Top Study Abroad Options After 12th Commerce

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Just a couple of decades ago, Indian students who aspired to study abroad looked only towards engineering, medicine, and law. The courses offered abroad were not  just costly but not aligned with our education system here. However, things have changed considerably since then. With the progress of education and availability of various scholarships opportunities & loans, students are now exploring options beyond the traditional favourites. Nowadays, we see many students opting for undergraduate education in Commerce, Accountancy, Management in top universities abroad.

 

If you are looking for world class education in the field of commerce, accountancy, economics or law, there is a plethora of courses to choose from.

Commerce:

If you seek a program in commerce, there is a whole world of undergraduate degree alternatives. In some countries such as UK, it is mandatory for the applicant to have industry experience at least for a year.

Economics:

Students can go for professions like economist, investment banking analyst, data analyst, marketing manager, auditor, teacher and many other business, government, and academic jobs, after earning a degree in economics. Some programs may be more theoretical in nature while some can target Applied Economics. Also, some can be completely math-centered while others may not be. Applied economics is a good course to pursue if you are interested in a career as an economist, data analyst, auditor, or investment banking analyst.

Accounting:

Every organization, big or small require accounting services. The core courses in an accounting program could be business, accounting, finance and mathematics. Some universities may require students to complete courses in Computer based applications and/or business and corporate law.

Marketing:

Marketing is at the core of every business. That book you read, the drink you consume, or the movie you watch? They reached you because of marketing efforts by the companies that created the product. In marketing courses, students are taught about advertising, sales promotion, public relations, and direct marketing, as well as efficient communication technologies. Marketing needs a keen insight into buyer behaviour and how people’s expectations from the company.

Management:

Management is one of the most sought after courses in the commerce field. In management program you learn basic concepts of essential managerial roles. Some of the subjects you learn are Business law, Financial accounting, Information systems, macroeconomics, microeconomics, Business finance, Business statistics, International business, Managerial accounting and Marketing. You can take up specializations such as global marketing, global human resource management, international accounting and finance corporate finance, , international management, operations and supply chain management and project management.

Finance:

If number crunching is your forte, pursue a career in Finance. Here you get to learn basic accounting, microeconomics and statistics.

Specializations may follow in the later years of the undergraduate life.

Mathematics:

If you love numbers, choose a stream that includes pure mathematical research or teaching field. Other interdisciplinary courses may involve combining mathematics with subjects studied by engineers, architects, computer software engineers, physicists, statisticians, accountants, logicians, actuarial scientists and accountants. Have a go at algebra, calculus, and mathematical statistics.

 

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Structure of the Higher Educational System in Spain

education

In Spain, higher education institutions are classified according to whether they organise university or non-university provision. The later are further subdivided into centres which offer advanced vocational training cycles and specialised education institutions

University education 

This type of provision is organized by universities, which may be public or private.

Public universities and private universities are founded pursuant to a specific act passed by the Legislative Assembly of the region where the institution will be located, or an act approved by the Spanish Parliament, at the proposal of the central government and in accordance with the relevant Autonomous Community Council. A report from the General Conference for University Policy is also mandatory.

Public universities are integrated by University Schools, Faculties, Departments, University Institutes for Research, Doctoral Colleges and by other necessary schools or structures for the development of their functions. The requirements for the establishment and the maintenance of these institutions are established by the Government, once a report by the General Conference for University Policy and the Council of Universities has been issued.

University Schoolsand Facultiesare the institutions responsible for the organisation of their studies and in charge of academic, administrative and implementation processes of the regulations that lead to the conferment of the different university degrees. Their creation, modification and abolishment, as for the implementation and abolishment of studies leading to the obtainment of an official university degree and validated nationwide must be accorded with the Autonomous Community to which the university belongs either through the Autonomous Community’s initiative gaining the agreement of the Government Council of the university, or through the university’s own initiative through a proposal of the Government Council, in both cases with a previous favourable report on behalf of the Social Council.

Departments are teaching and research units in charge of coordinating studies of one or more fields of knowledge in one or more university centres according to the teaching schedule of the university. They support teaching and research activities and initiativesof the teaching staff as for exerting all other functions appearing in their statutes. The establishment, modification and abolition of departments correspond to the university, according to its statutes.

Universities may also have university research institutes. Their activity focuses mainly on technical and scientific research and on artistic creation. These centres are also entitled to offer graduate programmes (Master’s degrees or PhDs). University research institutes may belong to more than one university. They can also be the established by public or private organisations by means of collaboration agreements or specific arrangements. Furthermore, universities can create joint research institutes, in cooperation with other public research bodies, with the National Health Service and with public or private non-profit research centres.

Furthermore, universities and public authorities promote the creation of integrated higher education areas, which develop new channels of collaboration between the production sector, universities, vocational training institutions and other dependent bodies, so as to encourage business and scientific innovation. Therefore, an integrated higher vocational area consists of a university campus which incorporates vocational training centres offering higher vocational training, specialised in professional families which are related to the areas of specialisation of university colleges operating in the same campus.

The official regulations which establish the structure of PhD programmes also authorize the creation of Doctoral Colleges, the objective of which is to organise provision at this level into one or more interdisciplinary knowledge branches, which may also include official science-oriented Master programmes, as well as many other types of training activities in the area of research. These colleges may be founded by one or more universities, with the possible participation of other bodies, centres, institutions or national and international entities which carry out R&D activities.

Public universities may also have public or private associated centres offering official study programmes. The association is established by means of an agreement which requires to be endorsed by the relevant regional government, at the proposal of the University Government Council, once the proposal has been positively informed by the University Social Council. Associated centres must be established within the territorial scope of the relevant regional government, or receive approval from the regional government where they are located.

Private universities and university private centres may be created by any individual or legal entity, regarding that they respect the constitutional principles as they are subject to State and Autonomous regulations. University private centres must be integrated into a private university as centres belonging to the university or they must be ascribed to a public or private university.

Private universities elaborate and approve their own regulations for their organisation and functioning. These must respect and guarantee, through a broad participation of the university community, the academic freedom manifested in the academic freedom, research and study.

In order to guarantee the quality of universities and university centres a series of requisites are established to which they must comply with whether they were already in existence or whether they were recently created. From these the Autonomous Communities establish the specific requirements for the universities to establish themselves in their territory. For detailed information on the minimum requirements of university centres see the article on Organisation of Private Education.

Both public and private universities, together with university centres must be registered in the Register of Universities, Centres and Qualifications (RUCT).

In 2013/14, the Spanish university system was integrated by 82 universities, 50 of which were public and 32 private. Six universities (one public and five private) organise distance education. In addition, there are two universities with a special status, since they only provide specialised graduate programmes (Master’s degrees and PhDs).

Higher non-university education 

Higher Vocational Training may be offered in different types of institutions, namely, in secondary education schools, which also organise Compulsory Secondary Education (ESO) provision and Bachillerato programmes, in national reference centres and in integrated vocational training centres. For detailed information on these centres see the article on Organisation of the Education System and of its Structure.

Regardless of public or private ownership, these institutions are subject to the same minimum requirements. Among these, the highlighted minimum requirements of the spaces established in the regulation of each qualification and the equipments established by the Educational Authorities in order to achieve the results of each vocational module.

