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To Australia From India

Efforts Are On To Attract Young, Skilled Youngsters

CHENNAI: When a country begins wooing foreign students, it often sets up unique systems to make their product more appealing to their customer. Take Australia for example.

Australia has a number of government-instituted initiatives that may be of interest to any student considering study abroad, says Raquel Shroff, manager, International Development Program (IDP), a non-profit company owned by 38 of the 39 universities in Australia.

Our government has made an effort to attract young, skilled students. Indian students fit that profile, and there are over 20,000 Indian students in Australia at any one time. As a result, programs have been created which hopefully will attract more students from India and help those who are there.

E-Visa

Indian students can now apply for their student visas using a new online process.

Students can take in all of their application documents to one of 19 registered offices in India, where officials will send the application to Australian authorities online.

This saves up to five weeks of processing time, and over Rs. 1,000 for the paper-based application.

ESOS Act

The purpose of the Education Services for Overseas Students Act is to protect the interests of people coming to Australia on student visas. It requires institutions that provide education that meets nationally consistent standards in education delivery, facilities and services.
It ensures consistency with the standard of education delivered to Australian students.

According to Shroff: Australia is the only country with a government act to protect international students.

It provides quality assurance, transparency, and tuition and financial assurance, she says.

For example, under the act, if a student enrols in a course, and the university is unable to conduct that course, the university must transfer the student to another similar course, or transfer the student to another university offering the course, or refund the fees.

The Act ensures a nationally consistent approach to provider registration and enables the Australian Government to monitor education providers. Breaches of the Act are treated very seriously and the penalties can be significant.

CRICOS

Institutions must be registered with the Australian Government with Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) and meet special registration conditions enabling them to deliver courses to international students in Australia.

Both public and private institutions must meet high standards of quality and ethical practice, which take into account such issues as curriculum, qualifications of teaching staff, and facilities including specialist equipment.

Every provider that seeks to recruit, enrol or teach overseas students, or to advertise their ability to do so, must be registered on the CRICOS list.

It lists all providers registered to offer courses to people studying in Australia on student visas and the courses offered.

To Shroff, this ensures that all universities trying to recruit overseas students are genuine and will offer a high standard of service. Other countries have no such rules.

CRUX

i E-Visa: save time and money
ii ESOS Act: Protects rights of overseas students
iii CRICOS: Registry of courses and varsities

Categories: International Tags:

Blogging Clicks With Colleges

Monday, March 14, 2005

First the Internet turned colleges upside down, extending classrooms and changing the way people learned. Next came Napster and other file-sharing tools, then Web logs. Now blogs are morphing into the next big thing on campus: wikis.

The wiki, which got its name from the Hawaiian word for “quick,” is the scrappy little brother to the blog, an interactive Web page that can be changed by anyone who stumbles upon it. While blogs let people publish their thoughts online, wikis take things a step further, creating freewheeling, collaborative communities: Students can edit one another`s work, bounce ideas around or link to infinite other Web sites.
“Students keep pushing for more interactivity, often in ways I hadn`t thought of yet,” said Mark L. Phillipson, assistant professor of English at Bowdoin College in Brunswick, Maine.

Phillipson`s students can go to a wiki he designed and highlight a phrase in a poem such as John Keats`s “Ode to a Nightingale.” From “tender is the night,” for example, they could create links to their own essays, a scanned image of the ink-blotted original manuscript, artwork, something about the F. Scott Fitzgerald novel with that title — anything.

Sometimes wikis don`t click. But at their best, wikis are provocative, inspiring, funny and addictive. Some course sites read like journals, some like debates and some shimmy in and out of topics with music, photos and video pulling readers along. One of Phillipson`s students drew a picture of a poem; another made a movie. Wikis can encourage creativity, remove the limits on class time, give professors a better sense of student understanding and interest and keep students writing, thinking and questioning.

Early e-mail lists, newsgroups and chat rooms were ephemeral, like a passing conversation, said Steve Jones, a communication professor at the University of Illinois at Chicago. Now computers and networks are fast enough that many people can share text, videos, sound and art and work on them together, he said, building a body of knowledge over time. Wikis, including interactive encyclopedia Wikipedia, have been around for several years but they`re just on the cusp of becoming mainstream; as the technology improves, they`re popping up in a few classrooms and offices, and people are finding all sorts of uses for them.

