Norway provide a detailed overview of the current education system in Afghanistan, share updates on recent developments in the country as well as current challenges and possible solutions for complicated cases. Participants take part in an interactive discussion on good practices in evaluation approaches.

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Norway and other countries lack skilled workers; this session explores how NOKUT can play a part in solving this. A key element in the recognition process of VET qualifications is the close link to the labour market. Tripartite cooperation structures and the involvement of professional chambers play a major role in this context. The session focuses on the "end users" (companies, applicants) and their great benefits. Learn about different methodology and evaluation practices of recognition of VET/ TVET qualifications. Statistics and surveys, which give an indication of the effect of the recognition are shared. Presenters raise questions on how we define tertiary vocational education and how we can separate vocational from non-vocational education or short cycle mercantile education. Together presenters and participant will brainstorm on answers to these questions.

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The recognition of foreign credentials is critical to global mobility. The process, however, is riddled with challenges – fraudulent or illegitimate academic credentials, cross-border programs, and inaccessible documentation. These challenges require processes of credential recognition that allow evaluators to safely navigate the twin dangers of accepting fraudulent or illegitimate academic documents and rejecting the legitimate, but unofficial, documents of the world's most marginalized populations. These challenges are only exacerbated by a constantly changing educational and political environment, while their solutions require innovative approaches and strategic responses. Drawing on the expertise of credential evaluation specialists from across the globe to present actionable recommendations for navigating these complex challenges, this session proposes creative solutions and presents best practices for credential authentication processes and documentation requirement criteria.

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This session is an overview of the educational system in the United States from primary education to doctoral study, with a special focus on non-traditional secondary programs and credentials that have the potential of undergraduate transfer credits.

This session complements the knowledge base required for earning a TAICEP Secondary School Certificate.

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Since 2013 the University Grants Commission (UGC), India, through its Distance Education Bureau (DEB), has slowly but decidedly reshaped the landscape of open and distance learning (ODL) in India. Not only has the number of ODL programs significantly increased, but the regulations to improve quality control and monitoring have been introduced and implemented. Although UGC/DEB has the ultimate authority to approve ODL programs, universities, especially dual-mode (in-class and distance) universities that do not meet the minimum requirement to operate ODL, continue to offer ODL programs that are in the gray area of recognition. This session focuses on how the UGC (Open and Distance Learning) Regulations 2017 revamped the ODL institution/program approval requirements, and in turn changed the ODL programs' recognition status in India. It starts from a brief overview of ODL in India and moves to examine the impact of UGC 2017 Regulations on documents authentication and evaluation policies through a hands-on case study approach. You will leave with confidence in evaluating ODL credentials from India.

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A level, AS, GCSE and BTECs are popular qualifications taken by students around the world; however, the curriculum in England, Wales and Northern Ireland can still be confusing to the higher education community. Key features of these qualifications, how they have changed in recent years, and exploring ways to evaluate them effectively for undergraduate admission and credit exemption are discussed.

This session complements the knowledge base required for earning a TAICEP Secondary School Certificate.

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Fake documents, fake degrees, and even fake verification mechanisms have sprung up across borders, increasing even further the need for shared awareness and inter-institutional collaboration for trusted sources of verification. Indeed, verification of authenticity is an increasingly eye-opening stage in the credential assessment process although it remains underestimated as if a formality. As technology evolves and contributes new mechanisms for forging and altering academic documents, the sophistication of these schemes requires additional agility, diligence and emphasis on quality assurance to ensure the integrity and credibility of our industry. In the 50 years of credential assessment experience at the Comparative Education Service of the University of Toronto School of Continuing Studies, never before has there been such an explosion in the frequency and scope of forgeries committed. Presenters highlight their methodology, precedents and recommendations for spotting and ascertaining cases of fraudulent documentation with examples from India, Nigeria, Ukraine and Russia.

This session complements the knowledge base required for earning a TAICEP Foundation Certificate in International Credential Evaluation.

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This session will be conducted as a round-table discussion to encourage evaluation professionals at all levels of experience to have open and candid conversations about fostering meaningful communication between ourselves and other stakeholders in the credential evaluation process. Questions that we may consider during this session include: How do we disseminate knowledge about our industry and create awareness and understanding of the process of credential evaluation to stakeholders? Are there opportunities outside our communities of practice to invite non-traditional stakeholders into the process? What are the roles and responsibilities of evaluators in terms of explaining the process and value of credential evaluation to our professional and local communities? Participants in this session are encouraged to bring their ideas and experiences to share with other attendees, and small breakout groups may be used to facilitate meaningful exchange of ideas.