The Act on Education 2006 (LOE) includes the two first-cycle programmes within the Spanish education system as part of higher education, even though they lead to rather different professional and academic qualifications. These two programmes are Bachelor’s degrees and Advanced Vocational Training. They are not equivalent, they are offered in different institutions and they lead to qualifications included in different levels of the Spanish Qualification Framework for Higher Education (MECES):

Bachelor programmes belong to university education, have an academic orientation and are longer than non-university higher provision. They lead to a Bachelor’s degree assigned to level 2 qualifications within the MECES and is defined by the following descriptors, in terms of educational outcomes:

• To have acquired advanced knowledge and proven comprehension of practical, theoretical and methodological aspects of the relevant field of studies, including understanding of the most recent and state-of-the-art breakthroughs in the area.

• To be able to apply knowledge, by means of elaborated procedures and defence of arguments, comprehension and problem-solving abilities, to the solution of problems in complex working or professional specialized environments, which may also require the use of creative and innovative ideas.

• To be able to gather and interpret information and data in order to support conclusions, including, whenever necessary and appropriate, a reflection upon social, scientific or ethical issues related to their area of specialization.

• To be able to handle complex situations or those requiring to devise new solutions, both in the academic and professional world, within the relevant knowledge area.

• To be able to address all kinds of audiences (either specialised or not) and to communicate in a clear and accurate way knowledge, methodologies, ideas, problems and solutions related to the area of specialization.

• To be able to identify professional development needs within the area of studies and professional or working environment, and to organise learning paths autonomously, both in structured and non-structured contexts.

However, the Spanish Qualifications Framework for Higher Education and the organisation of official university education, in order to include some Bachelor degrees in Level 3 (Master’s) of the Framework, were modified in February 2014. The duration of some studies, generally in the field of Health, is longer than that established for Bachelor programmes and they provide access to PhD programmes, either directly or through complementary training.

Advanced Vocational Training belongs to the stage of post-compulsory non-university education and has a clear professional orientation. These programmes lead to a diploma of Higher Technician, included level 1 of the qualification framework (MECES). Advanced Vocational Training qualifications may be defined by the following descriptors, in terms of educational outcomes:

• To apply and assimilate technical knowledge in order to define and develop work procedures autonomously in the relevant professional field. To be able to coordinate and supervise specialised technical work.

• To be able to analyse the necessary information to evaluate and handle expected and unexpected situations, looking for essential, creative and innovative solutions, within the relevant professional area.

• To be able to inform peers, supervisors, clients and subordinates, of knowledge, ideas, skills and operational procedures. • To have acquired the necessary skills to engage in further education autonomously, showing maturity to innovate in the application of these skills and to progress to higher training levels.

Bachelor 

Branches of study 

Bachelor’s degrees have a minimum duration of 240 credits of the European Credit Transfer System (ECTS), and are ascribed to one of the following branches of knowledge:

• Arts and Humanities.

• Experimental Sciences.

• Health Sciences.

• Social Sciences and Law.

• Engineering and Architecture.

Admission requirements

The Ministry of Education, Culture and Sport (MECD) regulates the access to university studies. It establishes the general conditions at a national level and at a regional level through the corresponding Educational Authorities, which in turn, are in charge of adapting and developing these rules within the scope of their competences.

University access is guaranteed through the observance of the fundamental rights. Furthermore, admission to university is granted on the basis of equality, merit and ability. In addition, universal accessibility and design are also taken into consideration. The body in charge of ensuring that students access official Bachelor programmes is the General Conference for University Policy. This body is general, objective and universal, equally valid for all Spanish universities and complies with the criteria established by the European Higher Education Area (EHEA).

Access to university education depends on the academic situation of candidates:

1. They may have access to official Bachelor programmes provided they have successfully completed general upper secondary education: • Students holding a Bachillerato certificate who have passed the university entrance examination organised by the education authorities and public universities.

• Students coming from the education systems of the Member States of the European Union (EU), or from other States that have signed international agreements with Spain that are applicable in this regard, on a basis of reciprocity. In this case, they have to meet the requirements established in those countries for students to have access to their universities, under the same conditions as students who have passed the university entrance examination.

2. From this academic year 2014/15, they may have access if they meet the criteria set by universities in their procedures for admission to official Bachelor programmes. Universities establish these procedures, which must include one or several of the following criteria: final grade obtained in the studies completed or in specific modules/subjects; relationship between the curricula of the studies completed and the relevant university degree; additional academic or vocational training and previously taken higher education studies.

These criteria apply to: 

• Students coming from the EU who do not meet the requirements in order to have access to the universities in their countries, or from States that are not members of the EU and that have not concluded international agreements for the recognition of the Bachillerato certificate, on a basis of reciprocity.

• Students holding an Advanced Technician certificate in any specialisation of advanced vocational training, Plastic Arts and Design or equivalent qualifications.

However, there are other academic situations where universities are free to decide whether they apply or not an admission procedure for candidates to have access to these university studies:

• Students holding an official first or second-cycle university degree, corresponding to the EHEA or the previous organisation of university education, or equivalent degree.

• Students with partial studies carried out in Spain or abroad, or students whose degree has not been recognised in Spain but who want to continue studying in a Spanish university. In this case, apart from the criteria the relevant university might establish, students will have to be recognised at least 30 ECTS credits by this university.

• Students who were in a position to have access to university according to the organisation of the Spanish education system prior to the 2013 Act on the Improvement of the Quality of Education.

• Students with studies other than those equivalent to the Bachillerato or Advanced Technician certificates, obtained or carried out in a Member State of the EU or in other States that have signed international agreements that are applicable in this regard, on a basis of reciprocity, provided they meet the academic requirements established in that Member State for students to have access to its universities.

3.They may have access if they have passed the relevant specific university entrance examination:

• People aged over 25 who do not hold any qualification to gain access to university education by other means.

• People aged over 40 without a qualification providing access to university education who accredit work or professional experience.

• People aged over 45 without an academic qualification providing access to university education, through an adapted entrance examination.

In those cases in which there is a compulsory entrance examination, each university decides on the location and dates for the sessions, as well as on the registration dates for students and the date when the examination will be held. Universities may exceptionally establish specific knowledge and/or skill evaluations regardless of the original qualification.

Curriculum 

Universities enjoy the autonomy to design the curriculum for the programmes and degrees they offer. However, the programmes must be verified by the Council of Universities and receive authorisation from the relevant regional government, once they have been submitted to consultation of the National Agency for Quality Assessment and Accreditation (ANECA) and/or the analogous Agency of the corresponding Autonomous Community. Once the studies have been verified and accredited, the studies must be registered in the Registry of Universities, Centres and Degrees (RUCT) as mandatory requisite to obtain the official validity throughout Spain.

The guidelines to be followed by each university in the design of their study programmes are:

• Each programme must have a workload of at least 60 ECTS credits devoted to basic training, 36 of which have to be linked to some of the areas included in the knowledge branch to which the programme belongs. These areas are further specified into subjects, with a minimum of 6 ECTS credits each, which need to be taken during the first half of the programme.

• The remaining credits to complete the 60 compulsory ones are devoted to basic training and must be earned through basic subjects from the same branch or knowledge or from a different one, or through other areas, provided that they are basic for the initial training of the student or they have a cross-curricular nature.

