Somebody has asked you for an equivalence certificate, so begin with what such a document says, because the usual reading of it is wrong and the wrong reading is expensive. It is a statement about two institutions. It says that what one of them awards may be read alongside what the other awards. Your name is printed on it, and you are not its subject. Which leads to the fact that explains every refusal in this area: nobody has assessed your ability. Two curricula were laid side by side on paper and a view was formed about whether they cover comparable ground. The strongest and the weakest graduate of one programme receive exactly the same comparison, because the comparison was never about either of them. That is not unfairness — it is a different question, and the trouble starts when somebody expects a document about institutions to do the work of an interview. Then the assumption that costs the most. The body that issues a comparison is not the body that will rely on it. Holding one is not the same as being accepted: the employer, university or authority at the other end decides for itself, and may want something else, something more, or something from elsewhere. So ask the receiving party first, in writing, and specifically — what document, from whom, in what form, and what happens if it cannot be obtained. Next, why these actually fail. Almost never because anybody judged your education poorly. Nearly always because something could not be produced. And the paper it all rests on is not your degree certificate: it is the detailed curriculum or scheme of study, which says what was taught, for how long, in what structure — and it is the one document no student ever keeps, while institutions stop issuing it after some years. Last, a planning point: this is rarely done once, because a comparison made for one purpose does not always travel to another. Our edge: we do not say whether a comparison can be made, which body should make it, whether any qualification is recognised, or whether anybody will accept what you obtain.
What this guide covers
One question first, and the whole of this guide unfolds from the answer.
A document arrives with your name on it, your qualification named in it, and a conclusion printed at the bottom. Every signal says you are what is being described.
You are not.
Nothing in it reports on your capability, your record, your effort or your standing.
It does not say you learned well, or badly. It does not say you are suitable for anything. It makes no claim about you that anybody could act on, and the parties who read it do not treat it as one.
The sentence it actually contains is a sentence about two bodies and what they award.
Roughly: what this body gives may be read alongside what that body gives. Two awarding institutions, placed beside each other, with a view formed about the relationship between them.
Your name appears on it as an occasion for the comparison. It is not the subject of the comparison.
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And the habit worth taking from this page extends well past this one document.
Who is this document describing?
A great many papers people collect are about something other than them — an institution, a transaction, a date, a system. Reading them as personal statements is how people end up hurt by documents that were never discussing them.
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Set the two readings side by side, because the gap explains the distress these files produce.
| How it is read | What it says | |
|---|---|---|
| Subject | The applicant | Two awarding bodies |
| Based on | Marks and merit | Curricula, on paper |
| A refusal means | You were found wanting | Something was not shown |
| Settles | Whether you are good enough | Nothing about any person |
| Varies with | How well you did | What documents exist |
Every row on the left is a misreading, and every one of them is entirely natural.
Which is the trouble: a document about systems arrives dressed as a document about a person.
It is addressed to you. It names your award. It reaches a conclusion and prints it. Everything about its form says judgement, and the content is arithmetic between two syllabi.
A statement about institutions wearing the appearance of a statement about a candidate — and almost nobody is told the difference before they apply.
Because the whole surrounding experience is personal, and that is what sets the expectation.
You assemble your own documents. You pay the fee. You wait for a letter about yourself. The process feels like an assessment from beginning to end, so the output is read as one.
This belongs up here rather than the back because it changes how people behave. Applicants who understand that the document is about institutions go looking for a curriculum. Applicants who think it is about them go looking for more marksheets, and send them, and wait.
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A second feature sits underneath all of this, and more money is lost to it than to any other part of the subject.
There are two separate parties here and people treat them as a single counterparty. Everything about the order in which you do things depends on keeping them apart.
The first is a body competent to form the comparison and record it.
It has its own criteria, its own evidentiary requirements, and its own view of what it is willing to compare. We name none on this page, because which one is appropriate turns on the qualification, the purpose and the party at the other end — and guessing is how weeks go.
And it is worth knowing that such a body is not a gatekeeper standing between you and a job. It is closer to a reference library: it holds a frame of reference and will tell you where something sits within it, if given enough to work from. It has no interest in the outcome of your application and no view about it.
