Month: May 2015

Fraud: a growing problem in education, and how to guard against it

“UK universities and colleges are in an uncomfortable position at the immigration front line. Due diligence has to be completed to demonstrate to the Home Office auditors that robust systems are in place”

As institutions work to tackle the problem fraud in student applications, Steve Miller of UK NARICthe designated national agency responsible for providing information, advice and expert opinion on qualifications worldwide, shares some pointers on how to spot fake documents.

This certificate was submitted to UK NARIC. Is it real, or a fake? Applying the simple checks given provides the answer. Some fake certificates are easy to detect, others are more difficult.
This certificate was submitted to UK NARIC. Is it real, or a fake? Applying the simple checks given provides the answer. Some fake certificates are easy to detect, others are more difficult.

‘I didn’t know fraud was so common, so widespread’ – that’s the comment UK NARIC hears again and again from the university and college staff who attend its fraud workshops and seminars.

UK NARIC has been running its fraud training for over eight years – so we have trained a lot of staff from HE institutions. And in that time, we have had to develop the training year-on-year, because fraud has definitely become more common, and the fraudulent techniques adopted have become more elaborate.

The rise in numbers of international applications has increased the challenge for admissions staff – there are more applications to be sifted and checked, and from a greater variety of places, so staff have to learn and become familiar with an ever-wider array of qualification certificates and ID documents.

“Staff have to learn and become familiar with an ever-wider array of qualification certificates and ID documents”

UK universities and colleges are in an uncomfortable position at the immigration front line. Due diligence on applications has to be completed, and the evidence and audit trails all have to be there, to justify decisions taken and to demonstrate to the Home Office auditors that robust systems are in place.

Establishing with certainty the identity of an applicant is first base. Fake ID documents are a growing problem, but so too are genuine documents obtained illegally. Check across all documents supplied looking for discrepancies in the name and in age/date of birth. Any changes in name, eg due to marriage, should of course be supported by the necessary further documents – marriage certificates etc.

Be aware that there is a growing trade in fake EU passports – a popular choice as these give entry to any EU country without a visa. You will need to learn passport security features and check that documents have all of these. Some inexpensive equipment will help – most security features can be checked with a magnifying glass and a black light (UV-A lamp).

“Be aware that there is a growing trade in fake EU passports – a popular choice as these give entry to any EU country without a visa”

Social media can be a useful help to you. Check on a person’s ‘web imprint’. Do their Facebook posts match their claimed age and educational history? Do locations match – during their claimed years of study, have they been posting online from the university town you would expect? Facebook and other social media image uploads can also help with checking passport photos.

When it comes to qualifications, the first challenge is to check that the issuing institution is fully recognised. With such high numbers of applications coming from India and China, you may well encounter certificates from an unrecognised institution – there are many of them in these huge countries. Those of you who are subscriber members of UK NARIC will know that you can access full listings of recognised institutions in each country using our online data banks.

The next stage is to check if the certificate is genuine. If you are receiving a good number of international applications, you can and should build a library of certificates over time, to act as a live reference base against which incoming certificates can be compared.

Check certificates for all the obvious things first – all spelling should be correct; check all alignment – are type and graphics all properly centred and is everything straight? Check that dates are rendered correctly and that they make sense in terms of the qualification.

A more advanced level of checking would be to examine the signatures on the degree certificate – not only that the signature matches the genuine signature for the person named, but also that the Vice Chancellor or Principal named is correct in terms of the date of issue of the document.

“Print quality is not always a good guide to genuineness”

Print quality is not always a good guide to genuineness. Some recognised and well-established institutions in developing countries issue degree certificates that are not especially ‘well printed’. But type and graphical alignment will still be accurate.

UK NARIC would always advise that you do not rely on the degree certificate alone, but that you also obtain a transcript. This gives you further information to check against – module marks can be checked against the final degree classification; award titles should tally; course duration can be checked against the standards and norms for the country. If you cannot obtain a transcript from the applicant then you can request one direct from the institution.

A good general knowledge of countries’ education systems is a useful asset for anyone doing these sorts of checks.

UK NARIC offers advice and support to universities and colleges in all these areas – visit www.naric.org.uk to find out more.