• In the final stage of the programme students must do Bachelor’s project, which receives between 6 and 60 ECTS credits. The aim of this project is to assess the acquisition of competences associated to the degree.

• Students may receive accreditation of ECTS credits (up to 6) for their participation in a series of activities at university, related to the area of culture, sports, students’ representation, solidarity and cooperation.

In those universities located in regions which have a co-official language, the regional language is the one normally used in university activities, in compliance with the regulations for university education established by each regional government.

Teaching methods 

Universities follow the principle of autonomy to decide on methodology. To be more precise, university departments are the basic bodies in charge of both teaching and research of their respective areas of knowledge. They are responsible for the planning and coordination of the curriculum and of research activity at universities. In practice, teachers are free to make use of the teaching methods and pedagogical resources they consider more appropriate.

In general, teachers employ different teaching methods at university, being lectures the most common practice, although it is becoming more and more common to resort to other types of activities, such as seminars, cooperative work, learning based on problem-solving activities, project-based learning, etc. Practical classes (for example, laboratory or computer practices) are very frequent in experimental science studies.

The use of information and communication technologies (ICT) in the classroom is quite frequent. Most universities have technology support services for teachers, so as to help them devise multimedia materials and to encourage their use of ICTs. Presentations by means of computers or overhead projectors are also common practice, as well as the use of videos, computer-assisted learning, etc. In addition, teacher/student communication through the Internet or through virtual classrooms, online platforms, virtual spaces for specific subjects, websites, and so on.

Progression of students 

Universities, making use of the autonomy granted to them by legislation, establish the conditions for the promotion of the students, as well as the minimum and maximum periods of permanence of students.

In order to pass a subject, students are allowed to sit examinations for a limited number of times. Students have between four and six attempts depending of the programme or institution. Moreover, they are allowed to take final examinations for the same subject only twice a year.

Employability 

A main concern for both the Education Authorities and universities is improving the employability of their university graduates. In order to deal with this problem, university education must respond to the following principles:

• To include in their study programmes abilities and skills geared towards innovation, the fostering of creativity, business initiative and entrepreneurship, incorporating them into the different subjects, concepts and cross-curricular competences, in learning methods and in assessment.

• To make proposals for new degrees and educational provision which prepare students for the qualifications required by new employment needs so as to improve employability of citizens in the labour market.

• To promote adaptability to social and economic changes, providing citizens with opportunities for ongoing professional development and extension of university studies; and to increase the possibilities for mobility in education within Spain and in Europe, as well as the effective incorporation of university graduates into the labour market, strengthening the links between universities and the business world, paying special attention to the promotion of competences for entrepreneurship and self-employment.

Collaboration between universities and the productive sector may be articulated on the basis of the following initiatives:

• Creation of technology-based innovation companies.

• Establishment of innovation poles, by means of providing a common physical space for universities and companies in the production sector. • Launching and promotion of programmes to enhance transfer and appreciation of knowledge.

• Creation of consortiums for research and transfer of knowledge.

• Creation of corporate-sponsored university chairs, based on collaboration in research projects, which allow university students to participate and combine their research activity with training opportunities.

In addition, both in the regulations for university education and in the 2010 University Student Statute, there are a series of specific measures aimed at promoting employability of university students, such as:

• Universities offer student mobility programmes through university cooperation agreements. These programmes pay attention to academic training related to the degree in which the student is enrolled, and to other competence areas, such as training for employment. For detailed information on the types of mobility programmes available for university students see the article on Mobility in Higher Education.

• Universities have student information and guidance services available, the aim of which is to provide information and orientation regarding learning itineraries and future professional opportunities, training in cross-curricular competences and design of professional projects, in order to facilitate student employability and insertion in the labour market.

• Universities also offer student guidance and monitoring until they graduate. The law also considers the possibility of degree advisors. These are coordinators or student advisors who provide guidance to students throughout the program, regarding their learning process as well as their professional prospects in the labour market.

• The statute also contemplates the possibility of creating alumni associations for former students. These associations must be registered at universities, and one of their goals is to collaborate actively in providing access to the labour market to university graduates.

For detailed information on the organisation and advisement of university students on the basic structure of the Ministry of Education, Culture and Sport (MECD) see the article on Guidance and Counselling in Higher Education.

Student assessment 

Universities must verify the knowledge acquired by students, as well as the development of their intellectual training and their academic achievements. In order to do so, it is necessary to establish assessment regulations. Evaluation objectives, tools, procedures, activities and criteria are set up in the syllabi of each programme, and fall under the responsibility of university departments and teachers.

One of the results of the adaptation to the European Higher Education Area (EHEA) is the implementation of an assessment system for university education, the European Credit Transfer and Accumulation System (ECTS). The European credit is the unit for academic accreditation, it represents the amount of work that a student must complete in order to attain programme objectives. Each ECTS credit represents between 25 and 30 class hours. In order to obtain the number of ECTS credits assigned to a subject, both in practical or theoretical learning or in any other academic activity, students must pass the exams or assessment procedures established for that area.

The results obtained by students in each subject, which appear in the student’s record, receive a numerical mark from 0 to 10, with a decimal position, which can be followed by a qualitative mark:

• 0 – 4.9: Fail

• 5.0 – 6.9: Pass

• 7.0 – 8.9: Very good

• 9.0 – 10: Excellent

Students may also be awarded an Excellent mark “with Distinction”, when the student has been given a 9.0 or higher. However, the number of students receiving this special mention cannot be higher than 5% of the total enrolled in a subject in an academic year. If this number is lower than 20, only one Excellent with Distinction may be awarded.

Certification 

On completion of a Bachelor’s degree programme, students receive a Bachelor’s degree in the relevant area of specialisation. The diploma bears the specific name given to the degree in the Registry of Universities, Centres and Degrees (RUCT). The diploma is issued, on behalf of the King o Spain, by the University Vice-Chancellor. It has official validity in all Spanish universities, and qualifies for regulated professional activities, under the conditions established in the relevant official documents.

According with 2010 official regulations for university education, certified professional or working experience may also receive recognition in terms of credits, with validity to obtain an official qualification, as long as the experience is related to the competences inherent to the qualification.

As a result of the process of adaptation to the EHEA, a new procedure has been established, by means of which universities may issue the European Diploma Supplement of official university degrees, upon request of the person concerned, in order to provide information about the level and contents of the programme for which the diploma is issued including information on the external work placement. The aim of the EDS is to guarantee, for mobility purposes, transparency and legibility of knowledge and skills acquired.

The MECD has regulated the recognition of studies among the different courses of study that constitute Higher Education, establishing the relations between the different Higher Education diplomas, as for the validation of ECTS credits, including Bachelor degrees and Higher Technician from Advanced Vocational Training. Universities are responsible for the recognition of official studies accrediting Higher Technician of Advanced Vocational Training, with the effects of allowing students into study programmes leading to the university Bachelor’s degrees.

Branches of study 

Advanced Vocational Training is the last stage of formal vocational education. These programmes lead to specific professional accredited qualifications within the National Catalogue of Vocational Qualifications. For detailed information on the National Catalogue of Vocational Qualifications see the article on Lifelong Learning Strategy.