It`s the plugged-in version of a long tradition in literature, said wiki user Matthew G. Kirschenbaum, an assistant professor of English at the University of Maryland. Hundreds of years ago people kept “commonplace books,” in which they would write down poems, passages from books, and observations to share. Most people think of writing as solitary, he said — “the lonely poet taking long walks in the woods, but there`s another type of writing that`s social and reactive.”

In many cases, professors are scrambling to keep up with changes driven by students. Some graduate students create wikis for collaborative science research projects. At Johns Hopkins University, junior Asheesh Laroia talked with a teaching assistant about setting up a wiki for a section of a course on Baltimore. In the summer, Matt Bowen, a senior at U-Md., dreamed up a wiki to help struggling writers; now, he and others post drafts online, and his friends at other colleges can click onto his wiki and rewrite the stories, add a poem, or take a scene and spin it into something new entirely.
“Sometimes things improve,” Bowen said, “sometimes they get worse. Sometimes they just get funnier.”

Blogs already have seeped into everyday life on campus. At Johns Hopkins, two juniors just set up a service for students and faculty to start their own blogs. Georgetown University tinkered with software to make it easy for professors to create blogs. There are course blogs on religion, war, literature, even cattle, at Texas A&M University.

“It`s more power to the student,” said junior John Dorman, whose Georgetown government class blog bubbled with a debate over morality and politics recently, with students posting comments from 7:30 p.m. until nearly 7:30 the next morning.

Students in sophomore Craig Kessler`s English class got hooked, and he said they became closer and more engaged than in any class he has taken. When the semester ended this winter, students asked the professor, David Lipscomb: Could they keep writing the blog?
Lipscomb quickly found he had to put limits on the posts — some students wrote so much that he could hardly keep up. Most professors who use blogs and wikis said they set ground rules early on and act quickly to stamp out problems.

As the technology goes mainstream, universities will have to think about libel and intellectual property issues, Kirschenbaum said.

Now there are wikis here and there cooked up by whiz-kid professors and students, but he thinks schools soon will build frameworks. Georgetown`s Center for New Designs in Learning and Scholarship hopes to offer faculty wikis-made-easy technology by the fall semester.

What else is ahead? Maybe wikis to go. At American University this fall, students posted updates from political events to “moblogs” with their mobile phones. Jones predicts that kind of thing will happen more, as gizmos make it easier to write and send photos and videos from anywhere.

Milad Doueihi, a communications and contemporary society instructor at Johns Hopkins, said that this summer, students will be able to listen to his lectures anytime: He will broadcast them on the class wiki using his iPod — a technology called — what else? — podcasting.

“It`s much more productive,” he said, as though sitting in a classroom were hopelessly outdated.

Categories: International Tags:

University of Greenwich Planning to offer Degrees from India

University of Greenwich Planning to offer Degrees from India

University of Greenwich -UK, is planning to offer degrees in computer sciences and software engineering at the masters level in collaboration with Training and Advanced Studies in Management and Communication (Tasmac).Margaret Noble, pro vice-chancellor, University of Greenwich, was in India to validate MSc in computer systems and networking, MSc in computing, and MSc in enterprise software engineering.
The one-year and two-year courses will be full-time and part-time respectively.

Students will have the option of completing one semester in India and the other abroad. Degrees will be awarded by Greenwich University.

Categories: Education, International Tags:

13 States Call For Raising Standards In High Schools

Wednesday, March 02, 2005

Thirteen states that enroll more than a third of the nation`s high school students announced Sunday that they had formed a coalition to hold schools accountable for graduating students with the skills needed to succeed in college or in the workplace.

“This is the biggest step states can take to restore the value of a high school diploma,” said Ohio Gov. Robert A. Taft, a Republican.

