When I made my entry into educational advising profession 1998, it was a new but budding evolving global profession. I was privileged to benefit from a U.S-Based Training program in 2000. The training initiated me into an exciting adventure of educational advising world. The debut of the Professional Advising Leadership program in 2003 provided yet another step on the ladder for reaching the top of professional leadership in educational advising.

When the 2004 PAL program was announced by ECA/A/S/A for educational advisers to apply for sponsorship, I did not hesitate to submit my application for consideration. I was therefore excited and highly delighted to be one of the fortunate advisers to be selected for the sponsorship.

In the last few years, education related frauds have become one of the greatest challenges facing the academic community today. Admission officials continue in increasing frequencies to express concerns and frustrations over the global cases of fraudulent academic documents. Educational Advisers in U.S. government affiliated advising centers (Education USA) especially in Nigeria and Africa in general are flooded with inquiries on how to authenticate academic credentials and verify the "accreditation status" of some secondary schools, colleges and universities.
These growing concerns informed selection of my project topic: Admission Process and Academic Credential Evaluation.

The project focused on gaining deeper knowledge of critical data needed for evaluating academic credentials for graduate/undergraduate admissions in the U.S. institutions; establishing platform for building sustainable collaborative relationships between overseas advisers and U.S. admission officials in the academic credential evaluation process; establishing monitoring/filtering system to detect forged academic documents to minimize flooding of irrelevant/bogus academic credentials; and identifying differences between U.S. high school academic curricula and that of secondary schools in Nigeria.

There are four distinct segments of the 2004 PAL program. Each of these segments is unique and contributed to the richness and value of the program.

A. ORIENTATION MAY 5-6, 2004

Arriving at Washington DC May 3, 2004 gave me a full day to recover from jetlag and to reflect on my expectations from the PAL program. My expectations were that, after the program I would have.

Acquired greater skills and understanding to be able to identify and differentiate genuine from bogus academic credentials.

Built enough network of advisers, admissions officials and relevant educational credential evaluation bodies for the purpose of sharing information and constituting a network to combat academic credential document forgery.

Become a well- informed resource person in the field of educational advising profession and be able to play effective "mentoring roles" to others.

While my previous interactions with College Board were through digital channel, May 4, 2004 provided me an opportunity to have life interaction with the meticulous, energetic and hard working Janine Farhat. Meeting the staff of the College Board was a moral booster.

The general orientation of May 5-6, 2004 set the tone of the program on an encouraging footing. It brought together about 15 PAL fellows drawn from various part of the world to share in an interactive session our individual PAL project topics.

Welcoming the PAL fellows to the program, Dorothy Mora of the Global Educational Program (Department of State) and Theresa Schweser, Director of the College Board International Education Office, emphasized the importance of the program in developing future educational advising leaders and mentors.

Janine Farhat, the PAL program Director itemized the goals of the program and what is expected of the participants during our stay in U.S. and beyond.

The concepts of team building for the purpose of becoming future leaders and mentors in our various fields were emphasized throughout the program.

Under the tutelage of Debbie Hefferon, we briefly defined and redefined the goals of each project. The two days' orientation made me gain greater insight into many areas of educational advising and evolving issues affecting international education.

Interacting with PAL fellows and listening to Debbie Hefferon as she enthusiastically guided the sessions, I became aware of the enormous human resources being developed through PAL program.
I see an army of educational advising leaders and mentors being developed for the evolving global society.

B. VISITS TO ORGANIZATION AND INSTITUTIONS MAY 9-15, 2004

My two and half days' internship with the Educational Credential Evaluation (ECE) based in Milwaukee was very rewarding and rich learning experience. James Meyer, senior professional evaluator of the organization took time to introduce me to the staff and the rich ECE resource library.
There are 15 professional evaluators and 35 support staff. Like "worker and soldier bees" they receive from and communicate with the globe using the wonder of digital technology. I was amazed to observe the richness of the credential evaluation and country specific resource materials in the library.

Of great interest to me was the well-articulated policy and meticulous attention given to the academic credential evaluation processes for each of the countries of the world.
The educational credential evaluation documents are gathered from individuals, universities/colleges, organizations and professional bodies. These are synthesized, classified and sent to the different Area/country specific departments of the organization for evaluation. I was surprised to note that the ECE, in addition to evaluating academic credentials for graduate/undergraduate and community colleges admissions, it evaluate academic credentials sent by employers/employees for work permits and professional bodies seeking accreditations.

I participated in the usual weekly Tuesday review staff meeting. At these meetings, the evaluators present issues for reviews, discussions and for possible insights. Arising from such meetings new policies are proposed to meet the dynamic nature of the evaluation activities. My participation gave me a bonus training opportunity to learn how to handle issues relating to different types of evaluations in international education.

