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The national Unified Justice Examination is the gateway to the professions of judge, procurator and lawyer in the People’s Republic of China. The examination includes a component relating to professional ethics and conduct. This chapter will first introduce the history and structure of the Unified Justice Examination. Then it will examine the place of professional ethics and conduct in the examination, and the sources covered in the questions. The presentation will include a discussion of the materials used by candidates in preparation for the examination and recent sample questions.

The examination of broker‐dealers is an integral part of the United States Securities and Exchange commission's overall responsibility to enforce securities laws, protect investors, and ensure the maintenance of fair and orderly markets. This programme continues to evolve to keep pace with dynamic market developments. This paper provides an overview of the broker‐dealer examination process, and discusses several new developments in the examination programme. Particular focus is directed to the oversight of internal controls and risk management, and review of sales practices and supervisory procedures. Finally, there is a discussion of efforts undertaken to coordinate examinations by various state, federal and self‐regulatory authorities.

This study investigates the consistency of Jordan's certified public accountant examination, and its agreement with professional viewpoints regarding the relative importance of examination topics. The study examines the grades of 15 consecutive examinations and surveyed 156 auditors and 31 examination committee (EC) members. The results indicate that the rankings of examination topics derived from the examination grades are different from the ranks of these topics in auditors and EC members' responses. The 15‐examination period was divided into four sub periods to test the consistency of the examinations. The rankings of the examination sub periods were also different. These results suggest that the Jordanian Board of Audit Profession (BAP) should maintain the consistency of the examinations. To achieve this target, the BAP should prepare and use a content specification outline to enable candidates to prepare better and to direct the efforts of the examination committees.

A health examination is one of important events for freshmen when they enter a university. Consequently, the quality and time required for the examination are components in any index measuring the service performance of a university. However, performance measure for the health examination with a performance index is comparatively seldom. This paper aims to provide an index to measure health examination performance for freshmen.

A health examination performance index (HEPI) is defined for a university's health examination procedure. To make accurate use of the HEPI in assessing health examination performance, this paper constructs a uniformly minimum variance unbiased (UMVU) estimator of the HEPI using an exponential distribution to develop a hypothesis testing procedure.

Since health examination time exhibits the smaller‐the‐better type quality characteristic of time orientation, the HEPI is appropriate for evaluating the hospital's performance in providing freshmen health examinations. This study also investigates the relationship between the HEPI and the non‐conformance rate of health examination performance, and tabulates the non‐conformance rate under the exponential distribution.

The proposed testing procedure is easily applied and can accurately evaluate whether the true health examination performance for a hospital meets a university's requirement. It can also be used to select a qualified outsourcing hospital and improve the service provided by the school.

Purpose – The chapter explores the newly launched Teacher Certification Examinations (TCEs) in one of the post-Soviet countries, Georgia, and describes the experiences and perceptions of Georgian teachers going through the process of teacher certification. The qualitative study develops an in-depth understanding of the perceived strength and weaknesses of TCE in Georgia.Methodology – This case study was carried out in the spring of 2012 in 17 Georgian schools. School teachers and school principals from public and private schools were interviewed. A convenience sampling technique was used to recruit all participants. In addition to data obtained from research participants, various policy documents, laws on general education, minister's decrees, and statistical databases are analyzed and incorporated into the study.Findings – The data analyses showed that while the certification policy, in some way, increased teachers’ social status and prestige in the society, it failed to meet teachers’ expectations regarding remuneration policy and professional development opportunities. The TCE, without an adequate compensation policy as well as other types of incentives to increase teacher motivation, creates only a technical threshold for teachers to obtain a teacher certificate to secure jobs, rather than being a catalyst for a genuine professional development opportunity.Value – The study is the first attempt to empirically examine the teacher certification process in Georgia, thus it fills a knowledge gap that exists in the field. The Georgian TCE is the first TCE in south Caucasus; thus, the study of the implementation and outcomes of the Georgian reform provides a unique opportunity for the region and for the rest of the developing world to learn from the successes and failures of the reform process.