The states, which did not include California, agreed to seek reforms that would raise education standards in high school, setting math, science and language requirements that would help students shift smoothly into college or a demanding job. Students` progress would be tracked through testing, and schools would be held accountable for ensuring students are ready for college or work by graduation.

The announcement marked the culmination of a two-day session by the National Governors Assn. to address what many business leaders and elected officials see as a crisis of low expectations and mediocre results in high school education.

U.S. Education Secretary Margaret Spellings said the Bush administration endorsed the governors` call for reform and would play a supporting role to the states. “Getting every child to graduate high school with a meaningful diploma in their hands is one of the biggest challenges our country faces,” Spellings told the governors. “It`s never been done before.”

However, Congress is unlikely to pass a high school version of Bush`s controversial No Child Left Behind law, which applies mainly to elementary and middle school education.

Many state officials have complained that the law imposes too many federal requirements without enough funding. School districts face the loss of federal funds if student scores on standardized tests do not improve.

No Child Left Behind “is not a model for legislation,” said Virginia Gov. Mark R. Warner, a Democrat.

Achieving the goals the 13 states set may not be easy. Governors will have to negotiate with school districts, state university leaders, legislators and teachers unions to craft reforms that can win approval in each state.

Business leaders pledged their support for the campaign, called the American Diploma Project. It will be coordinated by Achieve Inc., a nonpartisan organization the National Governors Assn. created to promote education reforms. Six private foundations pledged $23 million in matching funds.

The states on the list include Arkansas, Georgia, Indiana, Kentucky, Louisiana, Massachusetts, Michigan, New Jersey, Ohio, Oregon, Pennsylvania, Rhode Island and Texas. At least two or three more states are expected to join the effort.

Achieve President Michael Cohen said it was unclear what action, if any, California would take. The state`s leaders are divided over education policy, Cohen said. “Achievement rates are low, and they have been declining,” he said.

Bush`s 2006 budget calls for extending elements of No Child Left Behind to high schools. The proposal includes funds for additional testing at the high school level, and a $1.24-billion initiative aimed at helping students who are falling behind or are in danger of dropping out.

The governors did not take a position on the president`s proposals. Congress will rework several major federal education laws this year, and the governors asked Washington to reduce paperwork requirements, grant them greater authority over the uses of federal funds and support state efforts to redesign high schools.

“I know some of you are looking for some flexibility, I understand that,” Spellings told the governors. But she said the administration would not step back from the central goals of No Child Left Behind, including holding schools and school districts individually accountable.

“No longer can we allow minority, disadvantaged or disabled kids to be … hidden behind the averages and lost in the shuffle,” said Spellings.

Categories: International Tags:

35 Students Selected for YES

As many as 35 students from three states have been selected for the `Youth Exchange and Study (YES)` programme, sponsored by the US department of state and administered by American Field Service (AFS), a US based NGO.

An announcement in this regard was made yesterday by the United States Mission in New Delhi.

The selected students are from Delhi, Pune and Ahmedabad. The programme, which is in its third year now, will fund around 675 students for travel and education in the US during 2005-06 and would focus on participants from Middle East, Africa, South Asia and South East Asia.

During their stay in the US, the students will reside with a host and attend classes in American high schools. They will also participate in social and cultural activities, develop leadership skills and educate Americans about life in India, said a press release.

The YES scholarship is funded by the Bureau of Educational and Cultural Affairs in the US department of state and would cover all expenses associated with the programme which includes, recruitment, pre-departure activities, overseas travel, placement and accommodation of students and their enrollment in American high schools. AFS is administering the programme in partnership with the Cultural Affairs department of the US embassy at New Delhi.

The objective of the programme is to promote mutual understanding between the US and India, besides enhancing the educational and career opportunities of young non-elite students across India, the release added.

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Students With Disabilities Are Making Significant Progress

Students with disabilities have made significant progress in their transition to adulthood during the past 25 years with lower dropout rates, an increase in postsecondary enrollment and a higher rate of gainful employment after leaving high school, according to a new report released today by the U.S. Department of Education.

The National Longitudinal Transition Study-2 (NLTS2) documents the experiences of a national sample of students over several years as they moved from secondary school into adult roles. The NLTS2 report shows that the incidence of students with disabilities completing high school rather than dropping out increased by 17 percentage points between 1987 and 2003.

