Ecctis was commissioned by the British Council to conduct this research study, investigating what MRQs are, why countries seek to develop them, and how are they developed. The results of this study aim to support stakeholder understanding of the different types of MRQs, the variety of organisations involved in implementing them, and the stages, processes and timeframes involved. Data was collected using a combination of desk-based research and stakeholder engagement, targeting specific countries both with and without formal MRQ agreements with the UK. Surveys and interviews were used to determine stakeholder understanding, as well as interest in MRQ development and implementation within the context of their country. The report also includes SWOT and PESTLE analyses, a roadmap and visual timeline, and action points and recommendations for implementing and establishing an MRQ.

The British Council India commissioned Ecctis to conduct this study on teacher communities of practice (CoPs), exploring the current state of implementation, impact and sustainability of CoPs in Maharashtra and New Delhi. Ultimately this study aimed to investigate CoPs as a potentially effective professional development model for teachers, to identify the tools, processes and behaviours that make CoPs effective and sustainable, and to develop a framework for education systems to establish and embed CoPs.

This study involved extensive research into the key elements of CoP implementation in India (focused on enabling conditions, challenges and best practice), including a literature and document review as well as stakeholder engagement activities. The study culminated in the production of resources and tools for teachers and other education stakeholders including a report outlining the findings and recommendations, a toolkit offering practical tips and resources for teachers, and a guidance framework supporting government and education systems.

Ecctis was commissioned by the IB to undertake a critical and in-depth research study to explore and identify current thinking, existing practices and trends in the micro-credentials space.
Through literature and document reviews, the report explores models of micro-credentials, as well as associated practices in quality assurance, accreditation, recognition, portability, stackability, referencing and cataloguing. The report also provides a contextual overview of comparable providers working in the education space and recommendations for alignment with wider trends and identified best practices.

Ecctis was commissioned by the IB to deliver a series of critical and in-depth alignment studies assessing the level of alignment between the Diploma Programme (DP) and comparison points within the upper secondary education systems in several countries. Following previous studies of Australia, Canada, the USA, Singapore, South Korea, and Finland, this 2023 study focuses on France and uses the French Baccalauréat (FB) as the comparison qualification.

Ecctis developed and applied a bespoke methodology for this project, conducting comparative analyses of key components for the DP and the FB at both programme- and subject-level. Where appropriate, Ecctis complemented its standard comparative methodology with a comprehensive mapping method, extracting themes from the DP to evaluate their presence in the comparison point(s). Ecctis triangulated and synthesised these strands of analysis to provide targeted and actionable recommendations for IB stakeholders.

Ecctis was commissioned by the IB to conduct a benchmarking exercise of the assessment tasks, test specifications, and associated mark schemes of the following IB Diploma Programme (DP) subjects to the Common European Framework of Reference for Languages (CEFR):

This study aimed to establish how the level of English, French, German, and Spanish language proficiency reported by each subject, and indicated by associated subject grades, compared to CEFR levels. This was achieved through a detailed review and comparative analysis of the IB DP language subject assessments to the CEFR. In particular, the study focused on establishing the grades needed in each of the selected IB DP subjects to reflect B1, B2, and, if possible, B2+ or C1 CEFR levels. As a result of these judgements, Higher Education admission staff and other stakeholders are able to make informed decisions on applicants that have completed these IB DP language subjects.

In 2023, Ecctis carried out an independent evaluation and referencing of the LanguageCert General and Academic tests to the Common European Framework of Reference for Languages (CEFR). Ecctis’ established methodology for CEFR referencing was employed, which entailed a comprehensive comparative analysis of test items and other assessment components in relation to CEFR level scales and descriptors. The study supports a wider understanding of the tests among stakeholders and receiving organisations, to build fair recognition of the tests and to support quality enhancement through test development support.

Ecctis was commissioned by Cambridge to undertake an in-depth study mapping the IGCSE Mathematics (0580) against The College Board’s SAT Math Test. In particular, the proposed study focused on analysing and comparing the assessment components of the IGCSE Mathematics (0580) against the SAT Math Test, identifying key similarities and differences in assessment approach, skills coverage, breadth of topics, depth within topics, item demand, and insights into grade comparisons. This study therefore provides a succinct summary of key similarities and key differences between the two tests, supporting fair recognition of the IGCSE Mathematics (0580).

A look back at the some of the highlights of Ecctis research in 2022, including our work with international clients and partners, as well as development and enhancement of information and services for our member organisations. This report includes a summary of key work from 2022 in secondary education, transnational education and English medium education, and highlights from our international engagement activities. It also looks at member enquiry trends throughout the year, and looks back at some of our most popular articles.