Advanced Vocational Training is structured in a series of training cycles, organised into vocational modules and classified according to a number of professional families established in the Catalogue:

• Administration and Management

• Arts and Crafts

• Building

• Chemistry

• Commerce and Marketing

• Computer and Communication

• Electricity and Electronics

• Energy and Water

• Extractive Industries

• Farming

• Food Industry

• Glass and Ceramics

• Graphic Arts

• Health

• Hotel and Tourism Industry

• Imaging and Sound

• Installation and Maintenance

• Maritime and Fishery

• Mechanical Production

• Personal Image

• Safety Environment

• Socio-cultural and Community Services

• Textiles, Clothing and Leather/Fur

• Transport and Maintenance of Vehicles

• Physical and Sport Activities

• Wood, Furniture and Cork

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Educational policies and initiatives of the European Union

europe

In the European Union education is the responsibility of Member States; European Union institutions play a supporting role. According to Art. 165 of the Treaty on the Functioning of the European Union, the Community

The EU also funds educational, vocational and citizenship-building programmes which encourage EU citizens to take advantage of opportunities which the EU offers its citizens to live, study and work in other countries. The best known of these is the Erasmus programme, under which more than 3,000,000 students have taken part in inter-university exchange and mobility over the last 20 years. Since 2000, conscious of the importance of Education and Training for their economic and social objectives, EU Member States have begun working together to achieve specific goals in the field of Education. By sharing examples of good policy practice, by taking part in Peer Learning activities, by setting benchmarks and by tracking progress against key indicators, the 28 Member States aim to respond coherently to common challenges, whilst retaining their individual sovereignty in the field of Education policy. This strategy is referred to as the Education and Training 2020 programme (ET2020), which is an update of the Education and Training 2010 programme.[1] The European Union is also a partner in various inter-governmental projects, including the Bologna Process whose purpose is to create a European higher education area by harmonising academic degree structures and standards as well as academic quality assurance standards throughout EU Member States and in other European countries.

Contents

1Building a Europe of knowledge

  • 2Education and training policy
    • 2.1Target setting
    • 2.2Policy discussions
    • 2.3Networking
  • 3Education and training programmes
    • 3.1Inside the EU
    • 3.2Outside the EU
  • 4See also
  • 5References
  • 6Further reading
  • 7External links

Building a Europe of knowledge[edit]

The European Union adopted its first education programme (the COMETT programme, designed to stimulate contacts and exchanges between universities and industry) in July 1987. This programme was rapidly followed by the ERASMUS programme, which promoted inter-university contacts and cooperation, as well as substantial student mobility (as, in 1989, did the “Youth for Europe” programme, the EU’s first youth exchange support scheme). These programmes were adopted by the EU countries but with considerable support from the European Parliament which made budgets available even before the legal instruments had been adopted.

The European Union has two different types of instrument to increase the quality and openness of the education and training systems of the EU’s Member States: a set of policy instruments through which EU countries are encouraged to develop their own education systems and to learn from each other’s successes; and a substantial programme to support exchanges, networks and mutual learning between schools, universities or training centres as well as between the political authorities responsible for these areas in the different Member States.

Education and training policy[edit]

The European Union’s interest in Education policy (as opposed to Education programmes) developed after the Lisbon summit in March 2000, at which the EU’s Heads of State and Government asked the Education Ministers of the EU to reflect on the “concrete objectives” of education systems with a view to improving them.[2] The European Commission and the European Union’s Member States worked together on a report for the Spring 2001 European Council,[3] and in 2002 the Spring Summit approved their joint work programme [4]showing how they proposed to take the report’s recommendations forward. Since then they have published a series of “Joint Reports” every other year.[5][6][7][8][9]

The Commission seeks to encourage Member States to improve the quality of their education and training systems in two main ways: through a process of setting targets and publishing the position of Member States in achieving them and by stimulating debate on subjects of common interest. This is done using the process known as the Open Method of Coordination.

Target setting[edit]

As regards target setting, the Member States agreed in the Council on 5 May 2003 on five benchmarks on : early school leavers; number of graduates and decrease of gender imbalance in maths, science and technology; upper secondary education completion; low achievers in reading literacy; lifelong learning.[10]

Under the current policy framework in Education and Policy (ET2020), the seven benchmarks require that by 2020:[11]

1 – Early School Leavers : less than 10% of school pupils should leave school before the end of compulsory schooling

2 – Tertiary education attainment : at least 40% of the population aged 30–34 years should have completed tertiary education

3 – Early childhood education and care : 95% of children aged 4 to the age when primary education starts should participate in early education

4 – Low achievement in Reading, Maths and Science : no more than 15% of 15-year-olds should be low-achievers in reading, maths and science as measured at level 2 in the OECD’s Programme for International Student Assessment

5 – Employment rate of recent graduates : 82% of the population aged 20–34, who are no longer in education or training and have successfully completed upper secondary or tertiary education, should be employed

6 – Adult participation in life-long learning : participation of the 25-64 age group in lifelong learning (i.e. formal or non-formal continuing education or training including in-company skills development) should be not less than 15% per annum

7 – Mobility between countries : at least 20% of higher education graduates and 6% of 18- to 34-year-olds with an initial vocational qualification should have spent some time studying or training abroad

Since 2012,[9] progress against benchmarks and core indicators is yearly assessed in the Education and Training Monitor,[12] published every autumn by the Directorate-General for Education and Culture in replacement of the Progress Report.[9] The benchmark on Early school leavers and the benchmark on Tertiary education attainment are also Europe 2020targets.

Policy discussions[edit]

In addition to the measurement of progress, the Commission also publishes policy papers designed to encourage the EU’s Member States to look more closely at particular areas of their education and training policy. The Commission has published such papers over many years, but until the Lisbon Summit in March 2000, few were widely followed. Since then, however, Member States have become more open to mutual exchange and learning, and a number of Commission papers have had significant impact. A recent example (late 2006) may be found in the Communication on “Efficiency and equity in European education and training systems”. This paper was generally welcomed by Member States but it drew criticism from some (in particular Germany and Austria) who felt that it commented negatively on their education and training systems.[13]

Networking[edit]

Finally, the Commission has supported a variety of networking systems between Ministers (and Ministries) in the EU’s Member States, in addition to the thrice yearly meetings of the “Education Council” within the EU’s own institutional system. These range from biennial meetings of Ministers responsible for Vocational Education and Training (the “Copenhagen Process”), through regular meetings of Director Generals for Higher Education or for Vocational Education and Training to more specialised networks or “clusters” within the “Education and Training 2010 programme” in areas such as key competences, foreign language learning or the recognition of informal and non-formal qualifications.[14]

Education and training programmes[edit]

Inside the EU[edit]

The first European Union exchange programmes were the COMETT Programme for Industry-University links and exchanges, launched in 1987 (and discontinued in 1995); the Erasmus university exchange programme was launched in the same year. Similar programmes have been running ever since, and as from 2007 all the education and training programmes were brought together in one single programme; the Lifelong Learning Programme 2007-2013.[15] The Lifelong Learning programme comprises separate sub-programmes for schools; universities and higher education; vocational education and training; adult education; teaching about the EU in universities; and a ‘horizontal’ programme for policy development.

