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Academic

Ontario Announces New Online Course Centre

February 3, 2014February 3, 2014CIEC Author

Source: Ontario News Release | January 13, 2014

The Ontario government has announced a $42-million Centre of Excellence for Online Learning that will provide a central platform where students can access online courses. Called Ontario Online, the centre will operate through 3 inter-related “hubs:” a course hub that will offer the online courses, which are fully transferable between participating colleges and universities; an instruction hub that will allow institutions to develop and share best practices, research, and data on how best to teach online courses; and a support hub that will provide academic and technical assistance to students, instructors, and institutions. The $42 million in startup funding will be disbursed by 2016, with up to $12 million available this year, reports the Globe and Mail. The initiative will launch in time for the 2015-16 school year. The Ontario Undergraduate Student Alliance (OUSA) welcomes the announcement and encourages all Ontario universities to participate, but the Ontario Confederation of University Faculty Associations (OCUFA) says the government should have included faculty input during the planning of the initiative.

TCS Insights: By the start of the 2015-2016 school year, the province of Ontario will have established a platform that enables students enrolled in Ontario universities to complete online courses with more ease than ever before.  The improved access to online courses, and ability to transfer credits between institutions, will let students complete assignments outside of the classroom while providing them with what instruction they would receive on campus.  The ability to complete work online can potentially aid international students who hope to complete study while spending time abroad.

Academic, Canada, Disha Newsletters, Newsletter, Students, Technology, V. 14 I. 2 – Feb 2014 Canada, Ontario
Quebec Universities See Increased Enrolment Despite Predictions

Quebec Universities See Increased Enrolment Despite Predictions

January 31, 2014March 11, 2015CIEC Author

Source: Montreal Gazette | January 12, 2014

Enrolment is up this year at Quebec’s universities despite predictions from the province’s ministry of higher education of a downward trend, reports the Montreal Gazette. Following student protests over tuition fees and a recent $250-million funding cut over 2 years, the province’s universities have seen enrolment increases over the last 5 years of 8.6% to 13%. However, Université du Québec a Montréal Vice-Rector Diane Demers warns that “demographic trends in Quebec suggest a decline in student populations at universities over the next seven years.” Meanwhile, uOttawa economist Ross Finnie says, “While the underlying demographics are working to push enrolment rates down, participation rates continue to rise. Going forward, it depends which of those forces will dominate.”

TCS Insights: The number of students in Quebec universities is on the rise, indicating the growing strength of post-secondary institutions in the province. This data also shows while some have suggested enrolment numbers will decrease, universities in Quebec remain a serious consideration for students.

Academic, Canada, Disha Newsletters, Newsletter, Students, V. 14 I. 2 – Feb 2014 Canada, enrolment, Quebec, Université du Québec à Montréal
Ontario Colleges, Universities See Strong Growth in Enrolment, Applications

Ontario Colleges, Universities See Strong Growth in Enrolment, Applications

January 30, 2014March 11, 2015CIEC Author

Source: Colleges Ontario News Release via Academica | January 20, 2014

Preliminary data released yesterday show Ontario college enrolments are at their highest levels ever, with a nearly 5% increase in first-year, full-time programs over last year. Enrolment in first-year programs has increased to over 125,000 students, with more than 220,000 students enrolled in all programs. “This is a strong indicator of the appetite that exists for the career-focused programs at the colleges,” said Linda Franklin, the president and CEO of Colleges Ontario. Ontario’s universities are also experiencing strong application numbers, although the number of secondary student applications has dipped slightly, to 89,272 from 92,554 last year. However, the number of non-high school applicants has increased drastically, by 10.5% over last year, and 35% since 2004. Ontario announced last week a new transfer database to make it easier for students transferring among Ontario’s colleges and universities.

TCS Insights: The province of Ontario is expanding as a centre for higher learning in Canada. Colleges offering programs aimed to get students into the workplace are experiencing record popularity while mature students returning to school are applying to universities more than before. Through making the process of transferring credits between institutions easier, students are less likely to be restricted to studying in only one part of the province.

