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AbstractIf we speak precisely, we must admit that internationally there are no equivalences of certificates, diplomas and degrees. Yet much time, effort, and money have already been spent on pioneer efforts to establish comparabilities, and further outlays are expected. If there can be no genuine equivalences - and most knowledgeable persons agree on this matter - why are we trying to create them? The obvious answer: the increasing mobility of students, teachers, scientists and specialists between countries and the consequent pressing need to evaluate in some way their educational backgrounds. Since the problems of appraising accurately other systems of education are stupendous and will be with us as long as the world is committed to international education, I would like here to take a fresh look at our objectives in trying to "equate" academic credeutials and to consider sorne possible alternative proposals.