Friday, January 31, 2014
Six British universities named among best in the world
Syria crisis: should universities help?
Vice-chancellor Nick Petford writes from the Kurdistan camp where refugees have lost an education as well as their homes As dusk approaches the temperature fall is dramatic. The small groups of residents still outside turn their backs on the cold and return home. Except of course they don't. Home is not here, among the muddy UNHCR-branded tents and water trucks but somewhere all together more hostile. There are now more than 250,000 Syrian refugees in the Kurdistan region of Northern Iraq, itself no stranger to suffering. Remember Saddam Hussein's chemical warfare against the inhabitants of Halajba? They were Kurds, the same people now offering sanctuary to their desperate neighbours.
I am here to see for myself how my university can help. We have some experience already. Staff from the education department have begun work with UK partners and a Kurdish charity to establish a school in the Domiz refugee camp on the border with Syria. The team sent out resources and trained teachers as part of an ongoing project. A welcome effort but because of its small scale – confined to a single camp – it barely scratches the surface.
The Kawergosk camp where I am has some 2,000 families making up a population of more than 14,000. Most have arrived in the past six months and the facilities are at breaking point. So far no UK charity has sent aid. Walking round with the camp manager we are invited by a family into their tent, partly out of curiosity, but also I expect boredom.
In the fading afternoon light, our muddy shoes left outside, Hussein Issa, a construction worker, tells his story. Their house destroyed as the fighting intensified, the family fled east. His six children all under 10, listen politely in cramped, slightly damp quarters as their parents lay bare the drama that brought them to this place. Struggling to take it in, I blurt out a lame question about his expectations for the future. He stares at me then quietly mutters something about a better life for his children. Suddenly the sense of intrusion is overwhelming. There is nothing more to say.
A group of teenage boys, some in Real Madrid and Barcelona tops, catch my eye in the gloom outside. One wearing a Chelsea shirt comes over. Against a backdrop of gas flares from the sprawling Kar refinery nearby, Ahmed tells me how he completed his first year at a French-run university in Syria before the fighting forced him out. His twin dream is to complete his degree in engineering, and for Jose Mourinho's team to win the Champions League. We both know which is more likely in the near term.
The short drive back past the high rise hotels, pizza restaurants and furniture stores to downtown Erbil is spent in reflection. What should UK universities do to help improve the situation above the support provided by groups like CARA (Council for Assisting Refugee Academics)? What is their wider responsibility, if anything? Should it all just be left to UNICEF? There are no easy answers.
Our plan at Northampton is to develop more widely the pop-up school model through sponsorship and crowdfunding activities jointly with the students' union. This links to our social entrepreneurship agenda and AshokaU Changemaker values. Could this, or similar interventions at grass roots level, be scaled up through a coalition of the willing? Quite easily. And the results would be there for all to see. Is it likely to happen? Welcome back to the awkwardness of Mr Issa's family tent.
The Kawergosk camp where I am has some 2,000 families making up a population of more than 14,000. Most have arrived in the past six months and the facilities are at breaking point. So far no UK charity has sent aid. Walking round with the camp manager we are invited by a family into their tent, partly out of curiosity, but also I expect boredom.
In the fading afternoon light, our muddy shoes left outside, Hussein Issa, a construction worker, tells his story. Their house destroyed as the fighting intensified, the family fled east. His six children all under 10, listen politely in cramped, slightly damp quarters as their parents lay bare the drama that brought them to this place. Struggling to take it in, I blurt out a lame question about his expectations for the future. He stares at me then quietly mutters something about a better life for his children. Suddenly the sense of intrusion is overwhelming. There is nothing more to say.
A group of teenage boys, some in Real Madrid and Barcelona tops, catch my eye in the gloom outside. One wearing a Chelsea shirt comes over. Against a backdrop of gas flares from the sprawling Kar refinery nearby, Ahmed tells me how he completed his first year at a French-run university in Syria before the fighting forced him out. His twin dream is to complete his degree in engineering, and for Jose Mourinho's team to win the Champions League. We both know which is more likely in the near term.
The short drive back past the high rise hotels, pizza restaurants and furniture stores to downtown Erbil is spent in reflection. What should UK universities do to help improve the situation above the support provided by groups like CARA (Council for Assisting Refugee Academics)? What is their wider responsibility, if anything? Should it all just be left to UNICEF? There are no easy answers.
Our plan at Northampton is to develop more widely the pop-up school model through sponsorship and crowdfunding activities jointly with the students' union. This links to our social entrepreneurship agenda and AshokaU Changemaker values. Could this, or similar interventions at grass roots level, be scaled up through a coalition of the willing? Quite easily. And the results would be there for all to see. Is it likely to happen? Welcome back to the awkwardness of Mr Issa's family tent.
The education gender gap is bad for girls as well as boys
Many girls, faced with the same pressures as their male counterparts, respond by becoming too compliant, says Melissa Benn. Photograph: Alamy
More girls are applying to university this year; 62,000 more of them to be exact. To anyone who has followed the steady rise in girls' educational achievements over the past few decades, this should come as no surprise. While boys may be gaining ground in recent years (notching up more top A-level marks), overall girls now "outperform" boys from the early years through to postgraduate qualifications.
No surprise either, the headlines about boys being disadvantaged and "left behind". But could the new gender gap in university admissions point to how our secondary schools are failing girls as well as boys, albeit in more subtle ways?
No one would decry the rise in girls' achievements, or take pleasure in the relative failure of boys. Exam success lays down a first and important marker of, and template for, intellectual development throughout life. It confirms the importance of effort and celebrates the productive mastery of difficulty.
However, exam success is not so good at developing the equally important skills of experimentation, challenge and risk-taking. It is hard to convey to those without children of exam age just how fact-choked and test-obsessed schools have become. For some boys, the resulting boredom and frustration provokes them to make the "wrong" sort of challenge to the school's authority. But many girls, faced with the same pressures, respond by becoming too compliant.
In Tough Young Teachers, the riveting new TV series on Teach First graduates, we witness the tensions between Charles, a slightly stolid RE teacher, and the articulate Caleb who just won't jump through the hoops. Dragged into the head's office, reduced to tears, Caleb just won't play the game – even for a B. And in another often chaotic classroom, who walks across the desks? Boys. I don't recall a single girl sashaying along the tops of the tables. Pretty much all of them had their heads down.
There are successful and not-so-successful versions of the heads-down scenario, and it's the least successful we should really worry about. But conducting interviews for my recent book, it was striking the number of parents who worried about the side effects of their daughters' exam efficiency.
The following example is typical: "She methodically went through every syllabus for every course, discovered what the 'assessment objectives' for every relevant unit were … and exactly how they would be marked." Those same parents also report that it is still often boys who dominate classroom discussions, if and when those conversations happen.
What many parents of high-achieving girls worry about is the wholesale caution, a kind of female compliance that feels horribly familiar and that too easily leads teenage girls to crush and suppress their own questions, uncertainties, furies, hunches and passions. In short, all the things that make individuals interesting.