Academic, Canada, Disha Newsletters, Newsletter, Students, V. 14 I. 2 – Feb 2014 Canada, colleges, enrolment, Ontario, universities
SFU Joins Ryerson and Bombay Stock Exchange Incubator Partnership

SFU Joins Ryerson and Bombay Stock Exchange Incubator Partnership

January 29, 2014January 30, 2014CIEC Author

Source: SFU News Release | January 22, 2014

Simon Fraser University (CIEC Academic Member) has joined the entrepreneurial incubator initiative established last year by Ryerson University’s Digital Media Zone and the Bombay Stock Exchange Institute. The BSEI–Ryerson–SFU Accelerator Program India is a 5-year agreement that allows for collaboration in several areas, including “accelerating the development and commercialization of innovative research and new technologies in India and Canada and providing opportunities for entrepreneurship education, training and development.” Through the agreement, start-ups will gain financial support and mentorship opportunities and students will be able to take advantage of internships and co-op positions. “We are excited to partner in this ground-breaking initiative which will benefit young entrepreneurs and their innovations in both Canada and India,” said SFU President Andrew Petter.

TCS Insights: By working together with the BSEI and Ryerson University, SFU joins a group with the goal of making research faster to do and easier to distribute. With different positions available to students, this group will allow students on opposite sides of the world to expand their minds through work, while providing mentoring and financial backing.

Academic, Canada, Disha Newsletters, India, Marketplace, Newsletter, V. 14 I. 2 – Feb 2014 BC, British Columbia, Simon Fraser University

BC Touts Open Textbooks’ Early Success

January 28, 2014January 28, 2014Canada India Education Council (CIEC)

Source: BC News Release via Academica | January 10, 2014

The British Columbia government says its open textbook project has benefited almost 300 PSE students, who saved an average of $146 each on textbook costs for the fall 2013 semester. The project, which launched in September, offers students free, online, open textbooks for 40 of the most popular subject areas. “…The benefits for students and faculty will continue to grow as we develop open textbooks for more subjects, and more instructors around the province have a chance to review and use them in their classes,” says BC’s Advanced Education Minister Amrik Virk. This expansion includes 20 open textbooks for skills training and technical PSE subject areas.

TCS Insights: By making online textbooks more accessible to students, the government of British Columbia is attempting to make a post-secondary education a possibility for all students. It is this attitude towards higher learning that makes BC a learning destination for students from Canada and across the world.

Academic, Canada, Disha Newsletters, Newsletter, Students, V. 14 I. 2 – Feb 2014 British Columbia

uSask School of Public Health Gains International Accreditation

January 26, 2014January 26, 2014CIEC Author

Source: uSask News via Academica | January 17, 2014

The School of Public Health (SPH) at the University of Saskatchewan [CIEC member] has received accreditation from the Agency for Public Health Education Accreditation. The accreditation is for the Master of Public Health program for a 5-year term, and is the only non-European program to be accredited by this agency, as well as being only one of 2 accredited programs in Canada, according to uSask. “Accreditation for our program means we have met an international standard of excellence and competencies in the 5 arenas of public health: epidemiology, biostatistics, environmental health, health policy and health management,” said SPH Director, Robert Buckingham. The accreditation will allow the school to recruit more students and faculty, as well as increase research capabilities in the future.

TCS Insights: The accreditation of the University of Saskatchewan School of Public Health means that the school offers a program that are on par with the top programs in the world. This will benefit the school by helping them recruit students, from Canada as well as internationally, while providing students with a high quality educational experience that will serve them well in their future.

Academic, Canada, Disha Newsletters, Newsletter, V. 14 I. 2 – Feb 2014 saskatchewan, university of saskatchewan

Kwantlen Opens BC’s First Teaching Brewery

January 25, 2014January 25, 2014CIEC Author

Source: KPU News Release via Academica | January 9, 2014

Kwantlen Polytechnic University [CIEC Member] has opened a teaching brewery at its Langley campus to offer British Columbia’s first science of brewing program. “Along with practical hands-on training, we’ll be giving students a solid background in the science behind brewing craft beer, including the chemistry and microbiology involved in the process,” says KPU Science and Horticulture Dean Elizabeth Worobec. “It’s this much-needed expertise that graduates will bring to the province’s brewing industry.” The program’s first 35 students will start in September. According to the BC Liquor Distribution Branch, the province’s micro-brewing industry has grown by more than 20% per year since 2006.

TCS Insights: KPU is proving to be a leader as serve the first brewery program. By providing students with the proper scientific background along with training, the institution will be beneficial to the province of British Columbia while helping students find jobs in an emerging industry.