CFA Institute commissioned Ecctis to undertake a benchmarking exercise, evaluating the comparability of the CFA Charter and Certificate in ESG Investing, in relation to the UK education system and the education systems of eleven selected countries. This review followed the updating of the CFA Program and a move to online assessment.

Ecctis employed its established benchmarking methodology to conduct a comparative analysis of the two qualifications to the UK RQF and the UK ENIC Band Framework. Using this comparison as a reference point, Ecctis compared the CFA qualifications to selected frameworks and systems in the eleven countries.

The executive summary includes an overview of the CFA Charter and Certificate in ESG Investing, the key findings with regards to comparability, and a summary of the methodology. This study will promote a wider understanding of the CFA Charter and Certificate in ESG Investing in international and UK contexts.

This guide provides a summary of disruption to exams and assessment for upper secondary qualifications globally during the COVID-19 pandemic, covering arrangements for 2020, 2021 and 2022.

It is designed as a quick reference document for admissions teams, credential evaluators and those seeking to understand assessment for secondary qualifications awarded between 2020 and 2022.

Ecctis was commissioned by the Foreign, Commonwealth & Development Office to undertake a project that provides detailed, evidence-based, and in-depth insights into the opportunities, requirements, and constraints for a UK International Branch Campus (IBC) in Indonesia.

Through literature reviews, policy analysis, and key stakeholder engagement, the report explores the extent and nature of demand for UK degrees in ASEAN, along with the appetite for collaboration. As well as a contextual overview of the Transnational Education (TNE) landscape and operating environments in the ASEAN region, it provides focused insight into Indonesia as a viable destination for UK IBCs.

Ecctis was commissioned by the British Council to carry out this research study focusing on the teaching and learning of English, in technical and vocational education and training (TVET) institutions in Peru. The objective was to determine whether this teaching and learning adequately prepares students for work in nine priority productive sectors identified by the Ministry of Education (MINEDU).

The project combined desk-based and in-country research to understand English language teaching and learning in policy and in practice. A literature review of prior studies, as well as national policies and strategic plans, highlighted and contextualised the current challenges in Peru. An in-country visit in December 2018 allowed Ecctis to observe and engage with TVET institutions to establish how English language is currently taught. The final report presents key findings alongside some conclusions and recommendations from the research.

The COVID-19 pandemic has highlighted the importance of quality online and distance learning, yet the recognition of qualifications obtained through distance learning is a long-standing and complex issue.

The third edition of this report looks at policies for the recognition of distance and blended learning in a key region: Southeast Asia. It will be of particular interest to those in the international education sector, from those in universities – international admissions, recruitment and partnerships – to recognition agencies, policy and accreditation bodies.

In the first half of 2021, school closures continued to affect learners across the world as countries responded to increases in cases and the emergence of new variants of the virus. Although fewer countries cancelled exams than in 2020, the ongoing disruption has led to changes to examinations and assessment for a second year.

This report summarises exam cancellations and postponements, and other changes to assessment in 2021. It also provides more in-depth guidance on alternative assessment where some or all exams were cancelled, with details of the approaches taken in France, India, Ireland, Italy and the UK.

In 2021, Ecctis carried out an international benchmarking and comparative subject analysis of the International Secondary Certificate (ISC) of the Independent Examinations Board (IEB) of South Africa. This new international upper-secondary qualification, based on the IEB’s previous international delivery of the National Senior Certificate (NSC), was analysed against comparison points in the education systems of Australia, Kenya, and the United Kingdom. The executive summary contains an overview of the project and its key findings, including conclusions regarding the comparability of the ISC in the selected comparison systems.

In 2023, Ecctis conducted a follow-up review of the ISC’s quality assurance and assessment practices. The findings are displayed in an additional executive summary.

Since March 2020, UK ENIC has been tracking the impact of the COVID-19 pandemic on education globally. School closures had a significant impact on school examinations and assessment; in many cases, national examinations were postponed, adapted or cancelled.

This report provides an overview of upper secondary assessment for over 120 qualifications worldwide, and analysis of the different approaches adopted globally. It also examines how changes to assessment affected student performance and grading.

Building upon work carried out by Ecctis in 2019 – comparing the assessments of the IB Middle Years Programme (MYP) to the reformed GCSE in English, mathematics and science – Ecctis undertook a grade comparison of the MYP and GCSE grade scales. In particular, this study aimed to determine the IB MYP grade most closely aligned with GCSE Grade 4, as Grade 4/C in the GCSE has been widely recognised as an important threshold grade enabling entry to higher education and employment. The study ultimately supports stakeholder understanding of the award.

