· web viewthis can vary between faculties (e.g. in general the faculties of humanities do not...

Grading comparisons for Bachelor degrees

The information below is taken from UK NARIC databases and provides comparisons of gradings in 21 European countries plus a comparison with gradings in Scotland. The gradings should be used for guidance only. The interpretation of an individual applicant’s grades is the responsibility of the University considering that application. The information on Scotland is included to demonstrate this point ie although there is variation between gradings in England/Wales/Northern Ireland and Scotland most universities would consider a 2.1 from a Scottish university to be equivalent to that from eg an English university.

There are no grade comparisons provided for other European countries or on any countries outside Europe. UK NARIC has information on grading systems in these countries, but not comparisons with the UK system.

This information is not publicly available so please do not distribute it beyond your clinical psychology programme. The Central Admissions service within your university may pay for access to the UK NARIC databases so if you need more information about an overseas applicant’s qualifications you could check with them first.

Gradings information on the 21 countries covered are provided alphabetically, as follows:

AustriaBelgiumBulgariaCroatiaCzech RepublicDenmarkEstoniaFinlandFranceGermanyGreeceHungaryIrelandItalyLatviaLithuaniaNetherlandsNorwayPolandSpainSweden

The comparison with Scotland is provided at the end, together with information on methodology.

1

Austria - updated 2010

The following columns highlight the proportion of students falling into each grading band. The top coloured band represents the highest grade, with the black bar at the bottom demonstrating failure to complete the award successfully.

The tables below demonstrate how the distribution of grades compare statistically:

F

2

ail / Drop Out

Grade %

1 (Sehr gut) (Very good) 35%

2 (Gut) (Good) 30%

3 (Befriedigend) (Satisfactory) 25%

4 (Genuegend) (Pass) 10%

5 (Fail / Nicht Genuegende) 0%

Austria Higher education certificates also state an average overall grade (Gesamtnote):

Mit Auszeichnung bestanden

pass with distinction

Bestanden pass

Nicht bestanden fail

3

Grade %

First Class Honours 8.93%

Upper Second Class Honours (2:1) 41.57%

Lower second Class Honours (2:2) 29.99%

Third Class Degree 4.6%

Fail / Drop Out 14.9%

Belgium – updated 2010



Bachelor

Fai

4

l / Drop Out

Grade %

Summa cum laude with congratulations 0.17%

Summa cum laude 0.61%

Magna cum laude 3.88%

Cum laude 11.95%

Cum fructu 45.72%

Pass 0.43%

Fail 37.24%

BelgiumAt higher education level the grades awarded at the end of every academic year are as follows:

Met voldoening/Avec satisfaction (50% passing grade) Met onderscheiding/Avec distinction (approximately 70%) Met grote onderscheiding/Avec grande distinction (approximately 80%) Met grootste onderscheiding/Avec la plus grande distinction (approximately 90%)

These grades are determined internally by a Board of Professors at the university on a yearly basis.

5

Grade %






Bulgaria – updated 2010



Fa

6

il / Drop Out

Grade %

6 10%

5 55%

4 25%

3 10%

2 (Fail) 0%

BulgariaIn Bulgaria, the same grading system is used for all levels. The minimum pass mark is 3.

Grade Point Comment

2 Slab Poor / Fail

3 Sreden Sufficient

4 Dobur Good

5 Mnogo Dobur Very Good

6 Otlichen Excellent

7

Grade %






Croatia – updated 2010



Fai

8

l / Drop Out

Grade %

5 10%

4 25%

3 30%

2 35%

1 (Fail) 0%

CroatiaAt Croatian universities a scale of 1-5 is used, with 2 as the minimum pass-mark and 5 as the maximum mark.

5 odlican (excellent)

4 vrlo dobar (very good)

3 dobar (good)

2 dovoljan (satisfactory)

1 nedovoljan (unsatisfactory)

Students' knowledge is tested and graded during the academic year, and the final grade established by an examination. The examinations can be oral or written or a combination of the two.

9

Grade %






Czech Republic – updated 2010



Fail /

10

Drop Out

Grade %

1, 1- 10%

2+ 25%

2, 2- 30%

3+ 25%

3 10%

4 (Fail) 0%

Czech RepublicSome universities use the following grading scale:

výborne excellent 1

velmi dobre good 2

dobre pass 3

nevyhovel fail 4

Some universities also use the ECTS grading credit system.