Academic, Canada, Disha Newsletters, Newsletter, Students, V. 14 I. 2 – Feb 2014 BC, British Columbia, Canada, Kwantlen Polytechnic University

Rotman MBA among NA’s top business schools in QS rankings

January 24, 2014January 26, 2014CIEC Author

Source: Top MBA via Academica | January 13, 2014

The University of Toronto’s Rotman School of Business has been ranked by employers among the 10 best MBA schools in North America at number 8, in the QS Top MBA Global 200 Business Schools Report 2013/2014. The other Canadian business schools that made the top 20 are YorkU’s Schulich School of Business (13), Western’s Ivey Business School (14), McGill’s Desautels Faculty of Management (15), HEC Montreal (16), Queen’s School of Business (18), and UBC’s Sauder School of Business (19). The QS rankings come from a survey of international employers, who are asked a series of questions regarding recruitment trends, salary and compensation trends, and ratings by region and specialization. Other MBA schools that made the list are uAlberta (22), Concordia (44), uSask (45), uCalgary (46), UVic (49), SFU (57), uOttawa (63) and McMaster (81).

TCS Insights: International employers continue to recognize Canadian MBA programs among the top in North America. With 15 institutions in the top 81, some of which are CIEC Members, students looking to pursue an MBA would do well to consider studying in Canada.

Academic, Canada, Disha Newsletters, Newsletter, Students, V. 14 I. 2 – Feb 2014 Canada, Simon Fraser University, university of saskatchewan, Western University
SFU President’s Trip to India Sparks Entrepreneurship, Clean Energy Partnerships

SFU President’s Trip to India Sparks Entrepreneurship, Clean Energy Partnerships

January 24, 2014February 19, 2014Canada India Education Council (CIEC)

Source: Simon Fraser University Media Release

Contact: Marianne Meadahl, PAMR, 778.782.9017/604.209.5770; [email protected]

Simon Fraser University (CIEC Academic Member) President Andrew Petter recently visited India to advance relationships and forge new partnerships with academia, industry and government, resulting in collaborations with the Bombay Stock Exchange Institute, Indian Oil Corporation and IIT Bombay.

SFU has joined with Ryerson University to develop a groundbreaking incubator and associated accelerator program in India in collaboration with the Bombay Stock Exchange Institute (BSEI).

The BSEI-Ryerson Digital Media Zone was established in July 2013 and this week SFU signed a Letter of Intent (LOI) with Ryerson and BSEI to collaborate on its further development.

The incubator will enable entrepreneurs to fast track their startups and connect with mentors, customers and investors. It lays the groundwork to help young entrepreneurs expand in both the Indian and Canadian markets and provides support and resources for entrepreneurship and professional development education.

The BSEI­–Ryerson­–SFU Accelerator Program India, a five-year agreement between Ryerson, Ryerson Futures Inc., SFU and SF Univentures calls for collaboration on a number of fronts, including accelerating the development and commercialization of innovative research and new technologies in India and Canada and providing opportunities for entrepreneurship education, training and development.

The partnership is an example of how SFU is advancing its activities in India with university and industry partners, says SFU President Andrew Petter, who was in India Jan. 18-24 with SFU V-P Research Mario Pinto and V-P External Relations Philip Steenkamp.

“We are excited to partner in this ground-breaking initiative which will benefit young entrepreneurs and their innovations in both Canada and India,” said Petter. “Supporting student entrepreneurship is an important part of our commitment to being Canada’s ’engaged university.’ This unique partnership with the BSEI and Ryerson University will help us extend that commitment both nationally and internationally.”

“Ryerson looks forward to working with Simon Fraser University and continuing to generate opportunities for young Indian and Canadian entrepreneurs,” said Mohamed Lachemi, Provost and Vice President Academic of Ryerson. “We are bringing a successful model to India, and with this collaboration with Simon Fraser University, we can provide even more resources to fast track innovative research and help train and develop the next generation of entrepreneurs.”

SFU’s involvement will also spawn new global opportunities for SF Univentures Corporation and other initiatives, through the support of student mobility initiatives and program delivery as well as accelerator and angel funding projects, adds SFU V-P Research Mario Pinto.

“The signing of this LOI exemplifies SFU’s innovation strategy, in which community partners are engaged with our students and faculty entrepreneurs at the outset, to provide an informed view of the requirements of the real world,” said Pinto.

B.C. Advanced Education Minister Amrik Virk said: “Partnerships between industry, employers and post-secondary institutions are important in today’s global marketplace. Strengthening ties between British Columbia and India with this agreement supports skills and competencies in entrepreneurship that are critical for social and economic success.”