Which is also why its letters read so flatly. A refusal from such a body is not a rejection in the sense anybody experiences rejection; it is a report that an exercise could not be completed. The tone of those letters causes a great deal of unnecessary hurt.
The second is whoever asked you for the document in the first place.
An employer. A university admitting you. A department processing an application. A licensing authority. This is the party whose decision actually affects your life, and it is not the party issuing anything.
And this is the party to understand first, because its requirement is the only requirement that actually constrains you. Everything else in this exercise is a means of satisfying it.
Which sounds obvious written down and is treated as though it were not.
They have different purposes, different standards and no obligation to agree with each other. One of them is in the business of forming comparisons. The other is in the business of filling a post or a seat, and is free to decide what satisfies it.
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From which the operative consequence follows, and if a file of this kind had a cover note, this would be the line on it.
A valid comparison in your hand is not a yes from the person who asked for it.
They may want one from a different body. They may want something in addition. They may have a policy nobody told you about. None of that makes your document wrong — it makes it unusable for the purpose you bought it for.
And here is the inversion, which is almost universal and entirely reasonable.
What people do: get the certificate, then present it. What works: find out exactly what will be accepted, then get that.
The first order feels like making progress. It is the order in which a correct and useless document gets produced.
So the first step in this exercise involves no application and no fee at all.
Write to whoever is asking you for the document. Before any body is approached, before anything is paid, before any file is assembled beyond what you already hold.
No fee, one afternoon, and nothing else in this subject returns as much.
With two conditions on how you ask, because the wrong question produces a useless answer.
In writing, so that there is something to rely on and something to show if the answer later changes. And specifically, because the general question has a general answer that commits nobody.
“Do you accept equivalence certificates?” gets you a yes. That yes costs a month, because it did not say from whom, in what form, or for what purpose.
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Four questions, and we would send exactly these and nothing else.
That fourth question is the one we would not drop. It is where you learn whether the requirement is a wall or a preference.
And occasionally the reply makes the entire exercise unnecessary, which is worth the afternoon on its own.
We have had receiving parties answer that a transcript and a verification would satisfy them. That they accept an older comparison. That their own committee forms the view internally. That the requirement had been withdrawn and the form not updated.
A free letter that establishes you did not need the expensive thing is the best outcome in this subject, and it is only available before you buy it.
One more point about the form of the question. Address it to a person where you can, and keep the reply with the name and date on it. Requirements in large institutions are frequently not written down anywhere internally, which means two officers can honestly give two different answers — and the one you can produce in writing is the one that protects you later.
And when that step is skipped, the files arrive in a small number of recognisable states.
A comparison from a body the receiving party will not act on. One issued for a different purpose than the one now in play. One obtained for an employer and presented to a university, which wanted its own. One that is entirely valid and simply not what was asked for.
In none of those cases did anybody do the work badly. The sequence was inverted, and the sequence is where the cost in this subject lives.
Now something about the nature of the exercise itself, because it explains why the wording of these documents is so cautious.
Nobody is being asked whether two qualifications are the same. They plainly are not, and could not be. The question is narrower and softer than that, and the softness is deliberate.
The question is whether they can be read alongside each other. Not whether they match.
Because the two things being compared were built independently, by people who never consulted each other.
Different decisions about how long a programme should run. Different views on what belongs in it. Different ideas about assessment, about progression, about what a year of study even means. Nobody designed either of them with the other in mind.
So a comparison is an act of interpretation across a gap, not a measurement. It produces a view, and views can differ.
And the specific places where the gap shows up are fairly predictable.
None of those is a defect in anybody’s education. All of them are places where two independent designs fail to line up.
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Which is why the word that appears on these documents is a careful one, and reading it carelessly causes trouble later.
It means: for the stated purpose, this may be read alongside that. It is a limited, purposive statement, and the limits are in it on purpose rather than by accident of drafting.
Three words in it carry the whole weight, and each is doing deliberate work. May — permissive, not mandatory. Be read alongside — placed next to, not substituted for. For this purpose — bounded, and the boundary is the purpose stated and no other.
Read those three together and the document describes itself accurately. Read past them and it appears to say something far larger than it does.