Mothers, in particular, know that too much obedience won't serve our daughters well later in life. Talented, hard-working women often flounder in work because they haven't been taught to think or fight for themselves, psychologically, professionally or financially. Even the Girls Day School Trust, a chain of independent schools, has instigated "failure weeks" in some of its schools because they think girls have become too risk-averse, obedient or unhelpfully modest.
Who knows? It could turn out that some of those 18-year-old young men who have decided not to continue into the rather depressing world of modern higher education could be making a bold decision to get going in the jobs market. Let the good girls sit in overcrowded lecture halls – with their heads down.
No surprise either, the headlines about boys being disadvantaged and "left behind". But could the new gender gap in university admissions point to how our secondary schools are failing girls as well as boys, albeit in more subtle ways?
No one would decry the rise in girls' achievements, or take pleasure in the relative failure of boys. Exam success lays down a first and important marker of, and template for, intellectual development throughout life. It confirms the importance of effort and celebrates the productive mastery of difficulty.
However, exam success is not so good at developing the equally important skills of experimentation, challenge and risk-taking. It is hard to convey to those without children of exam age just how fact-choked and test-obsessed schools have become. For some boys, the resulting boredom and frustration provokes them to make the "wrong" sort of challenge to the school's authority. But many girls, faced with the same pressures, respond by becoming too compliant.
In Tough Young Teachers, the riveting new TV series on Teach First graduates, we witness the tensions between Charles, a slightly stolid RE teacher, and the articulate Caleb who just won't jump through the hoops. Dragged into the head's office, reduced to tears, Caleb just won't play the game – even for a B. And in another often chaotic classroom, who walks across the desks? Boys. I don't recall a single girl sashaying along the tops of the tables. Pretty much all of them had their heads down.
There are successful and not-so-successful versions of the heads-down scenario, and it's the least successful we should really worry about. But conducting interviews for my recent book, it was striking the number of parents who worried about the side effects of their daughters' exam efficiency.
The following example is typical: "She methodically went through every syllabus for every course, discovered what the 'assessment objectives' for every relevant unit were … and exactly how they would be marked." Those same parents also report that it is still often boys who dominate classroom discussions, if and when those conversations happen.
What many parents of high-achieving girls worry about is the wholesale caution, a kind of female compliance that feels horribly familiar and that too easily leads teenage girls to crush and suppress their own questions, uncertainties, furies, hunches and passions. In short, all the things that make individuals interesting.
Mothers, in particular, know that too much obedience won't serve our daughters well later in life. Talented, hard-working women often flounder in work because they haven't been taught to think or fight for themselves, psychologically, professionally or financially. Even the Girls Day School Trust, a chain of independent schools, has instigated "failure weeks" in some of its schools because they think girls have become too risk-averse, obedient or unhelpfully modest.
Who knows? It could turn out that some of those 18-year-old young men who have decided not to continue into the rather depressing world of modern higher education could be making a bold decision to get going in the jobs market. Let the good girls sit in overcrowded lecture halls – with their heads down.
'Selfie,' 'twerk' top school's annoying word list
A Michigan university has issued its annual list of annoying words, and those flexible enough to take selfies of themselves twerking should take note. In addition to "selfie" and "twerking," there was a strong sense among those who nominated words to this year's list that the word "hashtag" and term "Mr. Mom" had both run their course.
"Selfie," a term that describes a self-taken photo, often from a smartphone, led the way among the more than 2,000 nominations submitted to Lake Superior State University's 39th annual batch of words to banish due to overuse, overreliance and overall fatigue. Even President Barack Obama got into the act this month when he took a well-publicized selfie with other world leaders in South Africa for Nelson Mandela's memorial service.
"It's a lame word. It's all about me, me, me," wrote David Kriege of Lake Mills, Wis. "Put the smartphone away. Nobody cares about you."
Since 1975, the list has grown to more than 800 words, many from the worlds of politics, sports and popular - maybe too popular - culture.
"The list is made up completely from nominations. We don't just sit around and think of words that bug us," said Tom Pink, a spokesman for the school in Sault Ste. Marie, in Michigan's Upper Peninsula.
"Twerk" or "twerking," a sexually provocative way of dancing, found a dominant place in parlance due to Miley Cyrus' performance at the MTV Video Music Awards.
"Time to dance this one off the stage," said Jim Connelly, of Flagstaff, Ariz.
"Hashtag" refers to a word or phrase with no spaces preceded by the pound sign on the microblogging website Twitter.
Others on the banned list include "Twittersphere," ''t-bone," ''Obamacare" ''intellectually/morally bankrupt" and anything "on steroids." People also tired of the suffixes "-pocalypse" and "-ageddon" used to make words such as "snow-pocalypse" or "ice-ageddon."
And enough already with "Mr. Mom," a reference to fathers who take care of kids. It's also the name of a 1983 movie starring Michael Keaton, although many stay-at-home dads these days don't like the movie stereotype of a clueless male.
"There were almost as many nominations for 'Mr. Mom' as 'selfie' and 'twerk,'" Pink said.
He believes the title got traction again in 2013 due to news stories about the 30th anniversary of the movie.
"The phrase should refer only to the film, not to men in the real world," wrote Pat Byrnes of Chicago. "It is an insult to the millions of dads who are the primary caregivers for their children. Would we tolerate calling working women, 'Mrs. Dad?'"
"Adversity" and "fan base" - terms often used when discussing sports - got booed. Kyle Melton, of White Lake, Mich., said perspective is needed when referring to a millionaire athlete trying to get a first down in football.
"Facing adversity is working 50 hours a week and still struggling to feed your kids," Melton wrote.
"Selfie," a term that describes a self-taken photo, often from a smartphone, led the way among the more than 2,000 nominations submitted to Lake Superior State University's 39th annual batch of words to banish due to overuse, overreliance and overall fatigue. Even President Barack Obama got into the act this month when he took a well-publicized selfie with other world leaders in South Africa for Nelson Mandela's memorial service.
"It's a lame word. It's all about me, me, me," wrote David Kriege of Lake Mills, Wis. "Put the smartphone away. Nobody cares about you."
Since 1975, the list has grown to more than 800 words, many from the worlds of politics, sports and popular - maybe too popular - culture.
"The list is made up completely from nominations. We don't just sit around and think of words that bug us," said Tom Pink, a spokesman for the school in Sault Ste. Marie, in Michigan's Upper Peninsula.
"Twerk" or "twerking," a sexually provocative way of dancing, found a dominant place in parlance due to Miley Cyrus' performance at the MTV Video Music Awards.
"Time to dance this one off the stage," said Jim Connelly, of Flagstaff, Ariz.
"Hashtag" refers to a word or phrase with no spaces preceded by the pound sign on the microblogging website Twitter.
Others on the banned list include "Twittersphere," ''t-bone," ''Obamacare" ''intellectually/morally bankrupt" and anything "on steroids." People also tired of the suffixes "-pocalypse" and "-ageddon" used to make words such as "snow-pocalypse" or "ice-ageddon."
And enough already with "Mr. Mom," a reference to fathers who take care of kids. It's also the name of a 1983 movie starring Michael Keaton, although many stay-at-home dads these days don't like the movie stereotype of a clueless male.