11

Grade %






Denmark – updated 2010



Fail / Drop Out

Grade %

13, 11 10%

10 - 9 25%

8 30%

7 25%

6 10%

5 - 00 (Fail) 0%

12

Grade %






DenmarkThe grading system used in all State-regulated education, including at universities, but with the exception of primary and lower secondary school, works on a scale of 00 to 13 (maximum) as follows:

13 Given for the exceptionally independent and excellent performance (very rare)

11 Given for the independent and excellent performance

10 Given for excellent, but not particularly independent performance

9 Given for the good performance a little above average

8 Given for the average performance

7 Given for the mediocre performance, slightly below average

6 Given for the just acceptable performance

05 Given for the hesitant and not satisfactory performance

03 Given for the very hesitant, very insufficient and unsatisfactory performance

00 Given for the completely unacceptable performance

The mark of 13 is seldom used and only for an extraordinary performance. The mark of 6 is the lowest pass mark for examinations where a pass mark is required. The marks awarded should reflect achievements in terms of standards set by the institution for the specific programme.

For each assessment according to the 13-point marking scale, the performance or general proficiency is first placed within the following four groups of marks: excellent (13, 11, 10); average (9, 8, 7); the just acceptable (6); hesitant (5, 03, 00).

Apart from the 13-point scale, bestået/ikke bestået (pass/fail) is used in some cases. In higher education, it is possible to use the assessment of pass/fail in tests forming part of the final examination and which cover up to one-third of the study programme.

13

Estonia – updated 2010



F

14

ail / Drop Out

Grade %

A 18.32%

B 22.81%

C 22.66%

D 15.65%

E 9.64%

F (Fail) 10.92%

EstoniaIn accordance with the Decree of the Ministry of Education, all universities and rakenduskõrgkoolid (institutions of applied higher education) have been using the unified grading scale since 1999/2000 academic year:

Grade

Description Estonian/ English

Percentage of Knowledge

Estimated Equivalent in ECTS*

5 or A suureprärane / excellent 91-100 A

4 or B väga hea / very good 81-90 B

3 or C hea / good 71-80 C

2 or D rahuldav / satisfactory 61-70 D

1 or E kasin / sufficient 51-60 E

0 or F puudulik / insufficient 0-50 Fx/F

15

Grade %






Finland – updated 2010



F

16

ail / Drop Out

Grade %

3, 3- 10%

2.5, 2+ 25%

2, 2- 30%

1.5, 1+ 25%

1, -1 10%

Fail 0%

FinlandThe grading scales in higher education vary according to institution and field. Amongst the most common are the grading scales of 1-3 and 1-5:

Numerical Finnish Swedish English

3 erinomainen utmärkt excellent

2 hyvä god good

1 tyydyttävä nöjaktig satisfactory

Numerical Finnish Swedish English

1 tyydyttävä nöjaktig satisfactory

2 erittäin tyydyttävä mycket nöjaktig satisfactory

plus

3 hyvä god good

4 erittäin hyvä mycket god very good

5 kiitettävä berömlig praiseworthy

17

Grade %






France – updated 2010



Fail

19

/ Drop Out

Grade %

20.0-14.0 10%

13.0 - 13.9 25%

12.9 - 11.6 30%

11.5 - 10.4 25%

10.3 - 10.0 10%

9.9 - 0.0 (Fail) 0%

FranceThe grading at higher education level is similar to that of the Baccalaureat, with individual subjects being graded out of 20, although marks of 16 or above are only rarely awarded. Candidates must achieve an overall average of 10/20, and the weighting of individual subjects is determined by its coefficient, which is usually indicated on the transcript. Degrees which are not awarded a mention are classified as passable.

Classifications (mentions) awarded for the Licence (first cycle three year degree) and the Master degrees are as follows:

Très bien very good (seldom awarded)

Bien good

Assez bien quite good

Passable pass

20

Grade %






Germany – updated 2012



Fail

21

Grade %

Mit auszeichnung 0.5%

Sehr gut 13.46%

Gut 61.49%

Befriedigend 16.99%

Ausreichend 0.27%

Nicht bestanden (fail) 7.28%

Grading System Germany

Grade

German Classification English Translation

1 Sehr Gut Very Good

2 Gut Good

3 Befriedigend Satisfactory

4 Ausreichend Adequate/Pass

5 Nicht Bestanden Poor

The above table refers to the individual subject grades. Graduates are also awarded an overall grade (Gesamtnote) using the same scale. The overall grading scale also contain the grade ""mit auszeichnung"" (with distinction). This grade is awarded to students who achieve a score better than 1.2 or 1.3 depending on the university. This grade is not awarded very often.Fail /