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Join this hands on, practical session in which UK NARIC shares some of its recent experiences in different areas of refugee recognition work and considers some of the valuabel lessons learnt. Learn about the joint 'UK NARIC - UNESCO' study investigating the current state of higher education in Syria. Reflections on its 'Syrians in Jordan' project, a bespoke evaluation service giving a value judgement on refugee qualifications and skills and offering advice on next steps towards employment, further study and upskilling programmes are shared along with insights gained from the UN development of the European Qualifications Passport for Refugees (EQPR). The session goes beyond the guiding principles and concepts of refugee evaluation and focuses more closely UK NARIC's broader experiences. In particular, it reflects upon some of the many challenges encountered and looks at how they were remedied. From the availability of documents to access to data, insight into a growing area of consideration for credential evaluators is explored.

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Over the past few years credential evaluators all over the world have been working on establishing sustainable evaluation solutions for applicants with insufficient documentation, including students with refugee background. One of the initiatives, the Qualifications Passport methodology, has successfully been tested and implemented in several countries. This includes Armenia, France, Greece, Italy, Lebanon, the Netherlands and Turkey. Now, with the implementation of the UNESCO Qualifications Passport, the methodology is really being put to the test. If it proves to work when applied in vastly different contexts worldwide, it could have a tremendous impact, becoming an important tool for implementation of the Global Recognition Convention. In addition, several projects were initiated and completed within the ENIC-NARIC network. The most recent one being the Refugees and Recognition – REACT project, completed in 2020.

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French Press, AeroPress, Cold Press, Drip, Pour Over, Instant, Espresso, Irish, Yerba Mate, English Breakfast Tea.... Whatever your routine is, join us (with favorite beverage in hand) to network with your colleagues and discuss topics relevant to the TAICEP community. 

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The Recommendations on Automatic Mutual Recognition invites parties to "… explore, in cooperation with Member States, the potential of new technologies, such as blockchain technology, to facilitate automatic mutual recognition …" Preseners showcase the use of blockchain technology and its application to the different stages of recognition and from different perspectives, such as the issuing of a qualification by a higher education institution and the issuing of statements of comparability by credential evaluation organisations. Diplome is the first application of blockchain technology to recognition and is the use case presented. In addition recent developments are discussed concerning the integration of different platforms to ease and fasten the recognition procedures, such as the example of the integration of the DiploMe platform, with other database and platforms. Presenters tackle the topic of data protection and General Data regulation protection as well as how new technologies can enhance the protection of personal data.

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This presentation focuses on the Bologna Agreement, also known as the LMD (Licence-Master-Doctorat) or the 3-5-8 Reform and its implementation in France, which became a signatory country in 1999. An overview of the types of higher education institutions and a comparative analysis of the old and new education systems is shared. Many samples from both periods are presented as well as credentials "caught in between." Finally, you will learn how today the LMD reform is being implemented outside of France and is reshaping other Francophone education systems and credentials.

This session complements the knowledge base required for earning a TAICEP Bologna Process Certificate.

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The session will offer a demonstration of commonly used online sources for issuing, sharing, authenticating, and verifying academic records. Since electronic credentials are becoming increasingly common, the first part of the session will focus on introducing the terminology surrounding electronic academic documents such as: digital and electronic signature, digital certificate, timestamp, immutability, and others. After defining the key vocabulary, we will look at common sources of electronic documents that we use at WES by analyzing the methods of digital document transmission, process of vetting electronic sources, and benefits and challenges involved in evaluating digital credentials. Lastly, we will look at the impact of digitalization of credentials on verification procedure. We will compare the verification of electronic credentials to the verification procedures of paper documents that still constitute the bulk of documentation that we see at WES. The session will be rounded by summing up the best practices that can be followed to ensure that digital tools are used in a manner that utilizes their maximum potential, aiding the efficiency and security of credential evaluation process.

This session complements the knowledge base required for earning a TAICEP Foundation Certificate in International Credential Evaluation.

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As universities face more and more competition for enrollment, institutions can strategically align their credential evaluation decisions with enrollment goals. Presenters review some credentials that can be interpreted in different ways, such as 3-year degrees, A-levels and transfer credit. Learn how strategic decisions about their evaluation can affect admissibility of qualified candidates and contribute to enrollment management goals.

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The SCQF is Scotland's Lifelong Learning Framework. It is designed to enable employers, learners and the public in general to understand: the full range of Scottish qualifications, how qualifications relate to each other and to other forms of assessed learning, how different types of qualifications can contribute to the development and utilisation of the skills of the workforce, how Scottish qualifications relate to qualifications in other countries,how central the SCQF has been to developments of NQFs worldwide, and how using SCQF Level Descriptors can assist with qualifications development and benchmarking skills and experience in all sectors. This session introduces the SCQF and explains how Scotland's national framework and its key features, such as level descriptors, can support the recognition of qualifications and assist in understanding the Scottish educational landscape. It also highlights the development of tools to assist in recognition of qualifications across countries including the referencing to international Frameworks and contribution to the work on World Referencing Levels being led by UNESCO.