"There were almost as many nominations for 'Mr. Mom' as 'selfie' and 'twerk,'" Pink said.
He believes the title got traction again in 2013 due to news stories about the 30th anniversary of the movie.
"The phrase should refer only to the film, not to men in the real world," wrote Pat Byrnes of Chicago. "It is an insult to the millions of dads who are the primary caregivers for their children. Would we tolerate calling working women, 'Mrs. Dad?'"
"Adversity" and "fan base" - terms often used when discussing sports - got booed. Kyle Melton, of White Lake, Mich., said perspective is needed when referring to a millionaire athlete trying to get a first down in football.
"Facing adversity is working 50 hours a week and still struggling to feed your kids," Melton wrote.
Authors and Authority in Rankings
Data collection for the January edition (to be published in the early days of February 2014) already started, so it is time to make a few considerations about the quality and usefulness of this new edition of the Ranking Web. There are several University Rankings that intend to provide a global coverage of the Higher Education Institutions (HEIs) from all over the world. Unfortunately most of them only covers a fraction (less than 5%) of the HEIs and even for these with a strong research-mission bias. These are concerns (shortcomings) that have been already cited in the now abundant literature about the ranking topics, but there are other issues that are frequently overlooked. Most of the papers comment about the rankings' methodology, unfortunately only for cutting and pasting the Methods section of the rankings without offering any further analysis. This is especially worrisome as even the cited sections are not providing any supporting evidence for the variables or the weightings chosen and there is a lack of published papers explaining in detail such options on a scientific basis with empirical background. And the main reason is that many of these rankings are anonymous, without clear indication of the name of the main author. When the author is mentioned it is easy to check his/her authority level using the academic standard procedure, the total numbers of citations of his/her papers (or the h-index) in internationally recognized peer-reviewed journals.
Today that exercise is pretty easy thanks to Google Scholar Citations, a universally free available database with the largest bibliometric coverage of any academic database in the world. For example, you can easily check the impact of the scientific activity of the main editor of the Ranking Web here:
The must popular college of India AIU.
AIU has its own building with beautiful glazed tower built on a 0.340 acre plot of land in the institutional area. Though it is located ideally at the centre of the city, it is free from the hustle and bustle of the large city. It has roads on two sides and buildings of important establishments in the surrounding vicinity. The building accommodates all the Divisions. A guest-house with three star facilities is maintained at the second floor which is exclusively meant for use as Rest Room-cum-Office for the visiting Vice Chancellors/Directors of member universities/Institutions. Besides uninterrupted power supply there is round the clock security.
The Campus
AIU has its own building with beautiful glazed tower built on a 0.340 acre plot of land in the institutional area. Though it is located ideally at the centre of the city, it is free from the hustle and bustle of the large city. It has roads on two sides and buildings of important establishments in the surrounding vicinity. The building accommodates all the Divisions. A guest-house with three star facilities is maintained at the second floor which is exclusively meant for use as Rest Room-cum-Office for the visiting Vice Chancellors/Directors of member universities/Institutions. Besides uninterrupted power supply there is round the clock security.
Tuesday, January 28, 2014
SLC exam-2070 starting from Chaitra 6
SLC exam-2070 starting from Chaitra 6
This years School Leaving Certificate (SLC) Examination is going to start from Chaitra 6. The meeting of the examination committee of the SLC board held in Office of Controller of Examinations (OCE), Bhaktapur decided this date today.
Last year SLC exam started from Chaitra 1.
According to information we got, the SLC exam will be held in the following mentioned days
- Compulsory English: 2070 Chaitra 6, Thursday
- Compulsory Nepali: 2070 Chaitra 7, Friday
- Compulsory Mathematics: 2070 Chaitra 9, Sunday
- Compulsory Science: 2070 Chaitra 10, Monday
- Compulsory Social Studies: 2070 Chaitra 11, Tuesday
- Compulsory Health Education and Environment: 2070 Chaitra 12, Wednesday
- Optional Paper First: 2070 Chaitra 13, Thursday
- Optional Paper Second: 2070 Chaitra 14, Friday
Download Examination schedule from the link give below
Wednesday, January 22, 2014
The University of Melbourne
University Name
The University of Melbourne
Acronym
UNIMELB
Year of Foundation
1853 Motto
Postera Crescam Laude
We grow in the esteem of future generations
Address
Swanston Street
Melbourne 3010 Victoria Australia
Population range 1,000,000-5,000,000
Telephone : +61 (0)3 8344 4000
Fax : +61 (0)3 8344 510
The University of Melbourne
Acronym
UNIMELB
Year of Foundation
1853 Motto
Postera Crescam Laude
We grow in the esteem of future generations
Address
Swanston Street
Melbourne 3010 Victoria Australia
Population range 1,000,000-5,000,000
Telephone : +61 (0)3 8344 4000
Fax : +61 (0)3 8344 510
त्रिविले अधुरो काम गरेको भन्दै विद्यार्थीद्धारा पुत्ला दहन (भिडियोसहित)
त्रिविले अधुरो काम गरेको भन्दै विद्यार्थीद्धारा पुत्ला दहन (भिडियोसहित)
काठमाडौं, माघ ८ । त्रिभुवन विश्वविद्यालयले डीन शर्मालाई बर्खास्त गर्ने तर नयाँ डीन नियुक्त नगरी अधुरो काम गरेको भन्दै संस्थानका विद्यार्थीहरुले आज साँझ मन्त्रिपरिषदका अध्यक्ष, त्रिविका उपकुलपति र संस्थानका डीन शशी शर्माको पुत्ला दहन गरेका छन् । उनीहरुले डा. केसीका सवै माग पूरा गर्न माग गर्दै मेडिकल माफिया विरुद्ध चर्को नाराबाजी गरेका थिए ।
माग पूरा नभए थप संघर्ष गर्ने चेतावनी पनि उनीहरुले दिएका छन् । यसैबीच नेपाल चिकित्सक संघले भोलिदेखि टुडिखेलमा ओपिड सेवा संचालन गर्ने भएको छ ।
केसीका माग पूरा गराउन थप संघर्ष गर्ने निर्णय गर्दै संघले खुला मञ्चमा ओपिडी सेवा संचालन गर्न लागेको हो । जनतासँग चिकित्सक नाम दिएर १ सय ५० जना चिकित्सकले सेवा दिने जनाइएको छ ।
काठमाडौं, माघ ८ । त्रिभुवन विश्वविद्यालयले डीन शर्मालाई बर्खास्त गर्ने तर नयाँ डीन नियुक्त नगरी अधुरो काम गरेको भन्दै संस्थानका विद्यार्थीहरुले आज साँझ मन्त्रिपरिषदका अध्यक्ष, त्रिविका उपकुलपति र संस्थानका डीन शशी शर्माको पुत्ला दहन गरेका छन् । उनीहरुले डा. केसीका सवै माग पूरा गर्न माग गर्दै मेडिकल माफिया विरुद्ध चर्को नाराबाजी गरेका थिए ।
माग पूरा नभए थप संघर्ष गर्ने चेतावनी पनि उनीहरुले दिएका छन् । यसैबीच नेपाल चिकित्सक संघले भोलिदेखि टुडिखेलमा ओपिड सेवा संचालन गर्ने भएको छ ।
केसीका माग पूरा गराउन थप संघर्ष गर्ने निर्णय गर्दै संघले खुला मञ्चमा ओपिडी सेवा संचालन गर्न लागेको हो । जनतासँग चिकित्सक नाम दिएर १ सय ५० जना चिकित्सकले सेवा दिने जनाइएको छ ।
The World’s Best 20 Education Systems Rankings
As a new school year starts across the globe, the World Top 20 Education Poll releases its Third Quarter Report. There has been no change from the 1st and 2nd quarters, with three countries from Asia holding the first, second and fourth spots in the top five places, but there’s no discounting what 12 European Countries Education Systems have done by being ranked in the top 20 poll.
