The problem of comparing studies and degrees and diplomas completed in different countries and problems that arise in connection with the comparability of studies and the evaluation of competence are examined, and new solutions are suggested. A comprehensive analysis must consider the concerns and needs of the users, including students, researchers, and teachers, and the demands and behaviors of the institutions. Based on results of a UNESCO survey of countries, some of the publications of different countries about study opportunities for foreign students are cited. It is concluded that there is presently inadequate information about aims and courses of study of institutions. The following approaches to agreeing upon equivalence of foreign diplomas, degrees, or qualifications are discussed: centralized unilateral approach, "nostrification," decentralized unilateral approach, bilateral approaches, and multilateral approaches. The following topics are addressed: problems of comparability by disciplines, methods of learning and teaching, comparability of methods and means of testing and evaluation, proposals for effecting unification of curricula, and the methods for measuring equivalency of programs. UNESCO supports an approach that appraises the man, not the diploma; i.e., appraising the fund of knowledge, experience, and human resources that a person possesses. The appraisal of studies and abilities and the use of an international document to facilitate the recognition of studies and diplomas are discussed. (SW)