The schools exchange programme, named after the 15th century Czech teacher, scientist and educator John Amos Comenius, has helped over 2.5 million school students take part in joint projects across boundaries. The Erasmus programme (named after Desiderius Erasmus, the 16th century Dutch humanist and theologian), has been the icon of university exchange programmes since its launch in 1987. Some two million students have so far spent a fully accredited period of between 3 months and an academic year in another EU university under the programme, which has become a symbol of Europe in universities. The vocational education and training programme is named after the renaissance inventor and all-rounder Leonardo da Vinci. It currently helps around 75,000 young people each year to do an apprenticeship or internship in another EU country. The adult education programme, named after Pastor N. F. S. Grundtvig, the 19th century Danish theologian, poet, philosopher and thinker, helps those involved in adult education to have access to similar international experience. The sub-programme which supports teaching about Europe in higher education is named after the French politician and architect of European Unity, Jean Monnet.

The programme entered into force on 1 January 2007, and will continue until projects launched in its final year 2013 are closed – probably in 2016.

Outside the EU[edit]

The first EU programme to promote educational exchange and cooperation between educational institutions inside the EU and those outside it was the TEMPUS programme, adopted on 7 May 1990 by the Council as part of the assistance provided by the European Community of the day to the countries breaking free of Soviet rule.

The idea behind TEMPUS was that individual universities in the European Community could contribute to the process of rebuilding free and effective university systems in partner countries; and that a bottom-up process through partnerships with individual universities in these countries would provide a counterweight to the influence of the much less trusted Ministries, few of which had by then undergone serious change since Soviet domination. The programme was an immediate success; and by 1993 the number of participating countries had grown from five at the start to eleven. The programme was subsequently enlarged to include the Newly Independent States of the former Soviet Union; again to include the countries of the Western Balkans;[16] and finally to cover the Mediterranean countries.[17]

The TEMPUS programme[18] currently supports projects run by consortia of universities in the EU and in partner countries which aim to update curricula and teaching methods; to improve academic management (e.g., strategic development plans, systems of quality assessment and assurance); and to promote the higher education priorities of its partner countries. It also provides Individual Mobility Grants to enable individuals to travel to or from Europe in connection with these themes. The TEMPUS programme is still running, but will be renewed and revised as from 2007.

TEMPUS was followed by a series of smaller programmes built more round the mobility of academics towards the EU. These included the ALFA/ALBAN programmes with Latin American universities;[19] the Asia-Link programme;[20] and others, sometimes time-limited. A number of these appear to have been set up as a means of development assistancerather than with the development of universities as such, an impression strengthened by the fact that they were managed by the European Commission’s development assistance service EuropeAid rather than (like TEMPUS or Erasmus Mundus programme) by its Education and Culture department.

Finally, in 2003 the European Union launched the Erasmus Mundus programme, a project to ensure the place of European Universities as centres of excellence across the world; to attract the best students from around the world to Europe; and to enable partnerships between European universities and those in other countries. The programme had strong support both from the Council of Ministers and from the European Parliament.[21] The first phase of Erasmus Mundus will finish in 2008. The Commission has announced its intention to propose a further period. Europe Study Centre (ESC) has lately come up as a reputed and dependable company in Indian providing end to end services in the European overseas education field helping Indian students to avail the Erasmus Mundus benefits.

See also[edit]

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Why are so many Indian students coming to New Zealand?

newzealand has simplified

The international student market is huge money-maker for our economy. It’s already New Zealand’s fifth largest export category worth close to $3 billion and it’s only getting more lucrative. Last year, the money from tuition fees alone topped $1 billion for the first time.

While most of the international students in New Zealand have traditionally been from China, over the last few years, Indian students have rapidly grown in number. There are now more Indian students in the non-university tertiary sector than any other group.

There were more than 29,000 Indian students enrolled to study here in 2015; that’s a 150 percent increase since 2010.

More students mean more money pumped into our economy andTertiary Education Minister, Steven Joyce, says benefits of international education extend well beyond their economic contribution.“Young New Zealanders live and learn alongside people from other countries, increasing their understanding of other cultures and boosting our links with the world. These links are vital for us to prosper in an increasingly Asia-Pacific world,” he says.

The bad news is, it’s not exactly going to plan. Over the last few years, more and more accounts of cheating, immigration fraud, shoddy agents, exploitation of workers and low-quality education providers have emerged. However, much of it happens behind the scenes or even before the students land on New Zealand soil.

Earlier this year, The Wireless travelled to India to find out what’s behind the rapid growth. Here’s what we know:

#1: A very bad decision

The reality is, New Zealand isn’t a first choice study destination for most Indian Students. Countries like the US, UK, Canada and Australia are usually on the top of their wish list. But when the New Zealand Qualification Authority (NZQA) decided to change the rules, the country experienced an unprecedented surge in Indian students wanting to study here – what started as a wave quickly became a tsunami.

It began in 2013 when NZQA, with the approval of Tertiary Education Minister Steven Joyce, drastically altered the English language requirements for Indian students.In a nutshell, some Private Training Establishments (PTEs) could enrol students into their programmes without having to prove they could speak English through the standard channels – they could use their own tests and criteria instead.

PTEs are privately owned tertiary education providers. They are registered by NZQA and must be signatories of a special code to enrol international students.

While in India, The Wireless spoke to Navneet Singh, co-founder of GoGlobal education consultancy, in the North of the country.

Co-founder of GoGlobal, Navneet Singh

Photo: Julian Vares/The Wireless

Navneet sends hundreds of students to New Zealand every year and says while the intent of the policy change wasn’t bad, the results had hugely negative impacts for New Zealand.

“Before anybody could understand what happened, it went haywire.

“The primary responsibility [for English testing] was given to the PTEs…and who made the biggest money? The PTEs.”

The rule change led to a sharp increase in fraudulent activity, both by those in India and PTEs in New Zealand looking to make cash off easy-to-exploit entry requirements.

The number of international students from India surged from about 12,000 to more than 20,000 between 2013 and 2014.

Tweet from 2014 advertising study without English testing

Then the surge became a flood.  At the end of October last year, Immigration NZ already received 11 percent more student visa applications than in the whole of 2014, most of which were being declined.

In a high priority report to the Steven Joyce released to under the Official Information Act, NZQA stated that some education agents in India were actively promoting New Zealand as a destination for its ease of entry. It also noted that, in some cases, these agents in India where given the authority to enrol students on the PTEs behalf.

“These [education] providers appear to have no visibility or control over how many offers of place are issues, or to whom. Some of this “outsourcing” is of poor quality.”

Licensed Immigration Adviser Munish Sekhri says he saw, first-hand, what was going on.

“I personally was approached by many PTEs who said ‘hey look, we’ll give you the login details for our English testing portal so you or your staff can sit [the test] on behalf of the students and we’ll offer an admission letter instantly.”

Indian students also suffered. Many with low language skills become susceptible to exploitation in the New Zealand workforce, with some only managing to get jobs paying as little as $4 an hour.

Noticing the damage, NZQA tried to back-track.

They re-introduced rules in late 2015 which meant education providers couldn’t use their own English assessments for students coming from India but many say the damage was already done.

#2: Rogue Agents

The majority of students coming from India are from the North – a region most Kiwis will recognise through their taste buds with dishes like tandoori chicken, korma and naan.