During my period of internship, I discovered many different types of fake credentials manufactured from different parts of the world specifically Nigeria, Ghana, Kenya among other African Countries.
Easy verification of doubtful academic credential emanating from Nigeria poses a real challenge to the organization. My concern prompted me to suggest a collaborative relationship in resource/information sharing. I discovered also that having well-researched and documented reference "country specific educational profile" on Nigeria would form an excellent tool for this type of evaluation. Arising from the internship I am undertaking to produce as matter of necessity such reference documents on Nigeria.

In addition to the above task set for myself, I plan to make contacts with Nigerian universities and colleges, National Universities Commission (an official government accreditation body), and other national and regional examination bodies to suggest/start discussions with them for the purposes of developing strategies for minimizing fakeness of academic transcripts/certificates/documents by unscrupulous people.
It was indeed a rewarding internship and the experience has made me to have confidence to be a part of positive change in this area.

I visited:

• Milwaukee School of Engineering May 12, 2004
• Marquette University and Riverside University High School, May 13, 2004 and
• University of Wisconsin, Milwaukee May 14, 2004.

I am willing to take up the challenge and act as a "nodal person" for admission officers. Consider me your "ambassador extraordinaire" was always my response.

The tours to the various departments of the universities revealed that colleges and universities in the United States have all they take to prepare people for the twenty-first century leadership.

It was indeed a rewarding trip to Milwaukee. Their warm hearted and generous hospitality will always be remembered and appreciated.

C. PAL FELLOWS LEADERSHIP SEMINAR MAY 17-18, 2004.

Spending one-hour sharing experiences among PAL fellows was very useful. The sharing among fellows further solidifies understanding of projects carried out at various parts of the country.

The facilitator Debbie Hefferon guided us as we reviewed goals for our different projects. It was interesting to note that the study trips taken by PAL fellows greatly enriched our understanding. PAL Fellows now discussed and shared with confidence and authority the following subject areas:

• Graduate/undergraduate admissions process, its relationships to Academic Credential Evaluations, educational credential -related fraud, visa regulations and testing issues;
• Higher Education, accreditations and its relationship to the needs for international educational reform;
• Medical, dental and other related health professional education programs and visa regulations
• Technology management in international educational advising; Community colleges and student visa regulations; and
• Fund raising and financial aid.

The Seminar on leadership formed a very important part of the program. Through number of practical group interaction interspersed with MBTI exercise, bordering on various angles of leadership, we were able to know each other's leadership potentials. The group discussions along with group activities illustrating different leadership styles were very stimulating and richly educative. At the first orientation session, PAL fellows were interacted with a measure of trepidation. However, after our return from the study trip, it became clear that we have deepened our knowledge and skills in many areas of educational advising profession. The program has enabled me to become knowledgeable in global educational matters with greater understanding and appreciation of the depth and width of the advising profession.

There is now an enormous challenging responsibility before me to provide leadership in an evolving and growing educational advising world through the concept of mentoring and sharing of information by networking. Collaborative sharing of information and readiness to serve will enable me to be the educational advising leader of tomorrow. I am ever grateful for this opportunity.

1. VISA REGULATIONS ISSUE:

Our meeting with the Department of State was very productive. The issue of constant changing student visa regulations and its growing negative impact on international educational exchange were raised. We were unable to understand the rational behind the growing stiffness in issuing student visas while at the same time the government is building core of educational advising leaders such as (PAL) Fellows to encourage students to study in the United States. Concerns for the growing competition from other parts of the world was raised. Other countries are busy attracting foreign students by providing easing student visa regulation with its attended negative impact on the students flow to the United States. Although there was no immediate answer to the issue raised, it was well noted.

2. SEVIS

PAL fellows were not a little relieved when they were told that the June 01, 2004 deadline for the implementation of payment of SEVIS fees was shifted to September 01, 2004. Many of us raised questions/concerns on the mode of payments. Unless it is paid through the same process as Visa fees, many international students from digitally disadvantaged part of the world would be negatively impacted. This will in turn open the market wider to other countries competing for foreign students

3. THE FUTURE

Just like the USBT, the future of PAL program and its impacts on Educational Advising world rests squarely on the present pioneers. With this realization, I would like to play the following roles in short and long term:

• Develop "Networking relationship" with other members of PAL for the purpose of sharing ideas and information.
• Carry out research specifically in international education advising with the purpose of sharing the same with the advising world.
• Become a mentor to promising international education advisers.
• Accept in consultation with REAC to contribute in the planning educational advising programs.

4. RECOMMENDATIONS

I would like to submit the following recommendations for future PAL Fellow programs:

• The number of days of internship with relevant institutions, organizations and universities/colleges should be (10-15) days. This would afford the fellows enough time to appraise and write for the seminar segment of the program.
• The seminar segment of the program should be increased by additional day. The participants should devote a full day for giving detail reports of their project.
• A technology center with computer facilities should be provided so that PAL fellows could work on writing seminar reports and prepare presentations.
• New PALF program participants should be linked early with former PAL fellows for the purpose of providing mentor services to the new ones as they plan participation in the program.
• The present timing of PAL program should be maintained. This would enable PAL fellows to attend NAFSA Conference and interact with admission officials from other universities.