This session complements the knowledge base required for earning a TAICEP Bologna Process Certificate.

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Inside Higher Education reports that "One in three students globally is enrolled in private higher education institutions (HEIs), according to research that reveals the huge growth and wide reach of private providers." This explosion of private HEIs around the world brings with it a particular set of problems for international educators and foreign credential evaluators: how do we determine which private HEIs are legitimate? Are they recognized? Are their programs "accredited"? How do we determine the status of these institutions? We want to be fair to our applicants but also ensure the academic integrity of our own institutions. Presenters first look at how private HEIs are recognized in the US and Canada and then compare and contrast them through a close look at two other regions: Anglophone Africa and Latin America. Come and examine the governmental processes for recognition of private HEIs in selected countries in those regions and learn some vocabulary and resources that will help you determine the status of these institutions.

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In September 2019 the National Information Center for Academic Recognition Japan was established as the official NIC of Japan. An explanation of the educational system and qualifications of Japan that are frequently considered difficult to understand by foreign credential evaluators, focusing on inquiries received so far at the Center, is shared. In particular information on the transition of higher education qualifications and their awarding institutions, how they are treated in university entrance qualifications, and introduce Professional and Vocational University (PVU) and Professional and Vocational Junior College (PVJC) which are the types of higher education institutions newly established from April 2019 are explored.

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The French and Flemish communities of Belgium maintain their own separate education systems. While they have broadly similar structures, these two systems have some fundamental differences such as maintaining separate accrediting entities and until recently utilizing different grading systems. Additionally, there are some peculiarities common to both Belgian systems that do not lend themselves to straightforward equivalencies when compared to the American and Canadian systems, for example professional and academic bachelor's degrees. Insight into these intricacies will help credential evaluators tackle some of the challenges presented by Belgium's higher education systems.

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This session outlines the practical stages involved in developing a national skills recognition system which meets the demands of employers and people with skills from overseas living and working in Scotland. Long before the impact of Covid-19 the social, economic and political landscape of Scotland was dramatically changing. The UK voting to leave the European Union, Scottish Government's ambitions for Independence and changing demography which is projected to rely on sustained immigration for the next 25 years. The Scottish Government's approach to economic development is to deliver inclusive economic growth. Skills recognition is recognized as a key driver and tool within this landscape. Employers, Education organisations and individual people need support to have confidence in these processes in order to realize the potential of overseas skills and how to engage with their transfer-ability. This session sets out the work that has been undertaken in Scotland over the last two years. This work has used an inter-sectional approach to build the practice, education and policy infrastructure through strong migrant community partnership relationships and engaging with key targeted stakeholders across the employer, skills and education sectors.

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Scottish education and qualifications are unique! We know that this causes confusion across the world; so, this session helps you understand how the educational system of Scotland is set up from nursery education to primary education, secondary education, college education and universities. We also cover the special position that the Scottish Qualifications Authority (SQA) holds in relation to Scottish education and the range of SQA qualifications that are offered outside of the Scottish market. Insight into the interpretation of SQA certificates, essential for all you credential evaluators, are share. Presenters talk you through the range of SQA qualifications and their use and currency for admission to post-secondary education in Scotland, giving you the opportunity to reflect on how these qualifications might have currency in your own areas of expertise. Crucially, you will leave this session with a wealth of new knowledge and (hopefully) all of your questions about Scottish education answered!

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French Press, AeroPress, Cold Press, Drip, Pour Over, Instant, Espresso, Irish, Yerba Mate, English Breakfast Tea.... Whatever your routine is, join us (with favorite beverage in hand) to network with your colleagues and discuss topics relevant to the TAICEP community. 

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New to Arabic? Struggling with deciphering Arabic script? You have come to the right place! Learn about effective tools for reading the Arabic script and researching Arabic-language websites. A variety of sample educational documents to engage the audience are shared in hands-on practical activities. Naming and transliteration conventions, deciphering handwritten entries, and finding names on online lists of graduates are all be part of this fun and interactive session. The goal is to help you understand the basic functions and structures of the language and feel more confident about reviewing Arabic-language documents in the future.

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This session offers evaluators an opportunity to test their geography, language, and transcript-specific trivia skills against their friends. After 10 challenging rounds of questions, thanks to our generous benefactors, archaic print evaluation resources will be awarded to each of the ten category champions. After a bonus round, one grand prize winner will take home bragging rights for the year and the 2020 TAICEP TRIVIA TROPHY! Be sure to pre-register for this session. All prize winners will be contacted after the conference for address details. One prize per category winner - decisions of our judges are final.

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