Walking along the streets of Chandigarh in North India, the number of signs and banners advertising education abroad is staggering. They line the shop fronts with promises of “easy visas”, “instant approval”, and “residency”, vying for the attention of potential students.

Photo: Julian Vares/The Wireless

Most young Indians organise their trips through education agents. These agents give advice on where to study, help organise visa applications, and facilitate English testing. However, there are few rules and regulations that govern who can be an agent, what they can say, or how much they can get paid.

Late last year, a Facebook group was set up to support students in New Zealand – Agents Trapped International Students – which has 330 members. One member wrote: “I was told that business program has lot of demand and great jobs are available in Auckland. I have done graduation in business hence I thought it will be great decision to go ahead. But when I landed here I saw every third person doing this degree.”

Agents giving misinformation to potential students, as well charging high fees and falsifying documents is a growing problem.


LISTEN: Insight looks into the growing issue of dodgy visa applications from India.


Immigration lawyer Alistair McClymont says agents also tell students it’s easy to get jobs in New Zealand – a big draw card for those wanting to get residency after their study.

“If you look at any of the marketing that the agents do in India, it’s not about the quality of the qualification; it’s about the benefits that a student will get if they complete a New Zealand qualification. And that’s not in terms of the skills they get…it’s about what Immigration NZ will offer them after they graduate.”

Agents are paid commission to send students to particular education providers. Universities give a flat rate of about 10 percent commission, while Institutes of Technology and Polytechnics give up to 30. Reports out of India suggest agents are offered up to 50 percent commission to send students to PTEs, making them more appealing to send students to, even if the quality of education is low.

Out of the 29,235 Indian students in New Zealand last year, more than 21,000 of them attended PTEs. Navneet from GoGlobal in India says shoddy agents can say anything to attract students.

“There are ads in newspapers which say ‘go through us, we’ll give you free air ticket, we’ll give you a laptop.’ When such lucrative ads are there, you can understand what is happening.”

Chandigarh, North India

Photo: Julian Vares/The Wireless

Recently the NZ Herald reported that out of the 10,863 declined applications Immigration received from Indian in ten months, 85 percent had been lodged by unlicensed education advisers, student agents and lawyers who are exempt from licensing.

Regulating agents in India is no simple task. While there are about 33 licensed immigration advisors in India, according to Munish Shekhri, there are thousands of others working with students and getting commission from New Zealand companies. But he says the blame can’t solely to put on the agents or even the places offering them commission – the students need to take responsibility, too.

“The big onus is on the student…they have to understand they cannot come to New Zealand and corrupt the country.”

#3: Cheap as chips

Te Puke – a quiet town outside of Tauranga with a population of about 8,000 – is best known for its kiwifruit. It backpackers and camping grounds are full of seasonal workers from the Pacific Islands, plus the odd travellers hoping to make some cash picking in the orchards.

Te Puke is also the home of Royal Business College, self-described as one of the “largest and most respected colleges in New Zealand”.

With four campuses across New Zealand, its Te Puke campus was the most intriguing. The Wireless headed there last month and found there wasn’t much to see.

The Royal Business College campus is located in an industrial block, with a train track a couple hundred metres from its front door. The outside is unassuming with a couple broken chairs and narrow door.

Royal Business College, Te Puke

Photo: Mava Enoka

At lunch time, a stream of young Indian boys came out of the building. Surprisingly, there are no other ethnicities and very few women. Some get into their cars and drive to the local McDonalds while others hang around the parking lot. One student says he was paying $12,000 for a business course in Wellington but moved to Te Puke when he was offered his second year for just $7,000. He said it was a cheaper place to live and easier to find a job.

All the students we spoke to worked on Kiwifruit orchards.

While the website says the campus “provides the ideal learning environment for our Diploma courses in Horticulture,” staff at Royal Business College say they are currently only offering business courses in Te Puke. They wouldn’t let us inside but encouraged us to call the owner, Jimmy Royal. He did not return our requests to talk.

Chairs outside Royal Business College, Te Puke

Photo: Mava Moayyed

The attraction of PTEs is clear: At universities, international students can expect to pay about three times more than domestic students. In India Renjith Narayan, 21, forked out $72,000 for an 18 month masters course at the University of Auckland. It’s no surprise, then, that many hunt for cheaper alternatives.

In New Zealand, PTEs offer courses in almost everything. A course can cost a smidgen of the price of a university degree. There are over 500 PTEs in New Zealand but only about 250 of them are licensed to enrol international students and most of them in central Auckland.

At lunch time, Queen Street starts to resemble the malls in India. Hundreds of young Indians, mostly boys, gather in groups outside their PTEs dressed in distinctly western fashion. Many order fast food and drag on cigarettes. According to information released under the Official Information Act, about 50 education providers have a visa decline rate over 30 percent. This includes popular PTEs like National Technology InstituteRoyal Business, and Newton College of Business & Technology.

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27 Top-Ranked Universities in Canada

Universities in Canada

Universities in Canada have always gained a wide reputation for good teaching and excellent research. Seriously! – have you seen what they’re doing with telecom and cyber research? Canadian universities are highly ranked among international schools and institutions worldwide, and they continue to attract the smartest people to their highly respected and prestigious degree programmes. All these top ranked colleges, universities, law schools, medical schools, and engineering schools have a wide, global reputation and continue to be the top-ranked schools for international students. To go to some of the best universities in the world for your Bachelor’s, Master’s, or Ph.D, you should certainly consider Canada as your destination for the best rankings and widest reputation.

World university rankings take into consideration the teachers’ competencies, the quality of education, and student satisfaction, as well as the international student ratio, and the number of citations their research gets. So, there’s a lot of work that goes into making this university rankings list and selecting the best academic institutions Canada has to offer. Using the highest ranked universities below as a starting point, you can bet you’ll stand out from other students and you’ll join a fine and amazing elite who attended some of the top Canadian universities.

Top Ranked Universities on MastersPortal

Universities World University Ranking (2018) Academic Ranking of World Universities (2017)
University of Toronto 22 23
University of British Columbia 34 31
McGill University 42 67
McMaster University 78 66
University of Montreal 108 151
University of Alberta 119 101
University of Calgary 201 151
University of Ottawa 201 151
University of Waterloo 201 201
University of Western Ontario 201 201
Dalhousie University 251 301
Laval University 251 301
Queen’s University 251 201
Simon Fraser University 251 401
University of Victoria, British Columbia 301 301
York University 351
University of Manitoba 401 301
University of Saskatchewan 401 301
Carleton University 501
Concordia University Montréal 501 401
Memorial University of Newfoundland 501
University of Quebec 501
University of Sherbrooke 501
University of Northern British Columbia 601
University of Regina 601
University of Windsor 601
University of Guelph 301
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5 REASONS TO STUDY in Poland

study in poland

1. TRADITION

Poland’s traditions of academic education goes back to 1364 when King Casimir the Great established the Cracow Academy, known today as the Jagiellonian University. The Cracow Academy, being one of the oldest in the world, took after academies in Bologna and Padua, and was the second university in Central Europe after Prague. About two centuries later, in 1579, King Stefan Batory transformed the existing Jesuit College in Vilnius into the Vilnius Academy and in 1661 Jan Casimir, King of Poland, transformed the Jesuit College into the Lvov Academy. Thus, by the end of the 17th century, the Poland and Lithuania Kingdoms had three flourishing universities providing academic education to both national and international students.