And the things it does not say are worth listing, because people act as though it said them.
It does not say the two qualifications are identical. It does not say you may do everything a holder of the other one may do. It does not say every body must accept it. It does not say anything about you.
We would go further: the gap between what these documents say and what people believe they say is the single largest source of grief in this area, larger than refusals, and it is entirely avoidable by reading the sentence that is actually printed.
Which brings us to failure, and to a fact that should be reassuring even when a refusal has already arrived.
They almost never come from a negative judgement. There is rarely a conclusion that your education was insufficient, because reaching such a conclusion would require an examination that nobody performed.
They come from something that could not be produced.
Five absences account for nearly all of them, in our experience, and every one is a document rather than a conclusion.
And a missing document is not read as neutral, which is the part people do not expect.
A curriculum that cannot be supplied does not leave the question open — it leaves it unanswerable, and an unanswerable question is closed against the applicant by default. A gap in the years with nothing explaining it does the same.
Nobody decided against you. There was simply nothing with which to decide for you, and no mechanism anywhere to ask you about it before the file was closed.
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And this is the right moment to say what we decline, before the sections that might otherwise read as encouragement.
We will not tell you whether a comparison can be made in your case. We will not estimate your chances, name the body that should decide, or offer a view on whether any institution or programme is recognised or sufficient for anything.
Any forecast from us would be reassurance with nothing inside it, and here reassurance costs money — it is what keeps people from asking the receiving party the four questions. What we will tell you is whether the file is complete enough for a determination to be made at all, which is where almost all of these stall.
Now the fourth fact, which follows from everything above and which is the hardest one to hear.
At no point in this exercise did anybody evaluate you. Not your work, not your understanding, not your results, not your capability.
What happened was a documentary exercise conducted entirely at a desk.
Two descriptions of two programmes were read against each other. Durations were noted. Subject lists were compared. Structures were lined up. A view was formed and recorded.
Your transcript was evidence of what the programme was, not evidence of what you are.
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Which produces the fact that persuades people of all of this faster than any argument.
Take the best graduate of a programme and the one who barely finished it. Same institution, same years, same award, very different students.
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They receive identical comparisons, because the comparison was never about either of them.
Not similar. Identical. Nothing in the exercise is capable of distinguishing between two holders of the same award, and nothing in it was designed to.
If that seems to drain the document of meaning, it does not — it simply locates the meaning correctly. The document is about a programme.
And it is worth defending, because the natural reaction is that something has gone wrong.
Nothing has. A document about institutions that distinguished between individuals would be doing something it has no basis for — it has not met you, tested you or watched you work. Its refusal to say anything about you is a correctness, not a limitation.
The question about you exists. It is simply asked elsewhere, by different means.
| Question | Answered by |
|---|---|
| Does this award exist? | Verification |
| What is it comparable to? | This exercise |
| What did you actually study? | A transcript |
| Are you any good at it? | An interview, a test, a probation |
| Are you a reliable person? | A character certificate, references |
And one practical use of that table: it tells you what to volunteer and when. If a receiving party has asked only for a comparison, sending them a character certificate and a sheaf of references does not strengthen the file — it answers rows nobody has reached yet.
So be clear-eyed about what you are handing over when you hand this over.
It tells the reader where your qualification sits in their frame of reference. That is genuinely useful and it is all of it. It cannot tell them you will be good at the job, and it was never going to.
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Which means the persuading remains yours, and that is better news than it sounds.
The document removes an obstacle. It does not make a case. The case is made by what you can demonstrate, describe and evidence about your own work — and unlike the comparison, that part is entirely within your control.
Applicants who understand this stop over-investing in the certificate and start preparing for the conversation after it.
With a practical note, because people put their personal documents in the wrong place in this process.
Marksheets, prizes, project reports, references: these establish facts about what happened and they belong in the file as evidence of the programme and your completion of it. They do not influence the comparison itself, and sending more of them after a query does not help.
We see files where somebody has sent thirty pages of personal achievement in response to a request for a curriculum. It is a completely understandable response to being refused, and it answers a question nobody asked.
And the documents that genuinely move this forward are duller and fewer than people expect.