SFU has developed a wide range of student incubation and innovation programs that encourage and support its student entrepreneurs. Its Venture Connection program, in partnership with Coast Capital Savings, is one of the first university early-stage incubator programs in B.C. The program offers SFU students and recent alumni support for their ventures through an early-stage business incubator, mentorship, co-op and other avenues and since 2008 has engaged over 3,100 students, contributing to more than 120 early-stage startups.

Among additional sources of support for the program are Western Economic Diversification Canada (WD), the BC Innovation Council, the Industrial Research Assistance Program (NRC-IRAP), Discovery Foundation and the John Dobson Foundation.

With a suite of existing and new entrepreneurial programs, including the Beedie School of Business RADIUS Social Innovation Lab, SFU is positioned to substantially contribute to the program.

Meanwhile, SFU and India’s flagship national oil company, Indian Oil Corporation (IOC) Ltd, have laid the groundwork to collaborate on hydrogen and fuel cell technology research.

SFU President Petter signed a Statement of Intent (SOI) with IOC’s Director of Research and Development, Dr. R.K. Malhotra in New Delhi, with B.C. government representatives in attendance.

“SFU researchers have much to contribute and gain through this relationship,” said Petter. “SFU is internationally recognized for its expertise in fuel cell technology. Collaborating on research with IOC will provide greater opportunities for our faculty members and students to advance the field globally.”

Dr. Malhotra said: “Indian Oil recognizes and values the global lead role which British Columbia is taking in the fuel cell developments and its commercialization. The collaboration with Simon Fraser University would help Indian Oil to get the benefit of their expertise in hydrogen and fuel cell research. The intended collaborative research will help further the development and optimization of fuel cell technology and cut down the cost.”

The relationship developed as a result of Dr. Malhotra’s visit to B.C. last June as a keynote speaker at the Canadian Hydrogen and Fuel Cell Association conference. During his visit he expressed interest in developing research collaborations with B.C. focusing on hydrogen and fuel cell technology.

“We are deepening relationships in key sectors such as clean technology to increase trade and investment between British Columbia and India,” said Teresa Wat, B.C.’s Minister of International Trade and Minister Responsible for the Asia Pacific Strategy and Multiculturalism. “Connecting world-leading institutions such as SFU with a company such as Indian Oil will boost research and commercialization, attract new investment, and create and protect jobs for British Columbians.”

The collaboration will facilitate the sharing of expertise in hydrogen and fuel cell research and enable exchanges for SFU faculty and students to work in IOC’s world-class R&D facility, while providing IOC researchers access to SFU facilities.

It could also lead to the creation of a joint research centre in hydrogen and fuel cell technology at IOC’s Faridabad site.

The university also announced it has entered into an MOU with one of India’s premier institutions of science and engineering, the Indian Institute of Technology Bombay (IIT Bombay), which will foster research collaborations on clean energy projects as well as graduate student exchanges.

 

Simon Fraser University is consistently ranked among Canada’s top comprehensive universities and is one of the top 50 universities in the world under 50 years old. With campuses in Vancouver, Burnaby and Surrey, B.C., SFU engages actively with the community in its research and teaching, delivers almost 150 programs to more than 30,000 students, and has more than 125,000 alumni in 130 countries.

Simon Fraser University: Engaging Students. Engaging Research. Engaging Communities.

Academic, Business, Canada, India, Marketplace, Newsletter, Students BC, British Columbia, Simon Fraser University

Conference “Access to Rights and Resources: Challenges of Contemporary India” at University of Montreal

January 22, 2014February 19, 2014Canada India Education Council (CIEC)

The University of Montreal will be hosting a Conference titled “Access to rights and resources : challenges of contemporary India” to be held at the Symposium Research Center, Carrefour des Arts and Sciences University of Montreal February 7, 2014 .

The conference will be organized around three round tables whose themes are 1) access to the justice system , the recognition of rights and gender; 2 ) Sustainable development, environment , socio-economic inequalities ; 3) open discussion on the upcoming elections in India.

On Thursday, February 6 in the evening, there will also be a keynote address delivered by Mrs. Mira Kamdar World Policy Institute entitled “India 21ie Century.” Ms. Kamdar is associate expert at the Asia Society in New York and professor specializing on India at Science Po Paris .