2. MODERNITY

Today, the Polish higher education system is developing rapidly. Poland holds fourth place in Europe (after the United Kingdom, Germany and France) in terms of the number of people enrolled in higher education. The total student population at over 400 university level schools is almost 1,5 million. Each year almost half a million young people begin their education at universities and colleges. Most schools offer courses in foreign languages.

3. BOLOGNA PROCESS

Poland plays an active part in the Bologna Process. Owing to the introduction of three-stage education modelled on Bachelor/Master/Doctoral studies as well as the European Credit Transfer System, both Polish students and foreigners studying in Poland stay fully mobile and can continue their education elsewhere in the European Union. Within just the Erasmus Program that has been going on for over 20 years now, over 43,000 foreign students have come to study in Poland while almost 100,000 students from Poland have taken part of their education in another country within the European Union. Foreign students coming to Poland can expect the most attractive and diversified education opportunities meeting high European standards. They can study medicine, biotechnology or engineering, but also art and business. The diploma awarded to them upon graduation is recognised not only Europe-wide but also in key countries of the world.

4. HIGH QUALITY OF EDUCATION

The Polish higher education system is well developed. The quality of the education provided is monitored and regularly evaluated. The main Polish institutions in charge of quality assurance in higher education are: the Polish Accreditation Committee, the General Council for Science and Higher Education and the Conference of Rectors of the Academic Schools in Poland. There are over 5000 courses available in Poland and each of them has had to gain the Polish Accreditation Committee’s approval. Among them there are a number of fields of study that have received the grade: excellent. The list of excellent fields of study is available at the Polish Accreditation Committee website: http://vatslya.com

5. COMPETITIVE COSTS OF LIVING AND STUDYING

Compared to other EU countries, the tuition fees in Poland are highly competitive and the costs of living are a fraction of what a foreign student would have to spend in other European cities. More information is available here and here.

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MSc Programs in Sports Coaching 2018 in Paris in France

coaching in paris

Master programs provides the same title for the degree – the Master. Postgraduate studies such as Masters of Science are shortened MSc. The Master of Science in Management program or the Master of Science of Management education are postgraduate programs in common management. This means that students receive an academic education with depth of reflection and abstraction. Masters usually can be classified as Master of Science (MSc) or the popular Master of Arts (MA). The Master of Science (MSc) usually is given for successfully achieving postgraduate programs with a science or technical point of convergence.

Sports coaches use a variety of methods to maximize the potential of the players they lead. The discipline of sports coaching is built upon multiple knowledge bases, including game strategy, exercise physiology and sports psychology.

France is currently among the 20 best performing countries in terms of the economy due to their excellent results-oriented higher education learning. Most of the courses at universities are offered in the French language. France has 60 public and 100 private universities.

Main teaching fields and research fields

  • Education and motricity
  • Adapted physical activities and health
  • Sport management
  • Coaching and motor performance
  • Psychological perspectives
  • Social organization of sport
  • Motor control and perception
  • Risk, Intervention, Movement, and Balance
  • Sport, politics and social transformations

Through this Master of Education program, students will explore a range of principles and techniques related to sports coaching situations. This program will teach students how to:

  • Apply professional and academic knowledge in developing and implementing effective learning experiences in the field of sports coaching
  • Examine the technological resources available to support the implementation of specific strategies in coaching athletes and teams
  • Develop an integrated model with the right mix of training activities, coaching pedagogy and sports science to optimise athletic performance.

Graduates will understand the processes involved in talent identification, recruitment and development. They will also be confident in maintaining, assessing and amending planning processes on a macro and micro scale.

World class, specialised Master’s programmes for new and recent graduates

Our MSc programmes will equip you with the knowledge and skills needed to pursue your ambitions and are an excellent investment in your future. With access to our world-class faculty and their cutting-edge research, you will find that studying with us opens doors across the world.

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Eight Best Student Cities in the UK

Best Student Cities in the UK

The UK boasts the second-highest number of entries in the QS Best Student Cities 2017 index after the US, with eight cities in the ranking. Its capital, London, maintains its spot in the top five, and there are four entries which are either new or have returned after one or more years of absence.

The Best Student Cities index assesses on a number of indicators, including ‘student mix’, ‘rankings’ and ‘employer activity’, which UK universities perform particularly well in. As you might expect, UK cities’ weakest spot is affordability, with the UK known as an expensive place to study abroad. However, this doesn’t dissuade the thousands of new international students which the UK welcomes each year.

Below are the eight best student cities in the UK according to the QS Best Student Cities index – all offering at least two internationally ranked universities, plus a unique study abroad experience (click on each city name for more details).

1. London

 

The UK capital is ranked as the fifth best student city in the world this year and achieves the strongest score in the index for the ‘university rankings’ category, with an impressive 19 London-based universities currently ranking among the top 800 in the QS World University Rankings® 2016/17 – including two within the global top 10. London also receives a high score in the ‘student mix’ category, which is not surprising considering 300 different languages are spoken here, and 42% of students at the city’s ranked institutions are from outside the UK. London does falter when it comes to affordability, but nonetheless remains a highly attractive proposition; as well as being an academic hub, it’s one of the planet’s great centers of culture and creativity, famed for its museums, arts scene, nightlife and diversity.

Discover the top 10 universities in London >

2. Edinburgh

 

Moving on to Scotland for the next of our best UK cities for students, and the Scottish capital, Edinburgh, is ranked 33rd in the Best Student Cities index this year. Known for its striking castle, historic old town and massive annual events such as the Edinburgh International Festival and New Year’s Hogmanay street party, the city is also home to several of the best universities in the UK. The University of Edinburgh is ranked 21stin the QS World University Rankings® 2015/16 – the sixth-highest UK entry.

Average fees for international students at Edinburgh’s leading universities are slightly higher compared to the other UK cities listed here. However, for undergraduate students from within the EU (except those from the rest of the UK), university fees are entirely subsidized by the Student Awards Agency for Scotland (SAAS). So depending on where you’re from, Edinburgh or Glasgow could be some of the most affordable options in this list. Indeed, Edinburgh has already attracted a large student population, 40% of which are international.

3. Manchester

 

Ranked 36th in the Best Student Cities index, Manchester offers world-class universities and a fun-packed student culture that gives even London a run for its money. Located in the North West of England, Manchester is especially well known for its music scene, which has produced big-name bands such as The Smiths, Joy Division and Oasis. Today arts, culture and excellent nightlife are all very much in good supply, as are opportunities to explore the rich history of this part of the UK. Like London and Edinburgh, Manchester achieves a strong score for ‘student mix’, and ranks 23rd for ‘employer activity’ (higher than Edinburgh and all of the other UK student cities aside from London), showing that it’s not just an enjoyable place to study, but a city whose alumni are looked upon favorably by employers.