Five documents. Three of them you probably have. One of them is the subject of the next section, because it is the one that is almost certainly missing.
Now the paper the entire exercise rests on, and almost nobody arrives holding it.
Not the degree certificate. Not the marksheets. Not the letters. One document carries this, and it is the dullest thing in the folder.
The detailed curriculum — the scheme of study.
Which is counter-intuitive, because the degree certificate is the impressive one.
But the degree certificate says almost nothing: a name, an award, a date, a seal. It does not say what was taught, for how long, or in what order. Nothing on it can be compared to anything, because it contains no content to compare.
The scheme of study contains all of it. Subject by subject, year by year, with hours and structure.
And once the earlier sections are in view, the reason is obvious rather than technical.
If the exercise is a comparison between two programmes, then the thing being compared is the description of each programme. No description, no comparison. Not a weak comparison — no exercise at all, because there is nothing on one side of the scale.
A refusal for want of a curriculum is not a judgement. It is an empty pan.
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There is also a practical consequence that follows immediately. If the curriculum is what decides the matter, then the curriculum is the first thing to go after — not the last item, and not something produced in reply to a query. The files that run into months almost always began their search after a refusal instead of before an application.
Find the syllabus before you find the form.
Which brings us to the predictable part of every one of these files, said in advance so nobody feels foolish when it happens.
You do not have it. Practically nobody does.
It was handed out in the first week, or pinned on a board, or printed in a prospectus. At the time it looked like an administrative leaflet. Nothing about it signalled that it would one day be the only document that mattered, and the ones that did matter — the certificate, the marksheets — were the ones carefully kept.
It is also worth saying what the document is not, since people hand us the wrong thing hopefully. A list of subject names is not a scheme of study. A marksheet listing papers is not one either, because it records what you sat rather than what was taught. What is wanted is the programme as the institution described it: subjects, duration, structure, and ideally the weight each carried.
With a reason to begin looking this week rather than next month.
Programmes get revised. Departments reorganise. The person who held the old files retires. The syllabus from a particular year stops being something anybody can readily put their hand on, and after enough years an institution will tell you it cannot supply it.
Every year that goes by makes the search harder, and holding off does nothing good for any other part of the position. Of every step here, this is the one where delay has a price attached.
We are not going to put a number on that, and the reason is that it varies enormously.
Some institutions hold their records exceptionally well and will produce something from decades ago. Others cannot reliably supply the year before last. It depends on the institution, not on the law or on any rule we could state here.
Which means the only way to find out is to ask, and asking costs nothing except the letter.
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An institution that will not or cannot supply it does not end the file. It turns it into a reconstruction exercise, kept within careful limits.
Anything contemporaneous that describes the programme has value: an official prospectus, a handbook, a departmental circular, a printed syllabus from the year. What has value is that it is from the time and from the institution, not that it is formally issued today.
Composing an account of what a programme most likely held falls outside what we take on. A believable version of a syllabus that cannot be produced is no evidence of one, and presenting one as though it were is a different and far more serious problem than a refusal.
Five routes, and we work through all of them rather than stopping at the first no.
Any single one of them may produce it. The fourth is the one people never try and the one we always suggest.
And a word on what “contemporaneous” is doing in that sentence, because it is the whole test. A departmental circular from your second year is worth more than a letter written today by somebody who remembers the programme, even if the letter is longer and on better paper. The first is a record. The second is a recollection, and a comparison cannot rest on a recollection.
And a note for anybody reading this who is still studying, or has a child who is.
Keep the syllabus. Keep the prospectus from the year you joined. Keep anything describing the structure of the programme, not just the proof that you completed it. Scan all of it once and put it somewhere that will survive three changes of phone.
It is five minutes of work and it is worth more, years later, than the certificate everybody frames. In this subject the impressive document is the useless one and the leaflet is the key.
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A planning point, because people treat this as a box to be ticked permanently and it is not shaped like one.
The comparison was made for a purpose, by a body, at a time. Change any of those three and the question can reopen.
Which is the version of this that catches people mid-way through a plan.
A comparison obtained for employment is presented for admission, and the university wants its own. One obtained for one department is presented to another, which uses a different standard. Solving one purpose does not solve the next one, and in most cases the second one is already on the horizon while the first is in hand.
