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Arm Forces Edu Programme

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Credit Bank Service:
A lot of people have very complicated educational histories. They may have taken classes at several different universities and colleges, taken some evening or summer-school classes, perhaps some company-sponsored seminars, some military training classes, and possibly had a whole raft of other informal learning experiences. They may have credits or degrees from school that have gone out of business, or whose records were destroyed by war or fire. When it comes time to present a cohesive educational past, it may mean assembling dozens of diverse transcripts, certificates, diplomas, job description, and the like, often into a rather large and unwieldy package.
There is, happily, an ideal solution to this problem: the WES Credit Bank, to people anywhere in the world.
The WES Credit Bank is an evaluation and transcript service for people who wish to consolidate their academic records, perhaps adding credit for non-academics career and learning experience (primarily through equivalency examinations). The Credit Bank issues a single widely accepted transcript on which all credit is listed in a simple, straightforward, and comprehensible form.
The Credit Bank works like a money bank except that you deposit academic credits, as they are earned, whether through local courses, correspondence courses, equivalency exams, and so forth. There are seven basic categories of learning experience that can qualify to be “deposited” in a Credit Bank account, and of course various elements of these seven can be combined as well:
  1. College courses taken either in residence or by correspondence from regionally accredited schools in anywhere in the world. or their equivalent.
  2. Scores earned on a wide range of equivalency tests, both civilian and military.
  3. Military service schools and military occupational specialties that have been evaluated for credit on Education.
  4. Workplace-based learning experiences, such as company courses, seminars, or in-house training from many large.
  5. Pilot training licenses and certificates issued by the Aviation Administration of their respective countries.
  6. Approved nursing performance examinations.
  7. Special assessment of knowledge gained from experience or independent study.
The Calendar:
There is no uniform pattern to the calendar, or scheduling of classes, from one school to the next.  However, most schools tend to follow one of four basic patterns, but total learning hours a minimum 36 and maximum 48 credit hours for each course.
  1. The semester plan. A semester is 16 to 18 weeks long and there are usually two semesters per year, plus a shorter summer session. Many classes are one semester long, but some extend over two or more semesters (e.g Algebra-I in the fall semester and Algebra-II in the spring).
    A class that meets three hours a week for one semester is likely to be worth three semester hours of credit. The actual amount of credit could be anywhere from two to six semester hours for such a class, depending on the amount of homework, additional reading, laboratory time, etc.
  2. The quarter plan. Many universities divide the year into four quarters of equal length, usually 11 or 12 weeks each. Many courses require two or more quarters to complete. A course that meets three hours a week for a quarter will probably be worth three quarter hours, or quarter units, but can range from two to six. One semester unit is equal to one-and-a-half semester units.
  3. The trimester plan. A much smaller numbers of school divide the year into three equal trimesters of 15 or 16 weeks each. A trimester unit is usually equal to one-and-a-quarter semester unit.
  4. Weekend colleges. An innovative and increasingly common system that allows schools to make more efficient use of their facilities, and working students to earn a conventional degree. All courses are taught intensively on Friday nights, Saturdays, and/or Sundays. Hundreds of traditional schools. Offer some weekend programs.
  5. Other alternatives. Some Universities or new schools have popularized a system in which students take one course per month, and can begin their degree program on the first day of any month. The school offers one or more complete, intensive course each month.
Courtesy U.S Dept. of Education Washington D.C.
The United States has no Federal ministry of education or other centralized authority exercising single national control over educational institutions in the country. The States assume varying degree of control over education, but, in general, institutions of postsecondary education are permitted to operate with considerable independence and autonomy. As a consequence, American educational institutions can vary widely in the character and quality of their programs.
In order to insure a basic level of quality, the practice of accreditation arose in the United States as a means of conducting nongovernmental, peer evaluation of educational institutions and programs. Private educational associations of regional or national scope have adopted criteria reflecting the qualities of a sound educational program and have developed procedures for evaluating institutions or programs to determine whether or not they are operating at basic levels of quality.
Functions of Accreditation:
  1. Certifying that an institution has met established standards;
  2. Assisting prospective students in identifying acceptable institutions;
  3. Assisting institutions in determining the acceptability of transfer credit;
  4. Helping to identify institutions and programs for the investment of public and private funds;
  5. Protecting an institutions against harmful internal and external pressure;
  6. Creating goals for self-improvement of weaker programs and simulating a general raising of standards among educational institutions;
  7. Involving the faculty and staff comprehensively in institutional evaluation and planning;
  8. Establishing criteria for professional certification, licensure, and for upgrading courses offering such preparation; and
  9. Providing one of several considerations used as a basis for determining eligibility for Federal assistance.
The Accrediting Procedure:
  1. Standards: The accrediting agency, in collaboration with educational institutions, establishes standards.
  2. Self-study: The institution or program seeking accreditation prepares a self-evaluation study that measures its performance against the standards established by the accrediting agency.
  3. On-site Evaluation: A team selected by the accrediting agency visits the institution or program to determine first-hand if the applicant meets the established standards.
  4. Publication: Upon being satisfied that the applicant meets its standards, the accrediting agency lists the institution or program in an official publication with other similarly accredited institutions or programs.
  5. Reevaluations: The accrediting agency periodically reevaluates the institutions or programs that it lists to ascertain that continuation of the accredited status in warranted.
Type of Accreditation:
There are two basic types of educational accreditation identified as “institutional” and one referred to as “programmatic”.
Institutional accreditation normally applies to an entire program indicating that each of its parts is contributing to the institution’s objective, although not necessarily of same level of quality. The various commissions of accrediting associations, for example, perform accreditation, as do some national accrediting agencies.
Specialized accreditation normally applies to external programs, departments or schools which usually are proper collegiate or other postsecondary institution which may be as large as college or school within a university as a curriculum within a discipline. Most of the accrediting agencies review units within a proper institution which is accredited by one of the regional commissions. However, certain of the specialized agencies do accredit professional school and other supporting vocational or other postsecondary institutions freestanding in their operations. Thus a “specialized programmatic” accrediting agency may also function in capacity of an “institutional” accrediting agency.
Accreditation does not provide automatic acceptance of credit earned in another institution, nor assurance of acceptance of graduates by employers. A student or graduate is always the prerogative of institution or employer. For these reasons, besides associated accredited status of school or program, students need additional measures to determine, prior to enrollment, not their educational goals will be met through attending institutions to which transfer might be desired, and personal inspection of the institution enrolment is contemplated.
Nongovernmental Coordinating Agencies
The council on Postsecondary Accreditation assumed the functions of the Federation of Regional Commissions of Higher Education and the National on Accrediting. It is a nongovernmental organization foster and facilitate the role of accrediting agencies and ensuring the quality and diversity of American Education. The Council recognizes, coordinates, and reviews the work of its members accrediting agencies and the appropriateness of existing or proposed accrediting and performs other related functions.
The council of Regional School Accrediting commission works as the coordinating agency for the seven common secondary education of the regional associations purpose is to provide an organization through which commissions for secondary school can unite and advance the cause of voluntary institution-bases accreditation for public and non-public schools and of other types of secondary schools.
Preliminary assessment of applicant for further studies:
Course Evaluation:
Programme/courses Written Expression Oral Expression Motivation Creativity
*WES requires the course outlines curriculum syllabus along with the respective documents/certificates.
Comparative Evaluation:
  Written Expression Oral Expression Motivation Creativity
Below Average        
Above Average        
Top 10%        
Top 20%        
  • This will enable WES with the outcome of academic success.
  • The Applicant should have proficiency in written and spoken English required for further studies.
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