Beckie Smith is senior reporter at The PIE News and manages The PIE Blog. To get in touch, email beckie[@]thepienews.com.

Universities, agents and international students: contribution and the controversy

“Let’s get this straight, shall we?”

Naveen Chopra, Chairman of The Chopras, one of India’s top study abroad agencies, takes on some of the criticisms aimed at agents in the international education industry.

Lately, a lot of stories have appeared in the media across the western world currently led by Australia’s newspapers, with headlines such as Gaping cracks open up in the Ivory Towers. Everyone is in on the act, including ABC’s Four Corners TV programme; which tried to demolish the reputation of Australian universities and the “agents” they use.
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Naveen Chopra is chairman of The Chopras, one of India’s largest and most reputed student counselling organisations, working with over 10,000 students each year.

“I will nail my colours to the mast”: EU membership and immigration in the wake of the UK general election

“I will nail my colours to the mast now, of being very clearly pro-European. Higher education must work closely with industry to explain clearly the many benefits of full EU membership”

In a letter to UCL staff cross-posted here on The PIE Blog, UCL vice chancellor and former head of the Russell Group Michael writes about how the Conservatives’ shock majority win in last week’s general election will affect UCL and the UK higher education sector from an international perspective.

The opinion polls, we now know, were wrong. It seems around 3% of voters were telling the pollsters one thing, only to do another in the polling booth. I read an interesting analysis of this phenomenon at the weekend, but what does the result mean for UCL? While some of my thoughts will, of necessity, be speculative, the fact that we face a Conservative majority government for the next five years makes it easier to anticipate what is coming than would have been the case had the voters returned the widely anticipated hung parliament.

“A Conservative government does present some significant challenges to higher education with respect to issues such as immigration and also the proposed EU referendum”

A Conservative government does, of course, present some significant challenges to higher education with respect to issues such as immigration and also the proposed EU referendum. On immigration, we need to constantly remind government that bringing the best and the brightest to Britain to study or to work in our universities is of immense value to our nation. Immigration enriches our university, our city, and the country we live in and many that come will make a positive contribution to our economy through their ideas, enterprise and innovation. We have to work with Treasury and with Business Industry and Skills (BIS) to persuade the Home Office to understand the importance of immigration to our future economic success.

Against that background, it was with interest that I learnt that the new Secretary of State for BIS, announced earlier this week is Sajid Javid. He is the UK-born son of an immigrant of Pakistani descent. A worked example of the benefits of immigration in such a powerful position in government has to be of value in tackling this issue.

I have written before about the serious consequences for UCL if the UK were to withdraw from the European Union. The proposed referendum on EU membership is now definitely going to occur, towards the end of 2017 at the latest. David Cameron is allegedly going to attempt to broker a ‘new deal’ for the UK with the EU in advance of the referendum, but clearly there is no certainty of the outcome being positive. I will nail my colours to the mast now, of being very clearly pro-European. Higher education must work closely with industry to explain clearly the many benefits of full EU membership, not only to the way we function as a university, but to the nation more generally.

“Effective lobbying is best done largely behind the scenes, with politicians and their advisors and officials at multiple levels and across all relevant government departments”

My final thoughts this week relate to the amount of lobbying and influence that will be needed to help guide this new government in the right direction with respect to policies that ultimately help our higher education system remain internationally competitive. The one thing I learnt when I was Chair of the Russell Group is that there is no quick fix and that effective lobbying is best done largely behind the scenes, with politicians and their advisors and officials at multiple levels and across all relevant government departments. Persistent clear messages are essential. Occasionally it becomes necessary to take a strong stand in the public domain, but that must be used judiciously, as it may just simply entrench opposing views. Please rest assured that UCL’s voice and views will be heard as we address each of these future challenges.

Hawke’s Bay to London: supply teaching overseas and the time of my life

“In New Zealand, I was never going to get the kind of richness of experience that I’ve been exposed to in England”

Michael Day, International Candidate Manager at Prospero Teaching in the UK, writes on his experience of teaching in London and proving the naysayers wrong.

Hawke’s Bay to London: I’m not the first teacher to make the journey and I’m pretty sure I won’t be the last. But now I’ve been here in the land of ‘pea-soupers’, top hats and Dickensian poverty (only kidding) for six years, I feel I’m ready to evaluate my experience and draw some conclusions.