Three things change between one purpose and the next, and any of the three can reopen the question.
| What changes | Why it matters |
|---|---|
| The receiving party | Each sets its own standard independently |
| The purpose | The document is bounded by the purpose stated in it |
| The time | A view formed years ago may be looked at afresh |
And the reason follows from the two-bodies point rather than being a separate rule.
Since every receiving party decides for itself what satisfies it, there is no mechanism by which one party’s satisfaction binds another. Nobody is obliged to accept a document because somebody else did, and nothing in the document asks them to.
So the sensible approach is to deal with every purpose you can already see, at once.
Steps one to four cost letters and time. The money only starts at the application, and by then you know which application to make — which is the entire argument of this guide.
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Understanding how a process runs tells you nothing about your own position in it. Everything below is still open.
Our work sits beside that list and never inside it.
Six patterns from files that reached us after a refusal. Not one was a judgement about a student.
| What the file lacked | What the applicant thought had happened |
|---|---|
| No detailed curriculum, only the degree | Their marks were judged insufficient |
| A year unaccounted for, nothing explaining it | The gap counted against them personally |
| Documents in another language, uncertified | The institution was not respected |
| Comparison sought from the wrong body | They had been rejected on merit |
| Obtained for a job, presented for admission | The certificate had been dishonoured |
| More marksheets sent after a curriculum was asked for | They had answered the query |
Read the right-hand column. Every one of those readings is personal, and not one of them is what occurred. The last row is the saddest and the most common response to the first.
Which reduces this whole page to a comparison of two weeks against two months.
One week: four written questions to each receiving party, and a letter to the department asking for the scheme of study. Nothing paid, nothing applied for.
That week decides whether the following months are an administrative exercise or a repeated one.
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The letters we get on this subject fall into a few recognisable shapes, and the shape tells us where in the sequence somebody is standing.
The second and the sixth are where everything is still intact. The first and the fifth are the ones that take the longest, and both turn on the same missing document.
Correspondence, tracing and assembly is what falls to us, and it finishes the moment a view has to be formed.
No step above decides anything. Together they are what makes a decision possible at all.
One refusal of ours, and on this subject it comes up more than on most.
Every paper we produce is dated the day we produced it, and we will not help anybody pass off a present-day document as one from the time. That applies to a reconstructed syllabus, a note about a gap, and a declaration about a period.
The temptation here is specific and sympathetic: a programme description that cannot be obtained, and an applicant who remembers it perfectly well. But a present-day account offered as a record from the time is the one thing in this file that converts a documentary gap into a question about honesty — and the body relying on it is the party it damages first.
Not one row below is ours, and the division is what keeps this inexpensive.
| Question | Whose |
|---|---|
| What will you accept? | The receiving party, in writing |
| Can a comparison be made? | The competent body, on the curriculum |
| Which body is the right one? | The same, and the receiving party |
| Is the institution recognised? | Not ours, about anybody |
| How do the grades translate? | The body. We print no conversion |
| Can you supply the old syllabus? | The institution. We do the asking |
| Is the file complete? | Ours — and it is the whole of our part |
Court work is for your advocate, whose fee is engaged and paid by you directly; we do not quote, collect or share it.
And one more division worth drawing, because people ask us to blur it. We will write to institutions and to receiving parties on your behalf, and we will ask them plainly for what is needed. We will not characterise your programme to them, offer them a view about what it contained, or describe its standard. We ask; we do not advocate.
Stated once more at the place people most often ask again, and the answer does not move.
We certify nothing. Not that a qualification is valid, recognised or sufficient. Not that a comparison will be given. Not that anybody will accept it. Nothing in our work examines anything, and a page hinting that it did would mislead worse than anything else here.
What you get from us is a complete file and an honest account of what is missing from it.
