ENG
The recognition of the completion of secondary education obtained at secondary schools abroad on the basis of so-called “alternative” assessment methods is currently particularly relevant with regard to applicants from countries affected by the conflict in the Middle East.
The International Baccalaureate (IB), the British Curriculum (IGCSE, A-Levels and International Advanced Levels), the American Curriculum (High School Diploma), the Indian Curriculum (CBSE/CISCE), and other comparable secondary school qualifications are considered full secondary education qualifications that meet the basic requirement for access to higher education in the Czech Republic. “Alternative” assessment methods are accepted not only for these secondary school qualifications, but also for Honors and Advanced Placement courses. In this respect, Charles University considers the decisive factor to be the final outcome of the given educational system itself, rather than its internal structure or the specific course of assessment. Consequently, all pathways leading to the successful completion of secondary education in accordance with the rules of the country in which the secondary education was completed, or of the supranational authority guaranteeing the educational outcomes, are regarded as equivalent, including “alternative” assessment methods such as Enhanced Grading, International Contingency Grading, Non-Exam Contingency Measures, and similar arrangements. The University therefore assesses the final educational certificate itself, which — including when issued on the basis of alternative assessment methods — represents secondary-level education and grants its holder the right to access higher education in the country where the education was obtained.
When assessing secondary education obtained abroad, Charles University proceeds from the principle of equivalence of the attained level of education. This means that the University does not evaluate the individual steps, methods, or criteria on the basis of which a decision on the successful completion of secondary education was reached. These processes fall fully within the competence of the respective national or international educational system, and their review by the University would neither be systemically sustainable nor desirable.
Charles University therefore applies this approach uniformly across all countries and educational systems. This ensures transparency, equal treatment of applicants, and the administrative efficiency of the entire admissions process. At the same time, it respects the diversity and autonomy of educational systems without selectively calling them into question. The role of the University is therefore not to evaluate how secondary education was attained, but rather to verify whether the applicant has provided proof of its proper completion within a recognised educational system.
Story by: Martin Hanker
Photo by: Hynek Glos