During the same period, their postsecondary education participation more than doubled to 32 percent. In 2003, 70 percent of students with disabilities who had been out of school for up to two years had paying jobs, compared to only 55 percent in 1987.

NLTS2 began in 2001, and is a follow-up to the first National Longitudinal Transition Study conducted from 1985 through 1993, in which the experiences of the first cohort of students were analyzed. NLTS2 reports on a second cohort of young people, 12,000 students nationwide who were ages 13-16 at the start of the study. Information will be collected over 10 years from parents, students and schools, and will provide a national picture of the experiences and achievements of young people as they transition into early adulthood.

The study also shows that the following progress has been made in special education:

Core Academics Improved Cohort2 high school students with disabilities were much more likely than their cohort1 counterparts to take core academic courses, including mathematics, science, social studies and a foreign language.

Grades Were Higher Regarding academic performance, more than half of cohort2 students with disabilities received above-average grades, representing a shift from students receiving mostly Cs to more students receiving mostly As or Bs, as reported by teachers.

Age and Grade-Level Match Improved The proportion of students who were at the typical age for their grade level increased from one-third to more than one-half between 1987 and 2001. As being older than the typical age for a grade level has been shown to be a powerful predictor of disabled students dropping out of school, this indicator signals positive outcomes for youths with disabilities in their efforts to finish high school.

More Support By 2001, half of 15- to 17-year-old students with disabilities were receiving related or support services from or through their schools, compared with less than one-third of students in 1987.

The study was funded by the Departments Office of Special Education and Rehabilitative Services and focuses on a wide range of important topics for students with disabilities, such as high school coursework, extracurricular activities, academic performance, postsecondary education and training, employment, independent living and community participation.

Sources : Online Resources

Categories: International Tags:

Amity launches space centre

The Amity Space Set team comprising 12 students of Amity International School, Saket, has been declared as one of the Finalists for the International Space Settlement Design Competition (ISSDC) to be held at NASAs Johnson Space Centre located at Houston, Texas, USA, in July 2007. To promote scientific fervour and zeal amongst students, the Amity Science, Technology and Innovation Foundation (School Wing) has launched the Amity Aeronautics and Space Centre (AASC). It was inaugurated by Professor Yashpal, a veteran in Aerospace, Science and Technology.

UNESCOs first report on knowledge societies

The theory and existence of the nation state is an old concept. Now it is the era of knowledge state, where the nationalism is not a binding force. It is a system or society where people are much more dependant on sharing their knowledge. European Union & ASEAN countries are not a block but a union of knowledge state system. By realizing the relevance of knowledge societies, recently UNESCO prepared a world report on knowledge societies

Categories: International Tags:

AICTE Tightens Norms For Entry Of Foreign Varsities

Foreign universities and institutions entering the field of technical education in India will now be governed by a fresh set of norms.

The All India Council for Technical Education (AICTE) last week drew up regulations meant to enforce accountability and prevent the entry of non-accredited varsities into the country. These rules will replace the norms issued by the apex body for technical education in April 2003.

Under the new system, foreign varsities and institutions will be treated on par with Indian technical institutions and shall be governed by all the rules, regulations, norms and guidelines of AICTE issued from time to time. They will not be allowed to appoint franchisees.

Educational innovations, including experimentation with different modes of delivery by a foreign university, shall be allowed, provided such a system is well established either in their parent country or in India, the regulations state. AICTE will prescribe the fee and the intake for each course to be offered by a foreign varsity or institution.

AICTE has sought an undertaking from foreign institutions keen on establishing campuses in India declaring that the courses offered to students in India shall be recognised in the parent country and shall be treated equivalent to the corresponding degrees/ diplomas awarded by the university or institution at home.

This way, there will be no discrimination against Indian students in the academic curriculum, mode of delivery and pattern of examination.
The degrees and diplomas should have the same nomenclature as in the parent country and any course which will jeopardise national interest will not be allowed. Admissions to foreign institutions, eligibility for admission and conduct of courses will all be governed by the AICTE.