5. APPRECIATION:

I want to truly express my profound gratitude to the wonderful people in the U.S. State department for always facilitating the funding of training programs for OSEAS educational advisers. You are indeed global citizens who understand the critical value of educational advising in global education

I want to sincerely thank the open and warm-hearted Director at College Board, Theresa Schweser for your encouragement and generous hospitality. You indeed had a positive impact on me.

Janine, I want to sincerely thank you for always been there for me. Your meticulous coordination of my visits to organizations, and universities are truly appreciated. You taught me what selfless sacrifice is.

Debbie Hefferon, you are indeed a "global citizen", and a born leadership builder. I will always appreciate your warm and reassuring words of encouragement. Indeed College Board did well to appoint you to facilitate part of the programs. Being one of the global leaders, I want you to come to Africa and sow the seed of leadership through your lectures. Thank you Debbie.

What can I say about you wonderful staff of the College Board? You are truly wonderful. I appreciate your friendship and ever willing to assist when ever we asked questions. Thank you so very much.

D. NAFSA CONFERENCE MAY 23-29.

The USBT reunion program took place May 24, 2004. It was a wonderful gathering of educational advising leaders from various advising capacity. The morning and afternoon programs led us through the history and the attended impact of the USBT on educational advising and students flow into the United States in the last twenty years. The gala night was splash and it was a night of dancing, rejoicing and laughing. It was an occasion that USBT members can never forget for years to come.

To enhance my knowledge in the area of assisting graduate and undergraduate students to gain financial aid to study in the United States, I attended a workshop titled: Financial Aid Workshop for Admissions Officers and OSEAS Advisers. May 25, 2004. This popular workshop was attended by more than forty participants. The OSEAS interacting with the Admission officers learned a lot from each other. The workshop was very beneficial as I learnt the art of guiding students in preparing application packages necessary to attract financial assistance.

1. SESSION PAPER PRESENTATIONS

May 27, 2004 three of us from Nigeria (Olagbaju, Adebayo and Obaka) presented a paper titled: Fraud, Lies and Deception: Is Nigerian Educational System On Trial? This was chaired by Nancy Keteku (REAC-Africa) and Co-chaired by Beverley Fowler from University of Evansville, Indiana. There were no enough seats for session participants. Many people had to stand outside. The presentation was well received with many excellent encouraging comments. In the questionnaire returned, about 92% rated it very high and have asked that we submit workshop proposal on the Credential Evaluation as it affects our sub-region next year. Because of the presentation many officers have requested us to network with them to admit students from Nigeria.

May 28, I participated with two colleagues (Luc Fanou, Benin Republic, Kassa Tsegaye, Ethiopia and Florence Kasule originally from Uganda as Chairperson of the session) to present another session paper titled: Brain Migration: African Twenty-first Century Global Challenge. The session was well attended with very constructive contributions. Resulting from this, the African Special Interest Group of NAFSA has been called to initiate the development of "Internet based information Databank" of all African skilled workers outside Africa with the purpose of linking them with multinational corporations and organizations having projects in Africa.. Also Africa-SIG is to develop another Information Databank of both graduate and undergraduate African students studying outside Africa for the purpose of identifying professional for capacity building in Africa.

2. COUNTRY EDUCATIONAL FAIR

We had a successful country fair where our country educational profiles were displayed and distributed to conference participants. There were over 141 stands from many countries of the world. Nigeria stand draw a mammoth crowd. During this time many admission officers came to discuss with the possibility of networking to enhance greater admissions for Nigerian students.
On the same day we had a successful meeting of the African Special Interest Group of NAFSA. Nancy Keteku and Florence Kasule were unanimously elected to coordinate the interest group for next year and to draw up plans to increase members of NAFSA from Africa.

3. ISSUES:

At the request of Educational Testing Services (ETS) based in New Jersey, a meeting between Africa-REAC/Nancy Keteku, Educational Advisers from Nigeria, Obaka, Adebayo, and Olagbaju and Bannerman from Ghana met with four officials from ETS to discuss testing and payment of test fees. The meeting became necessary because of the growing problem of Nigerians paying through credit card system. Resulting from the fraud emanating from such mode of payments, Nigeria has been banned from registering online and by credit card from anywhere in the world. The report is very disturbing and so they want us to be part of finding the solution to the problem. They asked us if there is any way the Educational Advising Centers in Nigeria could provide test -registering service to students from Nigeria? Being part of government we could not answer them until such modalities could be discussed and approved and worked out.

4. CONCLUSION: