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The second cluster of countries is made up of those which operate tertiary entrance examinations which are distinct from school-leaving assessment and certification procedures. In these systems, university entrance examinations typically follow on the heels of terminating school assessment. In most cases, these examinations are based on upper secondary curricula, and as a result, the connection with high schooling remains a strong one. Iran, Turkey, Japan and Russia exemplify centralised systems of this type; in the last of these, the university entrance examinations also contribute to the school-leaving certificate. China and India operate university entrance examinations at the state or provincial level. Brazil and Nigeria appear to be moving towards common entrance examinations. The public education sector in Lebanon is derived from the French system and properly belongs in the first cluster of countries, but the high-profile and increasingly Americanised private university sector makes use of the SAT—an independent development in that it is not curriculum based and in effect has very little to do with high schooling—which is the main theme of that chapter.
Throughout this book, we have focused on the direct transition from school to university (although in some systems ‘direct’ does not necessarily mean making the transition from one semester to another for all aspiring entrants). Many systems offer alternative pathways for adult entry. In some cases, there are ‘back-door’ entry routes which obviate the need for mature-age entrants to complete secondary schooling, such as the attainment of certain technical/vocational qualifications. We have admittedly glossed over these various non-standard routes and restricted ourselves mainly to the run-of-the-mill university entry mechanisms for young people who have just finished their high schooling. The broad issue of adult admission to university where the ‘normal’ academic requirements may not have been met would merit a book in its own right.