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For getting this into a state somebody can actually decide on — writing to every receiving party you can name and bringing back their requirement in writing with the four specific questions, including the one nobody asks about what happens if the document cannot be obtained; reading any refusal you already hold, because even a bare letter usually names what was absent; tracing the detailed curriculum or scheme of study through the department, the prospectus of your year, the institution’s archive, a classmate’s papers and any affiliating body that held a copy; building the year-by-year record of what was studied with the evidence behind each year and each interruption; collecting and checking the supporting set and naming exactly what is missing rather than hoping it will not be noticed; establishing what form of translation and attestation is wanted before anything is translated or attested; and setting the whole file out scanned and indexed, because a second purpose almost always arrives — the fee is ₹3,499. Of the 15 – 45 days quoted, our own work is days; the long part is an institution locating a document from years ago.
Charged separately, each for its own reason:
Put plainly: the fee buys a complete file and the right order, not a certificate. The comparison is somebody else’s to make and they make it quickly when the curriculum is in front of them. What takes months is finding that curriculum, and what wastes money is applying before anybody asked the receiving party what they wanted.
A closing word, because obtaining the document is the middle of this rather than the end.
It will be presented, and the party receiving it will form its own view. It may need attesting or translating for where it is going. A second purpose will appear and may want its own. And the curriculum file you built stays the most valuable thing in the folder, for every one of those.
The certificate was never the asset. The assembled file is — and unlike the certificate, nobody can refuse you that.
We write to every receiving party and bring back the requirement in writing with four specific questions, read any refusal you already hold, trace the detailed curriculum through five separate routes including the one nobody tries, build the year-by-year record with evidence for every year and gap, collect and check the supporting set and name exactly what is missing, and establish the required form of translation and attestation before anything is done. We do not say whether a comparison can be made, which body should make it, whether any qualification is recognised, or whether anybody will accept it.
Why this guide is built as it is, and what has been kept out of it
You will not find here: the name of any body that issues or assesses comparisons, any fee, any period, any country, board or university named, any grade or classification conversion, no procedural or submission detail, nothing on whether a given qualification is recognised, and any view on whether a comparison is likely in any case. For a guide to a certificate, that is close to the entire list of things a reader arrives hoping for.
Three reasons, and they rise in seriousness. Fees, periods and procedure are absent because they are set elsewhere and amended, and a page asserting them is read for years past its accuracy. Body names are absent for a sharper reason: which body is appropriate turns on the qualification, the purpose and above all the party at the other end — so naming one here would send some readers to the wrong door, and the wrong door costs a month and a fee. The third reason shaped the page most. A prediction about somebody’s own qualification is the one thing a reader would act on immediately, and acting on it is precisely what stops them doing the free step that actually matters. So we print no likelihood, no conversion and no reassurance, and we put the four questions to the receiving party in their place.
Set the omissions aside and the structure holds whatever any schedule says. That the document is a statement about two institutions and not about the applicant, so nobody has assessed any individual and the best and weakest graduate of one programme receive the identical comparison. That this is a different question rather than an unfairness, because a paper that distinguished between two holders of one award would be doing something it has no basis for. That the issuing body and the relying party are two parties, not one, so a valid comparison in hand is not a yes from whoever asked for it. That the order almost everybody uses is inverted, and the free letter asking four specific questions is the highest-value step in the whole subject. That a comparison is interpretation across a gap between systems that never consulted each other, so it says “comparable” and means it narrowly. That refusals are almost never judgements but documents that could not be produced, and that a missing paper is read against the applicant by default because there is nothing to decide with. And that the paper the whole exercise rests on is the scheme of study rather than the degree — the dullest thing in the folder and the only one that cannot be replaced.
Why the four questions are the part we would keep. If one paragraph of this survives, make it the letter: what document, from whom, in what form, and what will you do if it cannot be obtained. It is free, it takes an afternoon, it occasionally ends the exercise by establishing that something cheaper will do, and in our files it is the difference between one application and three. The fourth question is the one we would fight for — it is how you learn whether you are facing a wall or a preference, and nobody thinks to ask it.
Where to go rather than here. The party asking you for the document, first and in writing, because they are the only ones who can say what satisfies them. A competent body for whether a comparison can be made, once the curriculum is in hand and not before. Your old department rather than the central administration, because the detail lives with the department. A classmate, genuinely — it has rescued more of these files than any official channel and costs a phone call. And the refusal letter you already have, which is more informative than it looks: somewhere in it is the name of the thing nobody could produce.
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