Botswana enjoys the celebratory status of a shining example of a successful democracy in Africa. As such, one expects democracy to underpin policy formulation and the running of the education system. This chapter problematizes the relationship between democracy and education in Botswana. It focuses on the Report of the Committee of Inquiry into the Conduct of the 2010 Examinations. The conduct of the examinations marked a crisis which resulted in a deadlock between the Botswana’s Ministry of Education and Skills Development (MoESD), Botswana Examination’s Council (BEC) on the one hand and teachers’ unions-Botswana Sectors of Educators Trade Union (BOSETU) and Botswana Teacher’s Union (BTU) on the other hand. Teachers’ unions complained about poor conditions of service and remunerations associated with the administration of national examinations. This action triggered a national strike in the public service in general and consequently revealed Botswana Government’s undemocratic response to what was a sensitive issue of national interest. When the examinations results were released, it became evident that students performed horribly BEC was persecuted for the poor performance. This chapter therefore registers that the 2010 Examinations crisis in Botswana is a classic indication that democracy and education are two worlds apart in Botswana’s education system.

This chapter aims to provide the recent developments on the supplementary education system in Turkey. The national examinations for advancing to higher levels of schooling are believed to fuel the demand for Supplementary Education Centers (SECs). Further, we aim to understand the distribution of the SECs and of the secondary schools across the provinces of Turkey in order to evaluate the spacial equity considerations.

The evolution of the SECs and of the secondary schools over time are described and compared. The provincial distribution of the SECs, secondary schools, and the high school age population are compared. The characteristics of these distributions are evaluated to inform about spatial equity issues. The distribution of high school age population that attend secondary schools and the distribution of the secondary school students that attend SECs across the provinces are compared.

The evidence points out to significant provincial variations in various characteristics of SECs and the secondary schools. The distribution of the SECs is more unequal than that of the secondary schools. The provinces located mostly in the east and south east of the country have lower quality SECs and secondary schools. Further, the SEC participation among the secondary school students and the secondary school participation among the relevant age group are lower in some of the provinces indicating major disadvantages.

The review of the most recent developments about the SECs, examination and comparison of provincial distributions of the SECs and of the secondary schools are novelties in this chapter.

The purpose of this study is to examine the factors influencing the adoption and utilization of the online examination portal (OEP) in Indian universities. This study combines the Unified Theory of Acceptance and Usage of Technology (UTAUT) and Task Technology Fit (TTF) to explain the user's intention to use an OEP at an Indian University.

This study's methodology combines UTAUT as a theoretical framework with TTF. It is conceptualized that TTF has a moderating effect on UTAUT's primary construct. The authors collected the data from 182 graduate students from an Indian university. PLS-SEM is used to identify the causal relationship between the constructs using the structural equation modeling (SEM) technique.

The findings will demonstrate the applicability of the constructs of performance expectancy, effort expectancy and facilitating conditions in influencing the usage intention and behavior of students towards OEP. The outcome will also demonstrate the moderating effect of TTF on the predictors of intention to use OEP at an Indian University.

The sample respondents who participated in the study are students at the Indian University in Pune. The selection of samples was based on convenience sampling. Future research should be conducted at a variety of geographic locations, educational levels, undergraduate and graduate schools, as well as multiple universities. To increase the objectivity of sample selection, the probabilistic sampling method can be used to select samples. For future studies, larger sample sizes (more than 182) can be collected in order to increase the generalizability and applicability of the findings to other developing markets.

The study will aid Indian universities in enhancing the effectiveness of OEP. The study will also demonstrate the users' perception of the portal and their willingness to use it. It will also assist the university administration in finalizing the examination portal's implementation strategy.

Very few studies have been published on the factors influencing the acceptance and utilization of specific online examination systems. To address this underrepresentation, the current article investigates the factors and criteria that influence students' intent to use the OEP. The authors conceptualize the model using UTAUT as a theoretical foundation, which is absent from the published literature on the OEP. The study incorporated UTAUT and TTF to determine the impact on OEP usage and intent. In addition, the study contributes by testing the moderating effect of TTF on the UTAUT variables that influence the intention to use OEP.

This paper proposes a model for detecting unexpected examination scores based on past scores, current daily efforts and trend in the current score of individual students. The detection is performed soon after the current examination is completed, which helps take immediate action to improve the ability of students before the commencement of daily assessments during the next semester.

The scores of past examinations and current daily assessments are analyzed using a combination of an ANOVA, a principal component analysis and a multiple regression analysis. A case study is conducted using the assessment scores of secondary-level students of an international school in Japan.

The score for the current examination is predicted based on past scores, current daily efforts and trend in the current score. A lower control limit for detecting unexpected scores is derived based on the predicted score. The actual score, which is below the lower control limit, is recognized as an unexpected score. This case study verifies the effectiveness of the combinatorial usage of data in detecting unexpected scores.

Unlike previous studies that utilize attribute and background data to predict student scores, this study utilizes a combination of past examination scores, current daily efforts for related subjects and trend in the current score.