Chartered Professional Examinations: Different Universities, Similar Degrees

David Magumba

European Journal of Education and Pedagogy, 2023, vol. 4, issue 2, 172-175

Abstract: Higher education globally is characterized by numerous universities producing millions of graduates with slightly differentiated professional degrees. Graduates later race for common professional certification as the normal requirement of the job market. The motivation for many private universities is to breakeven even, remain profitable and sustain their positions in the market place. Public universities with science orientations focus more on scientific competence, research, innovation, and professionalism. A new system of Chartered Professional Examinations for non-business degrees is proposed and discussed in this article. The objective is to promote professionalism, develop and test competence and create an equivalence of all similar degree programs awarded by universities. Universities reserve the right and autonomy to function and award degrees as independent institutions of higher learning. Harmonization of examinations improves university education and standardize degrees across universities. PhD programs and master’s degrees are exempt from these examinations since many PhDs are research focused, therefore the contribution of a PhD degree is evaluated by the value of its scientific output.

Keywords: chartered professional examinations; degrees, professionalism; universities (search for similar items in EconPapers)
Date: 2023
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://eu-opensci.org/index.php/ejedu/article/view/30625 Abstract page (text/html)
https://eu-opensci.org/index.php/ejedu/article/download/30625/5966 Full text (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:epw:ejedu0:v:4:y:2023:i:2:id:30625

DOI: 10.24018/ejedu.2023.4.2.625

Access Statistics for this article

More articles in European Journal of Education and Pedagogy from European Open Science
Bibliographic data for series maintained by Support ().