Foreign universities seeking to operate in India, either directly or through collaborative arrangement with an Indian university, should submit a no objection certificate from the embassy concerned, which will certify the genuineness of the institution.

Foreign varsities and institutions already operating in India should seek fresh approval from AICTE within six months.

Meanwhile, in a public notification issued today, AICTE cautioned students not to get carried away by attractive advertisements issued by foreign varsities.

Students must confirm the status of its (varsitys) approval by AICTE, as joining unapproved programmes can have serious consequences in terms of eligibility for employment and higher studies, the notification stated.

The AICTE has opened student facilitation counters at its headquarters and regional offices in Bangalore, Bhopal, Chennai, Chandigarh, Kanpur, Kolkata and Mumbai, where information on approved technical programmes and courses is available.

Plugging loopholes
i Foreign institutions to be treated on par with Indian ones and governed by AICTE rules
ii Foreign varsities cannot appoint franchisees
iii AICTE to prescribe fee and intake for each course
iv Degrees, diplomas must have same nomenclature as in parent country
v Embassy concerned must issue NOC certifying the genuineness of the institution
Sources: Online Resources

Comment for AICTE Tightens Norms For Entry Of Foreign Varsities
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Complaints on foreign Universities
Dear Sir,
The type of action that UGC / AICTE / CBI will take against erring foreign Universities in India if we give complain on them .
I have complained on University of Bedfordshire, Luton, UK for misleading Prospectus and courses by registered letter to UGC, New Delhi more than a month ago and till date there is no reply !
Regards
Alexander Mathew
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Categories: International Tags:

University applications hit record high as top-up fees loom

A record number of students applied to university this year prompting fears of a last minute scramble for places before top-up fees are introduced in September 2006.

The Universities and Colleges Admissions Service (Ucas) said it had received 30,000 more applications for full-time courses starting this autumn, up by 8.2% on 2004.

The government is adamant that the new funding arrangements, which include top-up fees of up to 3,000 a year, will not put candidates off. Ministers point to the reintroduction of a 2,700 grant for the poorest students and increased bursaries.

However, any slump in applications for courses starting next year will be interpreted as a sign that the policy has failed.

There were also signs of an exodus from England, with many more sixth-formers applying to universities in Scotland and Wales, where the devolved governments have rejected various fees.

The Department for Education insisted that English students who chose to study in Scotland or Wales would not be better off financially than if they stayed in England.

The higher education minister, Bill Rammell, rejected the idea that the looming top-up fees regime was behind the surge in applications.

The Ucas figures also show a dramatic drop in the number of applications from students in east and south-east Asian countries, which form a large part of the overseas student intake.

Earlier this year the Guardian revealed that universities were becoming increasingly reliant on fees from non-EU students, but the latest figures show that applications from mainland Chinese students have gone down by 23.5%, from Hong Kong by 8.7%, and Singapore by 15.4%.

Source : Online Resources

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Western Australias Murdoch University has signed a MoU with the Punes BVU

Murdoch University, BVU sign MoU
Western Australias Murdoch University has signed a Memorandum of Understanding (MoU) with the Punes Bharati Vidyapeeth University (BVU). The MoU was signed with the aim of enhancing biotechnology study in BVU. Present at the signing were Professor Yiannis At-tikiouzel – Executive Dean of Murdoch University, Dr. Shiv-ajirao S. Kadam, Vice Chancellor of BVU, Dr. Pritam Singh, International Student Coordinator, Murdoch University and Jamal Qureshi South Asia Regional Marketing Manger, Perth Education city. Future plans include training programmes; sharing and dissemination of academic material and exchange programmes for staff in order to increase exposure and knowledge on the subject.

Categories: Education, International Tags:

Influx Of Universities In Australia

Australia could see an influx of new universities after a decision by state and federal education ministers recently. Ministers have agreed to change the rules that determine whether an institution can use the title university as well as allowing specialist institutions to do so. The new rules also make it simpler for overseas higher education institutions to operate in Australia. The latest protocols specify that a specialist university has to include its speciality in its title. Specialist universities were likely to be set up by private organisations, which want to attract fee-paying students. This change will provide significant diversity within Australias higher education sector.