This quarter’s report highlight where the top 20 countries education systems strengthen lies and where there needs to be improvement to maintain, move-up, or drop out of the top 20.
1 Japan : The Japan Education System has been ranked the poll’s number one for all three quarters. And matchup very well in all 5 educational development levels. With plans to invest more into education, Japan is setting themselves up to be number one for a very longtime.
2. South Korea : The South Korea Education System outperforms Japan’s system at 3 of 5 levels. However, are unable to overtake them in the poll, because of their lack of investment in early-childhood development.
3. United Kingdom : It may be time to give the UK credit for their educational system‘s success. Many readers could not believe the UK merit this high of a ranking. But, they were the only European country to rank in the top 10 in every educational level the poll measures.
4. Singapore : Education system continues to impress with very little to work with, they rank in the world’s top 2 in both primary education students scores, and could overtake the UK in the next top 20 poll.
5. Russia : It is impressive just how good Russia’s education system is in being rated has the world’s most educated country. Yet, they fail to reach this poll’s top 3. Like most of these countries in the top 20, their lack of investment in early-childhood has lowered their position.
6. Finland : Recognize as the world’s best education systems by other polls and educational experts, fail to mention Finland does not rank first at any international level in education. In fact, Finland ranks 32nd in early-childhood enrollment, even though their system works very well for them, this indicates why they fall out of this poll’s top 5.
7. Canada : Always a contender for a place in the top 5, Canada has one of the world’s highest college graduation rates. The country still has not invested enough time or resources to develop children before they enroll into primary education. When they do, they could find themselves a top 3 ranking.
8. Netherlands: What a statement for the Netherlands to be ranked second in the world in early-childhood enrollment and company to be ranked in the top 10 in primary education test result scores. If the Netherlands have any hope of moving up in the rankings they must improve their high school graduation rates.
9. Ireland : Secondary Educational System is top shelf. If they can convince their government to investing in more early-childhood development they could make a run for a top 5 spot.
10. Israel : Finland has been using Israel’s education system to model their global success. The reason Israel is not ranked higher is because of their early childhood enrollment program problem, which they are now addressing.
11. China : Has the largest education system in the world, and their students test scores are among the best, the area China fails to gain points in the top 20 poll, is due to their poor early-childhood program and high school completion rate.
12. New Zealand : Has a legitimate top 10 education system, why they fall back in the pack, is because of their average primary test results.
13. Norway : Not as successful as their neighboring country Finland, Norway’s education system is very good, there only weakness is at the primary education student test scores.
14. Belgium : At a time went the country is only ten points away from ranking in the top 10 best education systems, the country is starting to decrease educational funding.
15.Germany : History has shown Germany has a very strong education system, however, over the last couple of decades, they’ve fallen behind other countries in addressing social change within the country.
16. Denmark : A quiet country no one talks about how they performance well at all educational levels, especially at the early-childhood level
17. Estonia : No one in the World saw this coming with the country of Estonia ranking higher in the poll then the U.S. But Estonia‘s early-childhood and primary educational levels are better.
18. United States of America : So many educational level problems to overcome especially in maintaining the world’s largest economy. However, the most glaring area of needs is at the high school and early-childhood levels.
19. France : Early-Childhood commitment to prepare children for entrance into primary school is impressive. The problem starts with primary levels due to the country’s growing multicultural population.
20. Portugal : The countries high school graduation rate reported by OECD’s 2012 (100%) is being challenged by EU, which conclude Portugal’s weak economy state is due to low high school graduation rates. We hope the Portugal Ministry of Education Department becomes more transparent and release the true numbers.
This quarter’s report highlight where the top 20 countries education systems strengthen lies and where there needs to be improvement to maintain, move-up, or drop out of the top 20.
1 Japan : The Japan Education System has been ranked the poll’s number one for all three quarters. And matchup very well in all 5 educational development levels. With plans to invest more into education, Japan is setting themselves up to be number one for a very longtime.
2. South Korea : The South Korea Education System outperforms Japan’s system at 3 of 5 levels. However, are unable to overtake them in the poll, because of their lack of investment in early-childhood development.
3. United Kingdom : It may be time to give the UK credit for their educational system‘s success. Many readers could not believe the UK merit this high of a ranking. But, they were the only European country to rank in the top 10 in every educational level the poll measures.
4. Singapore : Education system continues to impress with very little to work with, they rank in the world’s top 2 in both primary education students scores, and could overtake the UK in the next top 20 poll.
5. Russia : It is impressive just how good Russia’s education system is in being rated has the world’s most educated country. Yet, they fail to reach this poll’s top 3. Like most of these countries in the top 20, their lack of investment in early-childhood has lowered their position.
6. Finland : Recognize as the world’s best education systems by other polls and educational experts, fail to mention Finland does not rank first at any international level in education. In fact, Finland ranks 32nd in early-childhood enrollment, even though their system works very well for them, this indicates why they fall out of this poll’s top 5.
7. Canada : Always a contender for a place in the top 5, Canada has one of the world’s highest college graduation rates. The country still has not invested enough time or resources to develop children before they enroll into primary education. When they do, they could find themselves a top 3 ranking.
8. Netherlands: What a statement for the Netherlands to be ranked second in the world in early-childhood enrollment and company to be ranked in the top 10 in primary education test result scores. If the Netherlands have any hope of moving up in the rankings they must improve their high school graduation rates.
9. Ireland : Secondary Educational System is top shelf. If they can convince their government to investing in more early-childhood development they could make a run for a top 5 spot.
10. Israel : Finland has been using Israel’s education system to model their global success. The reason Israel is not ranked higher is because of their early childhood enrollment program problem, which they are now addressing.
11. China : Has the largest education system in the world, and their students test scores are among the best, the area China fails to gain points in the top 20 poll, is due to their poor early-childhood program and high school completion rate.
12. New Zealand : Has a legitimate top 10 education system, why they fall back in the pack, is because of their average primary test results.
13. Norway : Not as successful as their neighboring country Finland, Norway’s education system is very good, there only weakness is at the primary education student test scores.
14. Belgium : At a time went the country is only ten points away from ranking in the top 10 best education systems, the country is starting to decrease educational funding.
15.Germany : History has shown Germany has a very strong education system, however, over the last couple of decades, they’ve fallen behind other countries in addressing social change within the country.
