Substantial differences in 4 countries of the Adriatic region

This document has been developed in the framework of the AdReN project, which has the main objective of supporting automatic recognition among the countries of the Adriatic Area, starting
from project partners, the ENIC-NARIC centres of Italy, Croatia, Greece and Slovenia, extending it to the members of the AdReN network and to the entire Area, with a concentric-circle structure.

The document begins with a brief introduction to the concept of substantial differences, then describes the state of play in the 4 partner countries and summarises the main findings concerning the definition of the concept at the national level and the key elements taken into
consideration to ascertain a case of substantial difference.

Transnational education in 4 countries of the Adriatic region: Regulation, quality assurance and information provision

This document has been developed in the framework of the AdReN project, which has the main objective of supporting automatic recognition among the countries of the Adriatic Area, starting from project partners, the ENIC-NARIC centres of Italy, Croatia, Greece and Slovenia, extending it to the members of the AdReN network and to the entire Area, with a concentriccircle structure.
In this light, the state of play on transnational education (TNE) in AdReN partner countries (Croatia, Greece, Italy and Slovenia) has been analysed with the aim of gaining a better understanding of how and to what extent automatic recognition can be applied to TNE.

Comparative analysis of assessment in the MYP and the GCSE

This study compares assessment in the International Baccalaureate (IB) Middle Years Programme (MYP) and the General Certificate of Secondary Education (GCSE) with a focus on four subjects: English, mathematics, integrated/combined sciences and physics. The comparative analysis explores the aims, assessment objectives, assessment methods, and cognitive demand of the MYP and GCSE assessments. The main phases of the study included a review of subject specifications, examination papers and associated mark schemes; comparative assessment of examination frameworks and cognitive demand; and evaluation and synthesis.

Vicky Duxbury, Chris Westlake, Will Joice and Emma Jones: UK higher education outcomes

This study compares higher education outcomes among students who enter universities in the United Kingdom (UK) with either an International Baccalaureate (IB) Diploma Programme qualification or an A level qualification. Using data sourced from the UK Higher Education Statistics Agency (HESA) and the IB examination data system, the sample included all first-year students enrolled for a full-time first degree at a UK higher education institution (HEI) from the academic years 2013–14 to 2018–19.