Categories: Education, International Tags:

Education Law Flexibility Offered

Saturday, April 09, 2005

Secretary of Education Margaret Spellings offered greater flexibility to states on Thursday in meeting the requirements of the Bush administrations education reform law, calling the changes a major policy shift.

In her first national response to growing resistance among state officials to the law, known as No Child Left Behind, Spellings sought to set a new, more cooperative tone. She compared the laws tempestuous first years to those of an infants experiencing the terrible 2s.

This is a new day, she said. States that show results and follow the principles of No Child Left Behind will be eligible for new tools to help you meet the laws goals.

Although President Bush promoted the law during his re-election campaign as one of his major accomplishments, more than 30 states, including many Republican strongholds, have raised objections to it. Some argue that the federal government is not adequately financing its requirements, which include a broad expansion of standardized testing. Others object to federal intrusion into an area long considered the domain of the states.

It was unclear whether Spellings proposals went far enough to assuage state officials concerns, though several state superintendents expressed approval, as did both national teachers unions and several members of Congress.

But Connecticut officials, who announced earlier this week that they would sue the federal government for forcing the state to conduct more testing without providing the money to pay for it, were not impressed.

Spellings announced specific concessions in only one area, concerning how learning-disabled students must be tested.

Until now, the administration has allowed only 1 percent of the most severely handicapped students to be given special tests. Dozens of state officials have called that policy unfair and unrealistic. Today, Spellings said states would be allowed to administer alternative tests to an additional 2 percent of students.

Spellings also said the Department of Education could give some states additional flexibility, but she said they must first prove that they deserve it.

The states that may be eligible, she said, must have sound educational policies in place, demonstrate that student achievement is rising, and follow the basic principles of the law, which she listed as administering standardized tests every year in Grades 3 through 8, reporting test results by ethnic groups and others to make sure that all students are advancing, and working to improve teacher training and parent participation.

Categories: International Tags:

eVisa Ease Students Visa Problem for Australia

Happy news for the students in India who are aspiring to study in Australia. Recently the Department of Immigration & Multicultural & Indigenous Affairs (DIMIA) of Australian Government has introduced an eVisa system. The department has introduced this system to improve the service to its clients & efficiency in management of resources. This will also bring immediate transparency in the system.

To apply for a student visa for Australia, a student must have current Indian passport which is valid for at least six months. He must posses an Electronic Confirmation of Enrolment for the principal course he wishes to undertake or at least one of the preliminary courses plus offers from the packaged course (s) and an acceptable credit card or debit card to pay visa fee of Australian $ 420. Students can check their visas status online after they get their Transaction Reference Number.

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Education Equality Calls For Quality Education

CHINA: Every year college enrolment time brings many controversies and stories.

Rising tuition fees, the chances of poverty-stricken students entering colleges, enrolment corruption, regional equality of enrolment, curriculum reforms – all are themes of vigorous public debate.

For a country with a 1.3 billion population and relatively limited
higher education resources, understandably there is much room for debate and improvement in the higher education sector.

It is important that such discussions are encouraged so that solutions can be found to existing problems. Even for problems that cannot be solved instantly, such public discussions are conducive to the long-term improvement of the country`s higher education system.

A topic of hot debate is the regional equality of the country`s college enrolment.

China`s colleges are mostly publicly invested, with some key national universities, such as Peking University and Tsinghua University, financed by the central government, with the others mainly funded by local governments.

The Ministry of Education sets quotas for these key colleges and universities concerning how many students they should enrol from different regions. They are entitled to make small adjustments to the quota plan.

The issue of regional equality arises from the fact that many of the high-quality national universities financed by the central government admit a large proportion of students from where they are located, putting applicants from other regions at a “disadvantage.”

At Peking University, for example, students from Beijing will account for about 18 per cent of the total this year, according to its main campus enrolment plan.

One result of this enrolment imbalance is that candidates in Beijing can be admitted into Peking University with marks relatively lower than that of students from other regions.