So after two years as a music teacher what was the response of my NZ colleagues when I told them of my plans to settle in London? ‘Why would you want to do that?’; ‘You’ll get ripped apart’; ‘The kids are terrible’; ‘You’re mad’ were some of the more encouraging comments!

Luckily, I didn’t listen.

As for so many others, the decision to move to the UK was made easier by the fact I have family here: my parents are both originally from England and my brother lives here.

“For me, one of the main attractions of the English education system is the supply system whereby you can move from school to school, picking up new experience and ideas in a very small amount of time”

Career-wise, I seemed to have hit a brick wall. My problem was that I was struggling to find a job as a music teacher in NZ – and this was before the current problem of over-supply was anywhere near as bad as it is now.

My horizons felt very limited. For me, one of the main attractions of the English education system is the supply system whereby you can move from school to school in temporary roles, picking up new experience and ideas in a very small amount of time.

This could not contrast more with the situation in NZ. The system whereby each school – especially in rural areas – has its own own group of local teachers they can call on for supply cover meant that I was never going to get the kind of richness of experience that I’ve been exposed to in England.

When I started teaching in London, I was learning all the time from the different schools where I worked: I was meeting new teachers every day, swapping lesson plans, building up my own library of resources. I felt really energised and stimulated by the new environment.

But what about the kids? Well, what about them? Yes, there are challenging schools in London with challenging kids. But I’d taught in schools at home where there was no support to address bad classroom behaviour, where kids came from a very disadvantaged background and gang culture was prevalent. So no one can claim this is something that’s peculiar to London. And when you remember that there are more than double the number of people in London as in the whole of NZ, of course you’re going to come into contact with a far more diverse population.

“But what about the kids? Well, what about them?”

Coming to the UK can be a permanent career change. Or it can be the most fantastic overseas experience with career development attached. As a supply teacher you enjoy incredible flexibility, you can have days off whenever you want, you don’t do any lesson plans or marking – the work is simply handed to you when you arrive at school.

And you can leave the classroom on a Friday afternoon, head for the airport and be in Rome – or Paris or Athens or Madrid and hundreds of other amazing places – a couple of hours later.

But a word of warning: teachers in permanent posts work extremely hard in the UK. The education system has undergone a period of huge reform under the Coalition government in a bid to raise standards of teaching – and learning. Teacher training in England, too, is extremely demanding. Having observed a friend training in the UK, I’ve been struck by the fact that his workload is literally four times larger than mine was in NZ. And the amount of paperwork teachers have to do in England is, frankly, bananas.

“Having observed a friend training in the UK, I’ve been struck by the fact that his workload is four times larger than mine was in NZ”

But a word of warning: teachers in permanent posts work extremely hard in the UK. The education system has undergone a period of huge reform under the Coalition Government in a bid to raise standards of teaching – and learning. Teacher training in England, too, is extremely demanding. Having observed a friend training in the UK, I’ve been struck by the fact that his workload is literally four times larger than mine was in NZ. And the amount of paperwork teachers have to do in England is, frankly, bananas.

A recent survey shows that 73% of trainee teachers here have considered leaving the profession – mostly due to workload. But if teachers in the UK are being turned off teaching as a permanent career, the opportunities for supply teachers are even greater.

I’m now working for a teacher recruitment agency, helping people like me find the jobs they want and settle into new lives in the UK. I’ve had the time of my life – it seems unfair not to help other share the same experience!

Combating fraud in international education

“You can’t be expected to know every university in Brazil, but make sure you know the main ones”

The PIE News reporter Beckie Smith writes about some of the key takeaways from UK NARIC‘s recent seminar on education fraud.

On 29 April I attended a fascinating seminar hosted by UK NARIC at Birmingham Metropolitan College’s Sutton Coldfield campus, offering insight into fraud in the international education sector. As well as playing detective with a wad of bogus certificates from a handful of different education markets (I now feel like I could confidently spot a fake Pakistani school certificate at 50 paces), delegates received a number of useful tips to help them safeguard against fraud in their institutions. Here are some of the lessons learned from the event.

Beckie Smith is senior reporter at The PIE News and manages The PIE Blog. To get in touch, email beckie[@]thepienews.com.