22

Drop Out

Greece – updated 2010



F

23

ail / Drop Out

Grade %

Excellent (8,51-10) 9.4%

Very Good (6,51-8,50) 82.62%

Good (5-6,50) 7.98%

Fail 0%

GreeceAt higher education institutions, the grading scale ranges between 0-10. The minimum pass mark is 5. The scale is as follows:

0 - 3.9 poor (fail) 4 - 4.9 insufficient (fail) 5 - 6.4 good 6.5 - 8.4 very good 8.5 - 10 excellent

24

Grade %






Hungary – updated 2010



Fail /

25

Drop Out

Grade %

5 10%

4 25%

3 30%

2 35%

1 (Fail) 0%

HungaryThe marking system at university level is the same as that used in the secondary schools. For the doctor's degree (physicians, dentists, vets and lawyers) and the university doctorate, the grading system used is as follows:

4.51-5.00 summa cum laude

3.51-4.50 cum laude

2.00-3.50 rite (pass)

26

Grade %






Ireland – updated 2010



Fail /

27

Drop Out

Grade %

H1 11.8%

H21 29.2%

H22 39%

Pass 20%

Fail 0%

IrelandGrading systems at higher education level in Ireland may vary from university to university.

The University of Limerick, for example, currently operates a system whereby overall grades would take the form of A1,A2, B1, B2, B3 etc and a first class honours degree would be a minimum of a A2, an Upper Second Class Honours would be a minimum of B2 etc. In contrast, at the University College Cork grades are based upon a percentile mark, which corresponds to a classification, i.e. 70% and above would be a First Class Honours degree, and 65-69% would be an Upper Second Class Honours and so on.

28

Grade %






Italy – updated 2010



Fail / D

29

rop Out

Grade %

30 e lode - 29 10%

29 - 27 25%

27 - 24 30%

24 - 20 25%

20 - 18 10%

< 18 (Fail) 0%

ItalyAt higher education level, the final standard of a degree is shown as the aggregate of individual marks ranging between 66-110. Again, marks are clustered at the very top end of the grading spectrum. Sometimes the degree is awarded con lode/cum laude and, exceptionally, con lode e pubblicazione which implies publication of a thesis. These two can be taken as marks of distinction. Marking of individual examinations taken during the degree course is on a scale of 0-30 with 18 as the minimum pass-mark. For the specialist diplomas there is a marking scale of 0-70, 42 being the minimum qualifying mark.

30

Grade %






Latvia – updated 2012



0-4 (Fail)

31

Fail

Grade %

10 (With distinction) 1.5%

9 (Excellent) 12%

8 (Very good) 23%

7 (Good) 26.5%

6 (Almost good) 19%

5 (Satisfactory) 11%

0-4 (Fail) 7%

Grading System LatviaMost higher education institutions use the following 10-point grading system in the asssesment of degree programmes:

Acheivement level

Grade Description Approximate ECTS grade

Very high 10 izcili (with distinction) A

9 teicami(excellent) A

High 8 loti labi (very good) B

7 labi (good) C

Medium 6 gandriz labi (almost good) D

32

5 viduveji (satisfactory) E

4 gandriz viduveji (almost satisfactory) E/FX

Low 0-3 negativs vertejums (unsatisfactory) Fail

Fa

33

il / Drop Out

Lithuania – updated 2010



Fai

34

l / Drop Out Grade %

10 13.38%

9 19.45%

8 22.59%

7 17.46%

6 12.35%

5 11.86%

neislaike (Fail) 2.91%

LithuaniaIn Lithuania a ten point grading system is used at all levels of the education system. At secondary level 4 is the required pass mark. In higher education students must gain at least 5 to gain a pass. This system replaces the old 5-point grading scale, the equivalences are given below.