Some people argue that since these national universities are financed by central government funds, or taxation paid by people from all regions, they should not favour local candidates. By not doing so, they are damaging educational equality.

Proponents of the differentiated enrolment policy argue that these universities have received various policy supports from local governments and it is justifiable for them to offer preferential terms to local applicants.

Both arguments hold water, since this is a complicated question with no easy answers.

It is a practice in many countries to favour, to a varied extent, local candidates in the enrolment programmes of colleges and universities. In China`s case, these top national universities are mostly located in economically prosperous regions, where local taxpayers contribute relatively more to the central government`s revenues.

On the other hand, since the country`s college enrolment is mainly based on the marks applicants achieve in the national examinations, the region-based selective enrolment policy would lead to the scenario that some students with lesser marks can enter the top universities while others who get higher marks cannot.

Admittedly, given China`s unbalanced educational levels among different regions, the enrolment of a top national university cannot be equally split among different regions if it is to pick the best students. But an excessive preferential policy does not contribute to equality, either.

A long-term solution would lie in the improvement of China`s overall higher education system, in which more colleges and universities can offer quality services and compete with those top national ones.

In this way, students would have more choices and educational equality would be better achieved

Categories: International Tags:

Up to forty scholarships offering a 25% fee reduction are available for international students

Liverpool scholarships
Up to forty scholarships offering a 25% fee reduction are available for international students applying for full-time, non-clinical, undergraduate programmes or postgraduate taught Masters courses under the university of Liverpool * International scholarships. These scholarships will be awarded primarily on the basis of academic merit and will be tenable for the duration of the programme of study, subject to good academic progress.

Requirements: International applicants for full-time, non-clinical, undergraduate programmes or postgraduate taught masters courses of the university.

To apply: Scholarship application forms will be automatically forwarded to all eligible students who have been made an offer of a place at the University. Queries regarding the application procedure should be directed to the universitys international recruitment and relations office in the first instance.

Submission: There are two deadlines for this scholarship competition. Thirty awards will be offered in the first round whose deadline is May 4,2007 and a further ten awards will be offered in the second round whose deadline is July 6, 2007. Applicants applying for the first round will be automatically considered during round two.

Graft Uncovered In Education Minis

JAKARTA: Police are probing another corruption case in the Ministry of National Education that involves officials in the directorate general of primary and secondary education.

National Police spokesman Sr. Comr. Saud Usman Nasution told reporters on Wednesday that police investigators had questioned director general of primary and secondary education Indra Djati Sidi but so far no suspects have been named in the case, which is believed to have caused Rp 150 billion (US$15.5 million) in losses to the state.

The case revolves around the provision of mathematics textbooks for primary schools that was funded by the World Bank. Since the case is spread across the country we have asked provincial police to handle their own cases, Saud said.

The police are also investigating a corruption matter in the directorate general of higher education. Three officials have been detained since July 26 in connection with the case.

Categories: International Tags:

USEFI is organising an information session on ‘Higher Education in the US

Information Session
The United States Educational Foundation in India (USEFI) is organising an information session on ‘Higher Education in the US: Prospects for International Students’ with representatives from North Dakota State University (NDSU) on October 25. The session will start at 2:30 pm.

Categories: Education, International Tags:

Kapil Sibal, union minister of science and technology, awarded certificates of excellence

Science Awards
Kapil Sibal, union minister of science and technology, awarded certificates of excellence to six winning participants of the Initiative for Research and Innovation in Science (IRIS), a collaborative effort by Intel, Department of Science and Technology (DST) and Confederation of Indian Industry (CM). Competing with more than 1500 students from 45+ countries at Indias largest science fair held in December 2006, the Indian contingent comprising of national IRIS winners bagged 8 awards among 14 scientific project categories at the international fair.

Categories: Education, International Tags:

USEFI is organising an information session on ‘Higher education in the US Prospects

USEFI Session
The United States Educational Foundation in India (USEFI) is organising an information session on ‘Higher education in the US: Prospects for international students’ with a representative from the State University of New York (SUNY), 2:30 pm onwards on July 19, 2007, at the Fulbright House.

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