4. Coventry

 

Although it’s a slightly less well-known option in our list of the best UK cities for students, Coventry should not be underestimated. Ranking at 44th in the Best Student Cities index, this West Midlands city is propelled to this position largely due to the close proximity of the University of Warwick (currently 48th in the QS World University Rankings). Meanwhile the city center is home to the highly reputed Coventry University. Between these two institutions, the area has a very large student population, of which almost 40% are from outside the UK. Coventry also earns a high rating from graduate employers, reflecting both the strong reputation of its universities and the city’s long history of leadership in manufacturing and design. When it comes to culture, Warwick University’s Arts Centre is one of the largest in the UK, and Coventry also has several theatres, art galleries, and large venues for music and sporting events.

5. Nottingham

 

Next in our list of the best UK cities for students is Nottingham – famous for its connection to the Robin Hood legend, and also growing in prominence for its universities and student scene – it even beats overall leader Paris in the ‘student mix’ category. Ranked the 57th best student city overall and a new entry this year, Nottingham is affectionately referred to as the ‘Queen of the Midlands’ and is also known for being a major sporting center, named the ‘Home of English Sport’ in October 2015. Not only does the city have a large international student population; its highest ranked university, the University of Nottingham, has branch campuses in Malaysia and China, and has been praised for its international approach to higher education.

6. Glasgow

 

Scotland’s largest and most populous city, Glasgow is ranked joint 63rd and is home to two universities in the top 250 of the QS World University Rankings® 2015/16: the University of Glasgow, which ranks joint 62nd and the University of Strathclyde at joint 249th. The former is one of the world’s oldest universities, established well over 500 years ago. In recent years, Glasgow has become one the UK’s leading hubs of culture, commerce, research and academia. Like many other UK cities, Glasgow hosts a large number of international students, and therefore achieves a particularly high score in the ‘student mix’ category of the QS Best Student Cities index, providing opportunities for students to meet people from many different backgrounds and cultures.

7. Birmingham

 

Ranked 66th in the Best Student Cities index, Birmingham is the UK’s second-largest city, located in the heart of England and home to 3.7 million people. From its industrial roots, Birmingham has become a thriving commercial and financial center. It’s also the UK’s largest center of higher education outside London, with five universities, two of which rank among the top 350 universities in the QS World University Rankings® 2015/16. As you’d expect from a city of Birmingham’s size, there is plenty of culture and nightlife to be enjoyed, and its status as one of the UK’s most multicultural cities adds to its diversity and the range of experiences on offer.

8. Newcastle

 

The UK’s final representative in the Best Student Cities index is hot on the heels of Birmingham in 67thplace, and is the largest city in North-East England. It’s diverse, vibrant and welcoming. Named after the Norman castle of the city center (not so ‘new’ anymore!), the city’s history spans from the Roman period, through its time as an important industrial center for coal-mining, engineering and shipping during the 19th century. Newcastle’s aptitude for engineering continues to this day, with award-winning structures such as the Gateshead Millennium Bridge. As well as meeting the friendly local ‘Geordies’ whilst studying here, you can expect to meet a range of people from different cultures too – 23% of students at the ranked universities in Newcastle are international.

And an honorary mention:

Oxbridge

Although neither Oxford or Cambridge are featured in the QS Best Student Cities index (to be featured, a city must have a population of over 250,000, and be home to at least two universities included in the QS rankings) they deserve an honorary mention due to their international prominence as study destinations. The ‘Oxbridge’ experience remains highly distinctive, steeped in centuries of tradition. Both are old medieval towns, built on rivers and situated towards the south of England not far from London. Relatively peaceful, they nonetheless offer an enriching environment for students, with all the extracurricular activities you could wish for, and no shortage of dedicated student nights. To find out how the two halves of Oxbridge compare

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5 Reasons New Zealandasons to Study Engineering in New

education in newzealand

New Zealand is a great place to study engineering, with a wide range of courses on offer at education institutions around the country.

Some New Zealand engineering degrees are university-based, such as the four-year Bachelor of Engineering degree offered by six of our eight universities. University degree courses are research-led and generally academic rather than vocational.

You can also study for a four-year Bachelor of Engineering at two of our institutes of technology and polytechnics (ITPs). ITPs are owned by the New Zealand government and have a vocational focus. Many ITPs also offer a three-year Bachelor of Engineering Technology, and most offer a two-year diploma in engineering.

Wherever you choose to study, and whatever course you decide to take, there are many  good reasons to study engineering in New Zealand. Here are five of them:

1. Get a world-class education in a fantastic location

The quality of engineering education in New Zealand is extremely high – the latest QS world university rankings put the Civil and Structural Engineering courses offered by the University of Auckland and the University of Canterbury in the world’s top 50.

Add in the fact that you’ll be studying in a beautiful country with amazing outdoor recreation opportunities – everything from skiing and rock-climbing to mountain-biking and sailing.

2. Learn in a practical, hands-on teaching environment

New Zealanders are proud of their ingenuity and innovation. Kiwis invented the Hamilton jet-boat, the bungy, the zorb and the world’s first spring-free trampoline. Kiwi ingenuity is also behind world-leading company Rocket Lab, whose technology aims to propel small satellites into orbit at a fraction of the current industry prices, Para Sea Anchors and a project by Fitzroy Engineering that created a 450 tonne restaurant to sit underwater on a coral reef!

That same practical, hands-on approach is central to engineering education in New Zealand. Your teachers will encourage you to think independently, critically and creatively.

3. Open the door to a huge range of job opportunities

Engineering is about more than building bridges and buildings. Engineers work in a huge range of areas, from making and installing metal handrails, boilers and aircraft parts to developing computer programs and smartphone applications. Studying engineering in New Zealand will give you a wide range of job opportunities to choose from.

4. Gain an internationally recognised recognition

Most New Zealand engineering courses are accredited as meeting internationally recognised benchmarks by New Zealand’s professional engineering body, IPENZ. That means you will receive a world-class engineering education recognised around the world.

IPENZ has accredited a total of 35 engineering courses from 21 different education providers. They range from two-year engineering diplomas to four-year engineering degrees.

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Best Student City in the World – Paris

study in paris

Paris has many destinations youngsters prefer to explore. It stands tall in the forefront of education too. It may not be the ideal location for youngsters on a budget, but it is an outstanding city in student related matters.

paris

The British Education Company Quacquarelli Symonds published a study in which Paris holds 412 points, 15 points ahead of Melbourne and London. It has placed this beautiful city in top spot for previous two decades. The other top ranking cities are Sydney, Hong Kong, Boston and Tokyo 388,386,386,386,386 points respectively. The parameters used by Quacquarelli Symonds are university rankings, student diversity, qualify of life, recruiters’ reputation and last but not the least being access to finance.

A Paris University chancellor was of the opinion that the quality of their teaching and the research facilities won Parisian University’s international appeal. A study revealed in 2017 that Paris has 17 world leading universities, London is just ahead by one university. Though the places to live here are expensive, the tuition fees is relatively cheaper and hence it makes it an affordable place compared to other countries.

Students Graduating from Paris universities are exposed to a broad range of avenues since the students enjoy the many facilities like leading academics, small class sizes and intensive teaching by expert faculties. A staggering number of international students in 2017 cemented there place as a hot spot for education as well as entertainment.

Vatslya, an overseas education consultancy situated in Surat for reaching out to students who are interested to continue their higher education in international places such as Germany, France, Denmark, Sweden etc. We help students to get exposed to various domains of education.

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