16. Denmark : A quiet country no one talks about how they performance well at all educational levels, especially at the early-childhood level
17. Estonia : No one in the World saw this coming with the country of Estonia ranking higher in the poll then the U.S. But Estonia‘s early-childhood and primary educational levels are better.
18. United States of America : So many educational level problems to overcome especially in maintaining the world’s largest economy. However, the most glaring area of needs is at the high school and early-childhood levels.
19. France : Early-Childhood commitment to prepare children for entrance into primary school is impressive. The problem starts with primary levels due to the country’s growing multicultural population.
20. Portugal : The countries high school graduation rate reported by OECD’s 2012 (100%) is being challenged by EU, which conclude Portugal’s weak economy state is due to low high school graduation rates. We hope the Portugal Ministry of Education Department becomes more transparent and release the true numbers.
School has launched restructured MBA Program
The restructured MBA program of the School has been launched amidst a function attended by business and business education leaders in which several innovative features of the program, including the initiation of the specialist MBA program, rural experience enterprise, pre- and post-program training, and emphasis on soft managerial skills and ethical values, were briefly introduced.
The restructured MBA will be delivered from the Fall Term 2013 and is expected to make MBA graduates of the School even better prepared to take on managerial, entrepreneurial and leadership roles for greater organizational performance
The restructured MBA will be delivered from the Fall Term 2013 and is expected to make MBA graduates of the School even better prepared to take on managerial, entrepreneurial and leadership roles for greater organizational performance
Tuesday, January 21, 2014
B.P. Koirala Institute of Health Science
MBBS - Undergraduate DegreeAcademic program MBBS at BPKIHS is a five and a half year program of self governing deemed University.Fee: Self Finance is also availableRequirement: +2 with biology by securing at least 50% in aggregate and also is to appear BPKIHS test and Selected in Merit list. B.P. Koirala Institute of Health Sciences (BPKIHS) was established on January 18, 1993 and subsequently upgraded as an Autonomous Health Sciences University on October 28, 1998 with a mandate to work towards developing socially responsible and competent health work force, providing health care and engaging in health research.
The Institute is located in Eastern Nepal & it has extended its continued health services through teaching district concept to Primary Health Care Centers, District Hospitals and Zonal Hosptals in six districts of the region.This University is aptly named after Bisheshwar Prasad Koirala, Nepal's visionary leader in social upliftment, firm believer of National Reconciliation and National Integration. Situated in Dharan in the hilly slopes sprawled over an area of about 700 acres, the University has a clean pollution free environment, and water supply and electricity supply round the clock.
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Best Universities In The World: Times Higher Education 2013-14 Ranking
Best Universities In The World: Times Higher Education 2013-14 Ranking
Many people like this. Be the first of your friends
Many people like this. Be the first of your friends
The best university is Princeton University
Summary
Princeton University is a private institution that was founded in 1746. It has a total undergraduate enrollment of 5,336, its setting is suburban, and the campus size is 600 acres. It utilizes a semester-based academic calendar. Princeton University's ranking in the 2014 edition of Best Colleges is National Universities, 1. Its tuition and fees are $40,170 (2013-14).
Princeton, the fourth-oldest college in the United States, is located in the quiet town of Princeton, N.J. Within the walls of its historic ivy-covered campus, Princeton offers a number of events, activities and organizations. The Princeton Tigers, members of the Ivy League, are well known for their consistently strong men’s and women’s lacrosse teams. Students live in one of six residential colleges that provide a residential community as well as dining services but have the option to join one of more than 10 eating clubs for their junior and senior years.
The eating clubs serve as social and dining organizations for the students who join them. Princeton’s unofficial motto, "In the Nation’s Service and in the Service of All Nations," speaks to the university’s commitment to community service.
Princeton includes highly ranked graduate programs through the Woodrow Wilson School of Public and International Affairs and School of Engineering and Applied Sciences.
One unique aspect of Princeton’s academic program is that all undergraduate students are required to write a senior thesis. Notable alumni include U.S. President Woodrow Wilson; John Forbes Nash, subject of the 2001 film "A Beautiful Mind"; model/actress Brooke Shields; and First Lady Michelle Obama. According to Princeton legend, if a student exits campus through FitzRandolph Gate prior to graduation, he or she may be cursed never to graduate.
Japan has the World Best Education System in 2013
Japan overwhelmingly wins over 200 countries with the best education system structure for students 3 to 25. Which, shocks the world, with Finland being, perceived has the world best for the last half-decade.
Numbers don’t lie, they may not tell the whole story, but, they cannot be denied. Japan outperformed Finland in all 5 major educational development areas. Early-Childhood enrollment (3 and 4 year old), Japan ranks 7th overall internationally compared to Finland that does not offer early-childhood education.
The most shocking news was Japan also out performed Finland in student reading, math and science scores in primary education at the 4th grade (8-9 year old) and 8th grade (12-14 year old) levels. Japan also had higher high school graduation rates (17 to 19 year old) 96% to 93%, and college graduation rates (18 to 25 year old) 57% to 39%.
Next year’s Poll 2014, indicates Japan and other Asian nations rankings positions will be strong or even better, based on this year’s OECD PISA test results.
Other surprises in the 2013 Poll, was how well some countries outperformed others that spend more per student. The United States had the highest per cost per student ($15,172) but ranked 18th; countries like Estonia 17th ($6,126), Finland 6th ($10,157) and even first place Japan spends less ($10,596) per student.
As we await, the results from 4 other international education sources (the United Nations Educational, Scientific and Cultural Organisation (UNESCO); The Trends in International Mathematics and Science Study (TIMSS); Economist Intelligence Unit (EIU), and Progress in International Reading Study (PIRLS), and confirmed the data with over 100 nations for next year.
World Best Education Systems
World Best Education Systems
The World Top 20 Education Poll provides annual international rankings of the top 20 education systems out of 260 nations. Each country’s ranking is based on five educational levels: early-childhood enrollment rates, Elementary Math, Science and Reading scores, Middle-School Math, Science and Reading scores, High School Graduation rates, and College Graduation rates. Each level consists of ranking the top 20 countries by giving a country 20 points for a first place rank, 19 for a second place rank, and so on down to 1 point for a twenty rank. The data is then used to produce the nation’s ranking from a statistical average based on a combined score from all 5 levels.
The poll’s statistical data is compiled from 6 international organizations – the Organisation for Economic Co-operation and Development (OECD), Programme for International Student Assessment (PISA), the United Nation’s Economic and Social Council (UNESOC), The Economist Intelligence Unit (EIU), the Trends in International Mathematics and Science Study (TIMSS) and Progess in International Reading Study (PIRLS). And then send to each countries Ministry of Education Department to assure the data is accurate.
The World Top 20 Education Poll mission is to serve as a single body to oversee every child is afforded the opportunity to reach their full potential; by working with nations to strengthen their education system. The poll’s creator, the New Jersey Minority Educational Development (NJMED) organization, is also the programmer for the 100% Graduation Rate Program, which works with hardest to reach student population, at-risk minority males, in the United States. The 100% Graduation Rate Program raised high school graduation’s by 49% in one of the U.S. poorest and most violence cities, Camden, New Jersey, from 1996 to 2006.