Literal Evaluation

10-point evaluation

Percentage of maximum amount of knowledge

demanded

Approximate equivalent of 5-point

grading system

Excellent 10 92-100% 5

Very good 9 82-91% 5 (-)

Good 8 74-81% 4

Highly Satisfactory 7 66-73% 4 (-)

Satisfactory 6 58-65% 3

Sufficient 5 50-57% 3 (-)

Insufficient 4 40-49%

Highly Insufficient 3 30-39% 2

Poor 2 20-29% 1

Very Poor 1 0-19%

35

Grade %






Netherlands – updated 2012



36

37

Grade %

10 0.43%

9 5.125%

8 21.17%

7 31.11%

6 26.16%

5 (Fail) 7.49%

4 (Fail) 8.31%

3 (Fail) 0.1%

2 (Fail) 0.1%

1 (Fail) 0.005%

Grade %

First 12.3%

Upper second (2:1) 44.3%

Lower second (2:2) 28.4%

Third 3.6%

Pass 3.6%

Fail 7.8%

Grading System Nether lands, theThe marking scheme used is a scale of 0-10 (maximum) with a minimum pass-mark of six as follows:

10 uitmutend excellent

9 zeer goed very good

8 goed good

7 ruim voldoende very satisfactory

6 voldoende satisfactory

5 bijna voldoende almost satisfactory

4 onvoldoende unsatisfactory

3 zeer onvoldoende very unsatisfactory

2 slecht poor

1 zeer slecht very poor

38

Norway – updated 2012



39

Grade %

A 9.8%

B 24.3%

C 30.8%

D 17.2%

E 8.6%

F (fail) 9.3%

Grading System NorwayFrom 2002, a new grading system has been introduced at the higher education level:

Symbol Description General, qualitative description of valuation criteria

A Excellent An excellent performance, clearly outstanding. Shows a high degree of independence

B Very Good An average performance, above average. Shows a certain degree of independence

C Good An average performance, satisfactory in most areas

D Fair A performance below average, and with some significant shortcomings

E Sufficient A performance that meets the minimum criteria

F Fail A performance that does not meet the minimum criteria

40

Grade %

First 12.3%

Upper second (2:1) 44.3%

Lower second (2:2) 28.4%

Third 3.6%

Pass 3.6%

Fail 7.8%

In the previous grading system, students were graded on a scale of 1-6, with 1 being the highest grade and 4 the minimum pass mark. 2.5 was often the level of achievement required for entry on to graduate programmes, although increased competition meant that had crept above that level in some cases.

Previous system (until 2002) Interpretation

1.0-1.5 laud pre ceteris (maximum)

1.6-2.5 Laudabilis

2.6-3.2 haud illaudabilis

3.3-4.0 non contemnendus (lowest passing grade)

The average marks gained are between 2.5 and 2.8. This can vary between faculties (e.g. in general the faculties of Humanities do not award marks above 1.8, but in Maths a mark lower than 3.0 is not considered to indicate good achievement as the whole spectrum of grades is used in that subject).The key word to identify indicating a pass mark in Norwegian is 'bestått'.

41

Poland – updated 2010



Fail

42

/ Drop Out

Grade %

5.0 10%

4.5 25%

4 30%

3.5 25%

3 10%

2 (Fail / niedostateczny) 0%

Poland6 - Excellent 5 - Very good 4 - Good 3 - Satisfactory 2 - Admissible 1 - Unsatisfactory

As regards grading at higher education level, there is no common scale used by all higher education institutions and prescribed by national law. Generally, however, they tend to use a similar model to that attributed to the old maturity examination, although "+" and 0.5 of a mark may also be used to add further differentiation.

43

Spain – updated 2010



Fail

44

/ Drop Out Grade %

10.0 - 9.0 10%

8.9 - 8.0 25%

7.9 - 6.6 30%

6.5 - 5.4 25%

5.3 - 5.0 10%

4.9 - 0.0 (Fail) 0%

SpainA grading system of 1-10 is used in all levels of the education system:

Pass/fail Literal Evaluation

10-point evaluation

Percentage of maximum amount of

knowledge demanded

Approximate equivalent of 5-point

grading system

Pass Excellent 10 92-100% 5

Very good 9 82-91% 5 (-)

Good 8 74-81% 4

Highly Satisfactory 7 66-73% 4 (-)

Satisfactory 6 58-65% 3

Sufficient 5 50-57% 3 (-)

Fail Insufficient 4 40-49%

Highly Insufficient 3 30-39% 2

Poor 2 20-29% 1

Very Poor 1 0-19%

45

Grade %






Sweden – updated 2010



Fa

46

il / Drop Out

Grade %

VG (Väl Godkänd) 35%

G (Godkänd) 65%

Rest / Underkänd (Fail) 0%

SwedenIn accordance with the Higher Education Ordinance (HEO), the grading system at Swedish universities has three grades for individual courses: high pass or pass with distinction (mycket väl godkän, MVG), pass (godkänd, G) and fail (inte godkänd, IG) An overall grade for degrees does not exist, and there are neither prescriptions for the distribution of grades nor national or even institutional statistics available charting achievement.