A supplementary grade-comparison analysis was conducted using the findings of the initial report, in combination with statistical examination of grade distribution data across multiple subjects in both qualifications (for the years 2017, 2018, and 2019), and close linguistic scrutiny of grade descriptors for individual subjects and for the programmes as a whole. The study resulted in a table which provides grade-by-grade comparisons as well as a supporting explanatory document.

The AIA commissioned Ecctis to undertake an independent evaluation and benchmarking of the updated AIA Professional Qualification (PQ) in relation to the Regulated Qualifications Framework (RQF). In doing so, this study aims to facilitate wider understanding of the comparable educational levels for all three levels of this programme and of the AIA International Accountant (IA) designation.

To benchmark the AIA PQ, Ecctis employed its established methodology for credential evaluation, including a desk-based review of the core components. The executive summary comprises an overview of the PQ and its constituent levels, a comparative analysis to the RQF, and a summary of the overall levels of comparability for the three qualifications and the professional designations. Suggestions for further development are also presented.

Ecctis was commissioned by the British Council India to undertake an independent evaluation of the Maharashtra projects as an education development programme, cross-referencing and analysing their collective impact and effectiveness over a period of 10 years. Specifically, the ways in which, and the extent to which, constituent projects under the programme brought about positive impact and systemic change in the teaching and learning of English in government schools.

Ecctis evaluated the programme’s relevance and coherence with state needs and objectives, its effectiveness, efficiency, impact and potential sustainability. This was achieved through stakeholder engagement with government officials and British Council staff, conducting a review of project reports, national and state education policies and frameworks, and academic literature. The report presents a summary of the findings as well as some overarching recommendations for the British Council and state government.

On behalf of the British Council of India, Ecctis was commissioned to conduct a review of the Central Board of Secondary Education (CBSE) Standard X framework and provide an assessment of readiness for competency-based education (CBE) in the Indian context. This project informs initial stages of the CBSE-CBE project, which aims to strengthen the capacity of the Indian education system to deliver high-quality competency-based learning and assessment for science, maths and reading at secondary school level.

Ecctis developed a bespoke mixed-methods approach, involving desk-based research and stakeholder engagement. The final report reviews the current level of integration of CBE practices in CBSE Standard X, highlights the strengths of the current frameworks and identifies the scope for competency-based approaches to be integrated further. The report also provides recommendations for development, considering the overall implications on the assessment system and in relation to selected international assessment frameworks.

The COVID-19 pandemic has highlighted the importance of quality online and distance learning, yet the recognition of qualifications obtained through distance learning is a long-standing and complex issue.

The second edition of this report discusses some key challenges in the recognition of distance learning internationally, and also covers blended learning. It focuses on policies for the recognition of these modes of study in 15 key countries. It will be of particular interest to those in the international education sector, from those in universities – international admissions, recruitment and partnerships – to recognition agencies, policy and accreditation bodies.

On 17th March 2020, UK NARIC published its first issue of Charting the impact of COVID-19 on UK admissions and recruitment, summarising school closures and the anticipated impact on examinations in what were then the top four countries for COVID-19 cases – China, Italy, Iran and South Korea.

By early April, over 150 countries had closed schools as a result of the pandemic. This Special Report intends to build upon the global coverage provided by the blog, capturing the different global approaches to secondary assessment and the potential implications of these for further and higher education admissions. It provides a summary of arrangements, covering over 80 countries, with more detailed guidance on the UK, France, India, Ireland, Malta, Pakistan, the Caribbean and the USA.

The COVID-19 pandemic has highlighted the importance of quality online and distance learning, yet the recognition of qualifications obtained through distance learning is a long-standing and complex issue.

This report discusses some key challenges in the recognition of distance learning internationally, with a particular focus on China, Hong Kong, India, Malaysia, Nigeria, Oman, Pakistan, Singapore and Sri Lanka. It will be of particular interest to those in the international education sector, from those in universities – international admissions, recruitment and partnerships – to recognition agencies, policy and accreditation bodies.

Ecctis was commissioned by Cambridge (formerly Cambridge International Examinations) to review two subjects of the CNISE – an upper secondary qualification delivered in Egypt – in order to determine their comparability in the context of the UK education system. Ecctis employed its established benchmarking methodology for this independent evaluation and benchmarking study, conducting a detailed review of key components of the selected CNISE subjects (Biology and Mathematics) at Levels 2 and 3. This involved a desk-based comparative review of relevant materials for both subjects with those of GCE AS/A Level Biology and Mathematics from a UK exam board. The final report presents an overview of the CNISE, as well as key findings with regards to the comparability of CNISE L2 and L3 Biology and Mathematics to the comparison programmes in the UK.