The World Top 20 Education Poll provides annual international rankings of the top 20 education systems out of 260 nations. Each country’s ranking is based on five educational levels: early-childhood enrollment rates, Elementary Math, Science and Reading scores, Middle-School Math, Science and Reading scores, High School Graduation rates, and College Graduation rates. Each level consists of ranking the top 20 countries by giving a country 20 points for a first place rank, 19 for a second place rank, and so on down to 1 point for a twenty rank. The data is then used to produce the nation’s ranking from a statistical average based on a combined score from all 5 levels.
The poll’s statistical data is compiled from 6 international organizations – the Organisation for Economic Co-operation and Development (OECD), Programme for International Student Assessment (PISA), the United Nation’s Economic and Social Council (UNESOC), The Economist Intelligence Unit (EIU), the Trends in International Mathematics and Science Study (TIMSS) and Progess in International Reading Study (PIRLS). And then send to each countries Ministry of Education Department to assure the data is accurate.
The World Top 20 Education Poll mission is to serve as a single body to oversee every child is afforded the opportunity to reach their full potential; by working with nations to strengthen their education system. The poll’s creator, the New Jersey Minority Educational Development (NJMED) organization, is also the programmer for the 100% Graduation Rate Program, which works with hardest to reach student population, at-risk minority males, in the United States. The 100% Graduation Rate Program raised high school graduation’s by 49% in one of the U.S. poorest and most violence cities, Camden, New Jersey, from 1996 to 2006.
2014 World University Web Rankings
Top 10 Universities and Colleges in the World
1 Massachusetts Institute of Technology -United States
2 Stanford University -United States
3 Harvard University -United States
4 University of California, Berkeley -United States
5 Cornell University -United States
6 University of Michigan -United States
7 Columbia University in the City of New York -United States
8 Penn State University -United States
9 The University of Texas at Austin -United States
10 University of Washington -United States
1 Massachusetts Institute of Technology -United States
2 Stanford University -United States
3 Harvard University -United States
4 University of California, Berkeley -United States
5 Cornell University -United States
6 University of Michigan -United States
7 Columbia University in the City of New York -United States
8 Penn State University -United States
9 The University of Texas at Austin -United States
10 University of Washington -United States
Monday, January 20, 2014
The best college of India(AIU)
Governance of AIU is Committee based. The Standing Committee is responsible for the overall governance supported by sub-committees. The President is the Head and the Secretary General, the principal Executive of the Association. The Administration Division provides personnel, material and usual administrative support to the activities of AIU. It maintains the plant, equipment, essential service, does human resource management and deals with legal matters.
a 0.340 acre plot of land in the institutional area. Though it is located ideally at the centre of the city, it is free from the hustle and bustle of the large city. It has roads on two sides and buildings of important establishments in the surrounding vicinity. The building accommodates all the Divisions. A guest-house with three star facilities is maintained at the second floor which is exclusively meant for use as Rest Room-cum-Office for the visiting Vice Chancellors/Directors of member universities/Institutions. Besides uninterrupted power supply there is round the clock security.
New Delhi Railway Station -- 2.5 Kms
Old Delhi Railway Station -- 3.0 Kms
H. Nizamudin Rly. Station -- 6.0 Kms
Inter State Bus Terminal (ISBT) -- 3.0 Kms
Indira Gandhi International Airport -- 18.0 Kms
administration @aiuweb.org
or
sent in the following address:
The Secretary General
Association of Indian Universities
AIU House,
16, Comrade Indrajit Gupta Marg
New Delhi-110002
Phone No.23230059
Fax No.23232131
The Campus
AIU has its own building with beautiful glazed tower built onHow to reach AIU
The AIU House is situated near ITO, just opposite to National Bal Bhawan. All the three major rail-heads viz., New Delhi, Old Delhi and Hazarat Nizamudin; the Inter State Bus Terminal and the Indira Gandhi International Airport are at easily approachable distance from AIU.New Delhi Railway Station -- 2.5 Kms
Old Delhi Railway Station -- 3.0 Kms
H. Nizamudin Rly. Station -- 6.0 Kms
Inter State Bus Terminal (ISBT) -- 3.0 Kms
Indira Gandhi International Airport -- 18.0 Kms
For obtaining information :
AIU has put on its website most of the information normally sought by the students, teaching community and parents under each division and the FAQ. Even after checking these, if there are queries, they may be addressed to the respective divisions or to theadministration @aiuweb.org
or
sent in the following address:
The Secretary General
Association of Indian Universities
AIU House,
16, Comrade Indrajit Gupta Marg
New Delhi-110002
Phone No.23230059
Fax No.23232131
Admission Notice & Announcements(10th Convocation Ceremony notice from BP Koirala Institute of Health Sciences (BPKIHS))
WHY BANGALORE IS YOUR STUDY DESTINATION?
- ISBC is located in Bangalore, the most popular destination for IT and related industries.
- Bangalore has become the most popular destination for International students and people seeking jobs.
- One third of the international students in India are studying in and around Bangalore.
- Presence of fortune 500 companies such as Apple, Microsoft, IBM, Oracle, SAP etc. adds to the 968 IT companies which makes Bangalore a Global IT hub.
- Bangalore is ranked as the best city to live among all the five metro cities of India.
- As a growing metropolitan city, Bangalore is rapidly becoming a major financial and cultural hub.
- Most of the international students are from African countries, Middle East, Korea, Iran, Nepal, Sri Lanka, Afghanistan, Maldives and Mauritius.
- English is widely spoken in Bangalore which makes international students prefer Bangalore to most other cities in Asia.
- Average monthly rental for a single room on a twin-sharing basis could be between USD100 and USD150.
- Bangalore International Airport is the 4th busiest airport in India and has a connection from almost all important cities in the world.
Admission Open for Masters Program (academic year 69/70)
Faculty of Management, Law, Humanities, and Education announces the admission for academic year 069/070 in the programs viz. the Masters’ FIrst Year, Masters’ Diploma, L.L.B. First Year, and One Year B.Ed.
Programme Details:
Form distribution and admission: 2070 Mangsir 10 to 30
Class Starts from 2070 Paush 10
Note: The admission is announced for the constituent campuses and affiliated campuses not for the Central Departments at Central Campus.
Programme Details:
Form distribution and admission: 2070 Mangsir 10 to 30
Class Starts from 2070 Paush 10
Note: The admission is announced for the constituent campuses and affiliated campuses not for the Central Departments at Central Campus.
Photo Tour of the University of Tampa
But UT has a lot more to recommend it than the Gulf Coast weather. The university has moderately selective admissions, and about half of all applicants will not get in. Professional fields such as business and nursing are quite popular among undergraduates, and high achieving students should check out the University of Tampa Honors Program. On the athletic front, the UT Spartans compete in the NCAA Division II Sunshine State Conference.
Online Degree Programs
At Independence University, you'll find the degree programs that can help you get a rewarding career. With programs in healthcare, business, information technology and graphic arts, our college specializes in giving you the career-focused knowledge that today's employers look for. You'll also enjoy monthly starts, convenient schedules and more to get you on your way quickly.
Delivered fully online.