47

Grade %






Scotland – updated 2010



Fail

48

/ Drop Out

Grade %

First Class Honours 13%

Upper Second Class Honours (2:1) 52%

Lower second Class Honours (2:2) 29%

Third Class Degree 6%

Fail 0%

ScotlandDegrees in Scotland are four years in length (with exceptions for degrees in professional subjects), so one year longer on average than the norm in the rest of the United Kingdom. This contains a one-year foundation programme, which brings all students to the same level. Upon completion, degrees are equivalent to those elsewhere in the United Kingdom, and are graded according to the same scale, namely with First Class (Honours), Upper Second Class (Honours), Lower Second Class (Honours) and Third Class classifications. Unlike elsewhere in the UK, Ordinary Bachelor degrees may be offered as a course of study in their own right, whereby the duration is three years.

49

Grade %






Increasing Transparency of Qualifications for Higher Education across Europe

The Bologna Process has encouraged the mobility of students and professionals across borders throughout Europe, contributing to the flexibility and diversity of the labour force. Yet these developments have also forced the issue of the due recognition of academic achievement into the consciousness of learners and education providers alike. In response to the demand for a tool for helping recruiters and admissions officers make fair and informed decisions on the calibre of applicants, the UK NARIC offers a scientifically based tool to facilitate the comparability of grading.

The Grading Transfer System supports the processes of credential evaluation by enabling the user to compare qualification grades at Upper Secondary, Bachelor and Masters Levels to grades in other European countries. At the heart of the System is a statistical analysis, which interprets the standing of a given grade relative to the achievement of the rest of the cohort and converts this to the comparable standard in the country of destination.

BackgroundThe UK NARIC Grading Transfer System has been designed in consideration of European integration. The specific background to the project is the Bologna Process, which commenced in 1999 with the signing of the Bologna Declaration by the education ministers from 29 European states.

Across Europe, each country's traditional qualifications are based upon different principles, some encompassing learning outcomes with others focussing more upon volume of study. Consequently, complex recognition issues arose when students and professionals sought to use their qualifications abroad. One of the key objectives of the Bologna Process has been the harmonisation of the diverse European higher education models around three main cycles of study. The first cycle, lasting three or four years, ends in a Bachelor-level degree, which should also be relevant to the European labour market as an exit qualification in its own right. The second, Masters cycle may be either one or two years in length and gives access to the third cycle, doctoral studies. Upon this basis, the comparability of degrees across Europe can be taken as a starting point for our study.

The Bologna Declaration also calls for the removal of obstacles to the effective exercise of free movement in order to bring about the essential increases in the mobility of students, teachers, researchers and administrative staff. By making student achievement more comprehendible to assessors from other systems, the Grading Transfer System helps fulfil this objective.

Responding to the challenge, the Grading Transfer project has set itself the objective of creating an online system that will enable users to access information on the comparability of grades, based upon the principle of overall comparability, of qualifications at upper secondary, Bachelor and Master's degree levels between any two European countries. The information on the database will be based upon a distribution analysis of performance across each European education system. The statistical underpinning of the system will enable the achievement of an individual to be understood in the context of the entire cohort in the country of origin, and then support the identification of a comparable level of attainment in the destination country.

50

In the spirit of European integration and in order to make the Grading Transfer System accessible and relevant to users from all across Europe, the System is based upon the assumption that the overall level of the qualifications is comparable. With regards to Bachelor and Master qualifications, the presumption of comparability is rooted in the adherence of all participating countries to the objectives of the Bologna Declaration. In the case of upper secondary level qualifications, the UK NARIC Grading Transfer System takes into account only those upper secondary qualifications that give entry to higher education study at university or comparable level institution as the EC protocol only calls for the equivalence of diplomas giving entry to higher education.

Interpreting the Comparability ChartsThe Grading Transfer System will generate two charts that are divided into levels, each representing a grading category (For example A, B, First, Fail etc) in the selected countries. This allows the user to compare the distribution of grades in the Country of Origin on the left to the distribution illustrated in the Destination Country on the right. The categories are arranged in the charts in a hierarchical structure, starting with the lowest available grade at the bottom of the chart proceeding to the highest at the top. The user can trace lines between the two charts to compare the distribution. Each category is labelled both in English and in the language of origin.