As a student of our online programs, you can have the convenience of learning when and where it works best for you. You'll also enjoy 24/7 access to online services and study materials, and communication tools to talk with instructors one-on-one through email and chat. You'll have the freedom to study independently, but you'll never be alone.
Fillup Form to click Here>>>>(Online Degree Programs' form)
Sunday, January 19, 2014
Dickinson Collage Joins the Eco League
Dickinson has accepted an invitation to join the Eco League, a dedicated group of liberal-arts colleges focusing on environmental stewardship, social change and sustainability education. Dickinson is just the sixth institution to join the Eco League, marking the group's first partnership expansion in 11 years.
The consortium includes Northland College, Wis.; College of the Atlantic, Maine; Green Mountain College, Vt.; Prescott College, Ariz.; and Alaska Pacific University. The Eco League provides students and faculty from the partner institutions with experience-based opportunities such as an exchange program that offers students the chance to study and conduct research in different ecosystems domestically and across the globe; a faculty scholar-in-residence program, guest lectures, curriculum development and co-taught courses. The Eco League roster gives students access to study three oceans and organic farms in five different growing regions. Study opportunities also can be found at Lake Superior, the Sonoran Desert, northern forests, glaciers and coastal islands.
"Dickinson's philosophy is rooted in hands-on learning, so we are excited to provide our students with the access and opportunity to do research in the geographic and ecologically distinct areas represented by our Eco League partners," says Nancy A. Roseman, president and professor of biology.
"Dickinson students are fully dedicated to the liberal arts. They utilize their education, access to amazing facilities and a dynamic faculty to help drive environmental change," says Northland College President Michael A. Miller. "Dickinson will provide great opportunities for all of our students and faculty."
Just a few of the beneficial aspects Dickinson brings to its Eco League partners include the Center for Sustainability Education, Center for Global Study and Engagement, a USDA certified organic farm and The Alliance for Aquatic Resource Monitoring (ALLARM), which works with communities across the state on citizen-science initiatives.
For more information, visit:- http://www.ecoleague.org/
Wellesley Answers Obama’s Call to Expand Higher Ed Opportunities
The White House hosted college presidents, nonprofit organizations, and business leaders Thursday, January 16, for a summit that brought together President Obama’s economic mobility plans and his goal of increasing college completion rates for low-income students in America. More than 100 of America’s top universities and colleges were invited to attend the summit, among them Harvard, Yale, and Wellesley College.
The National Journal published an op-ed by Wellesley President H. Kim Bottomly and Phillip B. Levine, Katharine Coman and A. Barton Hepburn Professor of Economics, discussing the summit and the importance of its message. “This focus on low-income students comes at a crucial time,” they wrote. “Socioeconomically, we are not diverse. The main cause of this problem is the lack of information regarding college costs; most low-income families often assume they cannot afford a private four-year college education and many high-achieving, low-income students don’t even bother to apply to selective schools.”
The National Journal published an op-ed by Wellesley President H. Kim Bottomly and Phillip B. Levine, Katharine Coman and A. Barton Hepburn Professor of Economics, discussing the summit and the importance of its message. “This focus on low-income students comes at a crucial time,” they wrote. “Socioeconomically, we are not diverse. The main cause of this problem is the lack of information regarding college costs; most low-income families often assume they cannot afford a private four-year college education and many high-achieving, low-income students don’t even bother to apply to selective schools.”
VISION, MISSION AND OBJECTIVES of GEMS
VISION, MISSION AND OBJECTIVES
Mission And Objectives
We are committed to providing quality education of an international standard keeping in mind the psychological and physical needs of aspiring students, and train them so as to enable them to develop their talent and shed their radiance like precious and pure GEM's serene rays wherever they go.
The reputation earned by scores of ex-students of GEMS in foreign institutions speaks for itself. The efficient team the management will work with the same vigor and professionalism in its higher studies wing, and the motto of GEMS - 'Lead Kindly Light' (तमसोमा ज्योतिर्गमय) will always be upheld.
GEMS Institution of Higher Education will spell the difference between literacy and education. The objective is not only to prepare students to excel in examinations, but also to cultivate social, moral and pragmatic values in them, raise them as responsible citizens of the country and build their confidence to face any challenges in life with fortitude and elegance. We focus on the overall personality development of students exploring their potentials both in academic and non-academic arenas, and instill the feeling of self-esteem in each individual. Character building is another aspect we emphasise in their learning process. No learning process is complete if the individual has no humility. We aim at producing graduates, who are not only academically proficient, but also profound human beings, who are affluent with civic and intellectual ethics in them.
Vision
Our vision is to be a leading educational institution of the country moulding students into self-disciplined citizens with competence and conscience to make a better future and a better world by offering high quality holistic education of an international standard.
Welcome to Lincoln School
Welcome to Lincoln School
Namaste! Lincoln School is a multicultural community in the foothills of the Himalaya that inspires in each student a passion for learning, the confidence and competence to pursue their dreams, and the commitment to serve as a compassionate global citizen and leader, who is a steward of the environment.
Lincoln School offers a program geared toward mainstream students who will eventually attend university, whether in the United States or elsewhere. The American style curriculum seeks to remain abreast of current educational theory and practice while including host country studies and field study opportunities as appropriate. Computer, music, art, and physical education are part of every child’s educational program with French, Spanish, and Personal Wellness also offered to middle and high school students. High school offerings include AP classes.
Please check out all of our academic and after-school programs to see why our students love to learn and laugh in our diverse school community nestled in the Himalayas!
Invitation for Sports Day 2070
Invitation for Sports Day 2070
Budhanilkantha School family invites all parents, guardians, ex-students and well-wishers to the Sports Day Celebration 2070 in the gracious presence of The Chief of Army Staff, Nepal Army, General Gaurab Shamsher J. B. Rana on 10th Jan. 2014 at 12:00 noon at the Middle Pitch, Budhanilkantha School.
Budhanilkantha School family invites all parents, guardians, ex-students and well-wishers to the Sports Day Celebration 2070 in the gracious presence of The Chief of Army Staff, Nepal Army, General Gaurab Shamsher J. B. Rana on 10th Jan. 2014 at 12:00 noon at the Middle Pitch, Budhanilkantha School.
Banking Career Oppotunities at Narayani National Finance Limited
Banking Career Oppotunities at Narayani National Finance Limited
Tribhuvan University publishes examination schedule for Masters level 2nd year 2069 BS (MBA,MBS,MPA,Law,Humanities,Education)
Tribhuvan University publishes examination schedule for Masters level 2nd year 2069 BS (MBA,MBS,MPA,Law,Humanities,Education)
Australian Education Exhibition at Hotel Del' Annapurna, Kathmandu
Australian Education Exhibition at Hotel Del' Annapurna, Kathmandu
Australian Education Exhibition at Hotel Del' Annapurna, Kathmandu
Australian Education Exhibition at Hotel Del' Annapurna, Kathmandu
SLC 2071 Notice:
SLC registration form for slc 2071. If you are appearing slc examination in 2071 BS. Fill up the registration form. Registration form is available over here.
SLC 2069- 2070 Result date announced
2069 , 2070 , after slc , Nepal , OCE , official , result date , SLC , SLC 2013 , SLC 2069 , SLC 2070
SLC exam result , SLC result , SMS result of SLC , Sparrow SMS
Type SLC<space>Symbol no. & send to 5001 after the results are published.
Click Down to view detail.
SLC 2069-2070 just got over after its usual hype and here we already have received a news about the result. OCE (Office of the Controller of Examination) has said that the result of this year's SLC will be published by first week of Asar.
The SLC exam were held from 1 Chaitra to 9 Chaitra for 48 subjects across the nation. Pralhad Aryal, Deputy Controller at OCE, said that if no unfavourable circumstances arise the results can be published by 1st week of Asar, 2070 B.S.. The OCE has also demanded additional funds of NRs. 9 crores citing increased centres and resources expenses as the reasons for additional demand. The government has already provided an amount of Nrs. 28 crores for the smooth conduction of examination.
SLC result 2069 2070
Original news published in Gorkhapatra
For a quick review, as many as 5,47,165 students appeared this year in the dubbed- "Iron Gate" of Nepalese education system. And times of SLC results are equally hyped as the dubbed name of the exam itself. However since few years, the result can be instantly viewed by sending SLC<space>Symbol no. to 5001. Such SMS services helped in delivering the results to the students as soon as they are published. Timely publishing of the results allow the students to resume their higher studies sooner which reduces time loss that keeps accumulating otherwise.
Keep logging on our blog as we bring you the latest news about SLC from every corner. Meanwhile you can also find out some good ways to spend these leisure waiting days in a productive manner here.
HSEB grade 11 results 2070 published now!
+2 first year results , HSEB , HSEB board , HSEB class 11 results , HSEB Grade 11 results , HSEB
grade 11 results 2013 , HSEB grade 11 results 2070 , HSEB grade 11 results 2070 published
Get your results along with full marks on your mobile.
Type HSEB<space>Your_Symbol_No and send it to 5001
Eg: Type HSEB 12233445 and then send it to 5001
Finally the moment has come, the much awaited HSEB grade 11 results 2070 have been published and are live now. Students have been waiting with much frustration and desperation for the results since sometime because HSEB Board delayed the results of grade 11 for 2070. Now that are results are published, be sure to get your results along with full marks on different subjects, simply type HSEB<space>Symbol_No and then send it to 5001.
This year, a total of 4,17,828 students appeared in the grade 11 examinations earlier this year. Of them, 263220 appeared as regular students whereas 1,54,608 students appeared in the non-regular. In the regular section, 1,04,696 made it in the exams and only 50,908 passed in the non-regular exams. The pass percentage has slightly increased from last year's 39.94% to 40%. Our best wishes to everyone who passed in the exams. If you are yet to check the results, type HSEB<space>Your_Symbol_no and send it to 5001. Our best wishes!
This year, a total of 4,17,828 students appeared in the grade 11 examinations earlier this year. Of them, 263220 appeared as regular students whereas 1,54,608 students appeared in the non-regular. In the regular section, 1,04,696 made it in the exams and only 50,908 passed in the non-regular exams. The pass percentage has slightly increased from last year's 39.94% to 40%. Our best wishes to everyone who passed in the exams. If you are yet to check the results, type HSEB<space>Your_Symbol_no and send it to 5001. Our best wishes!
Saturday, January 18, 2014
Institute of Engineering
Introduction
Institute of Engineering (IOE) is one of the five technical institutes under Tribhuvan University (TU). Looking back to the history, IOE was founded in 1930 (1987/11/19BS) as Nepal’s first technical school and reformed to present shape in 1972 as an organ of Tribhuvan University. It is producing outstanding engineering technicians and engineers for more than 82 years. The tradition of excellence in the IOE is further intensifying in the course of time. IOE is also becoming more and more responsive to the ever-changing needs of the students and the engineering profession. The Institute is experiencing a period of significant growth. The voyage of IOE departing from producing
low- and middle level technician is continuing to running Bachelor, Master and Ph.D. programmes by now. The alumni are spreading across all continents engaged in the engineering profession of wider disciplines. IOE is running its programmes through its four constituent and ten affiliated campuses in the country.
The Institute of Engineering is enormously benefited by the wide range of perspectives and talents brought in by the students, faculty and staff from a variety of backgrounds. IOE offers an impressive range of academic resources. Student in IOE mean more than simply preparing for a career. IOE strive to produce brains who can contribute to the growth of Nepal in all sense. IOE involves students not only in the acquisition of a formal qualification valued in society but also in the excitement of investigation, pursuit of ideas and the satisfaction that comes from applying knowledge. Beyond purely academic pursuits, Institute offers a wide range of social, cultural and recreation activities with the hope that students take a little time from their studies to enjoy some of these benefits as well.
Vision, Mission, Goals and Objectives
Vision
The vision of the Institute of Engineering is to be a premier engineering education institution at par with world class role models.
IOE visioned to be world class institution. The key factors for this are the availability of resources, governance and concentration of talents. This will, in turn, produce capable and competitive graduates in one side and in the other side institute will have considerable research outputs. These research outputs may be patents rights attracting international, regional and national prizes and honors. The synergy of these factors also triggers the process of technology transfer in the institution.
TU has Succesfully Organized its 39th Convocation
Tribhuvan University’s 39th Convocation has been held at Dasharath Stadium on 27th Dec 2013 . Total 6,759 Student hadparticipated in this ceremony . Professor He Jianping vice-president of Xihau University was the chief guest of the convocation.
Sunday, January 12, 2014
Hawkesbury
Location
Wednesday, January 1, 2014
Tribhuvan University announces admission for Master of Philosophy (M.Phil) in Education
Tribhuvan University, Faculty of Education, Office of the Dean announces admission to Master of Philosophy(M.Phil.) in Education Program. M.Phil. is a three-semester programme, which focuses on advanced study leading to Ph.D. and research activities. The programme will be conducted at the prime location of the city of Kathmandu in the evening (5:30-8:00 hrs).
Application for admission to this full time-course are invited from the interested candidates with the following requirements:
> Master's Degree' minimum with second division in education or in any other disciplines (recognized by Tribhuvan University).
> Two Years' work experience after the completion of Master's Degree.
> Proficient in spoken as well as written English and Computer application.
Admission form will be issued from Tuesday, 16th Poush 2070. The last date for the submission of forms will be 15th Magh, 2070.
For detail information
------------------------------
Please contact Dean's Office, FOE, Kirtipur, Phone: 4331196 (during office hour) or M.Phil. Program
Phone: 4428652 (Time: 3:00 PM - 7:00 PM)
> Master's Degree' minimum with second division in education or in any other disciplines (recognized by Tribhuvan University).
> Two Years' work experience after the completion of Master's Degree.
> Proficient in spoken as well as written English and Computer application.
Admission form will be issued from Tuesday, 16th Poush 2070. The last date for the submission of forms will be 15th Magh, 2070.
For detail information
------------------------------
Please contact Dean's Office, FOE, Kirtipur, Phone: 4331196 (during office hour) or M.Phil. Program
Phone: 4428652 (Time: 3:00 PM - 7:00 PM)
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