Descriptions of the grading systems in both the country of origin and destination country accompany each set of charts.

Methodological NotesThe methodology for the UK NARIC Grading Transfer System presupposes that students entitled to a certain academic status in their country of origin (eg qualification to enter university) should also be extended this right elsewhere in Europe. It also assumes that those candidates who are unsuccessful in one country will not be deemed acceptable in another. For this reason, a fail grade at any level in any country will always be comparable to a fail grade at the same qualification level in any other participating country. Similarly, a pass grade in one country will represent a pass grade in any other.

In collecting the necessary information, the project team cast a wide net, contacting ENIC/NARIC centres and Ministries of Education to request statistics on the grade boundaries and the percentage of students falling into each grade category at upper secondary, Bachelor degree and Masters degree level. In the case of upper secondary level qualifications, we targeted only those academic qualifications that give access to first cycle academic university programmes. Data pertaining to pass and failure rates was also requested for all levels.

In many cases across Europe, pupils finishing upper secondary education receive one overall grade that takes into account an average of the range of individual constituent subjects studied over the period of the course. In the UK this is not the case; pupils aspiring to enter university may study for up to six A Levels, although the usual number is three, and receive a grade for each subject1. As offers of places at UK universities are generally based upon a combined set of grades rather than individual ones, it is more meaningful for the purposes of our study to compare overseas grades to a combination of UK grades rather than individual grades in isolation.

51

The sets of grades referred to here assume that the lowest possible successful combination is EEU (U being ungraded) and rising to the maximum AAA2. In between, one set of grades has been used to refer to several possible combinations, so that CCC also refers to BCD or ACE. In this sense, the system bears close resemblance to the older university admission offer system, where points were assigned to each grade and a total calculated along the following lines:

A = 10B = 8C = 6D = 4E = 2U/N = 0

The system is based upon using the proportion of students gaining individual grades to calculate the probabilities of achieving every grade combination by any one student. This is achieved by converting combinations of grades into a score out of 30 and ascertaining a percentile rank.

The theory of calculation is based upon any one student being mutually exclusive to the next and also that each subject taken is again mutually exclusive to the next. This enables the grade percentages to be converted to probabilities. The total probability of a student's NARIC tariff can be calculated using this formula:

P(s) = p(A1, A2, A3)

Where:

P(A1) = the probability of the grade of the 1st A Level subjectP(A2) = the probability of the grade of the 2nd A Level subjectP(A3) = the probability of the grade of the 3rd A Level subject

These are calculated by multiplying the individual grade probabilities. Each of the 216 combinations has been calculated.

Table of probabilities for NARIC Tariff Points:

Former University Admission Points System

Typical A Level Grade Combination

Distribution Of Grades

30 AAA 0.011239

28 AAB 0.035224

26 ABB 0.071719

24 BBB 0.112118

22 BBC 0.143617

20 BCC 0.156996

52

18 CCC 0.147877

16 CCD 0.122088

14 CDD 0.088498

12 DDD 0.056231

10 DDE 0.031164

8 DEE 0.014826

6 EEE 0.005961

4 EEU 0.001923

2 EUU 0.000456

0 UUU 0.000064

It is hoped that more information on grading distributions from a wider range of countries will become available over time which will help facilitate the expansion of the system. Furthermore, the scope of the system could also be increased to include countries from beyond the European area, although the qualifications would have to be analysed to ensure methodological consistency. It is also hoped that an appropriate methodology will be developed that will allow the inclusion of the Irish Leaving Certificate and Scottish Highers, whereby five or six subjects are usually studied3 and which allow entry to university studies in Scotland and often elsewhere in the UK and beyond.

1. University candidates in the UK today are often offered places at university on the basis of a Tariff Points system devised by the Universities and Colleges Admissions Service (UCAS), which enables a greater diversity of forms of achievement such as Scottish Higher and the BTEC National Diploma to be calculated in the same way as A Levels.

2. If students take more than 3 A Levels often only the 3 highest grades, or the most relevant subjects for the desired course of study are taken into account.

3. Having successfully completed Highers, pupils in Scotland may stay on at school to do Advanced Highers, which are considered comparable to A Level standard, although these are not necessary for entry to university in Scotland and are not taken by all students.

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