You can find more information on our website at www.cerium.ca/prias

Academic, Business, Canada, Culture, India, Marketplace, Newsletter, Past Events, Politics Quebec
Announcement for Collaborative Research Grant 2013-15 And India Studies Fellowship Programme 2013-14

Announcement for Collaborative Research Grant 2013-15 And India Studies Fellowship Programme 2013-14

January 15, 2014January 22, 2014CIEC Author

Shastri Indo-Canadian Institute through MHRD (GoI) Funding announces the Collaborative Research Grants 2013-15 and India Studies Fellowship Programme 2013-14.

Applications for the Collaborative Research Grant can be submitted by any member of Shastri Indo-Canadian Institute either from India or Canada, but must include a partner in the other country (Canada or India) who may not be necessarily from a member institution.

The India Studies Fellowship programme is meant for our Canadian members, but Indian members can encourage their Canadian associates, friends and even their students to explore the opportunity to study and research in India.  Applications must be sent no later than Friday January 31, 2014. For further details, please visit our website: www.sici.org. For inquiries related to Collaborative Research Grant please contact Dr. Prachi Kaul, Programme Officer,  India Office at [email protected] and for India Studies Fellowship programme [email protected] or call us at 011 – 2374 6417; 2374 3114; & 2374 2677.

Academic, Canada, India, Newsletter, Students Canadian students, fellowship, Indian Students, research, Shastri Indo-Canadian Institute

Ottawa Aims to Double Number of Foreign Students

January 15, 2014March 11, 2014Canada India Education Council (CIEC)

Program to be announced Wednesday will target countries with a fast-growing middle class…

Source: Peter O’Neil and Kelly Sinoski, Vancouver Sun | Jan 14, 2014.  Photo: Ajay Patel works at attracting foreign students to Langara College (CIEC Member).  Photo by Wayne Leidenfrost, Vancouver Sun

OTTAWA — The Harper government will outline plans Wednesday to double the number of international students in Canada by targeting China and other fast-growing countries, The Sun has learned. It is the latest step in the federal strategy to make economic development the heart of Canada’s foreign policy.

More diplomatic, visa-processing and marketing resources will be shifted to China, Vietnam, India, Brazil, Mexico and the Middle East/North Africa region (including Turkey), in order to help recruit the world’s best and brightest, Trade Minister Ed Fast is to announce in Toronto.

The goal is to boost the number of international students and academic researchers to more than 450,000 by 2022, which translates into a huge cash injection for universities due in part to the higher tuitions paid by non-Canadians.

That will be done “without displacing Canadian students,” Fast is to tell an audience at Ryerson University, according to a partial transcript of his prepared statement.

Canadian full-time undergraduates paid on average $5,772 this year in tuition, or 3.3 per cent higher than 2012-13, according to Statistics Canada. Internationals paid more than triple that, and the average $19,514 tuition they paid was 6.8 per cent higher than the previous year.

The federal strategy is to boost the number of Canadian jobs “sustained” by international students by 86,500, or double the current number, according to Ottawa’s calculations.

“International education is a key driver of jobs and prosperity in every region of Canada,” Fast, the MP for Abbotsford, is to say.

Canada is in a “fiercely competitive” battle with other countries, especially the U.S., Britain and Australia, for international students.

The strategy will “help us advance Canada’s commercial interests in priority markets around the world and ensure that we maximize the people-to-people ties that help Canadian workers, businesses and world-class educational institutions achieve real success in the largest, most dynamic and fastest-growing economies in the world.”

The strategy includes $13 million over two years for Mitacs, a Vancouver-based national not-for-profit company that helps Canadian university students obtain placements in academic institutions in China, Brazil, India, Mexico, Turkey and Vietnam.

Another $5 million a year, committed in the 2013 federal budget, will fund a “branding and marketing” campaign that will promote Canada as a destination for students seeking a high-quality education at a relatively low cost.

That’s necessary, according to research, because foreigners typically first choose a country they want to study and potentially live in before they select a particular institution.

A 2012 study estimated that international students spent $8 billion a year on tuition, accommodation and discretionary spending — an amount greater than the total annual overseas sales of Canadian aircraft. Ontario and B.C. get two-thirds of all international students in Canada.

Sandra Schinnerl, director of Kwantlen Polytechnic University’s (CIEC Academic Member) Office of International Students and Scholars, said they’d love to see more support from the provincial and federal governments, noting “they’ve always pushed back” for years.

Canada is ranked about fifth in the world as an international education destination, and it’s critical that Canada ups its game to keep or improve this rank, Schinnerl added, especially as countries such as Singapore and Malaysia jump into the fray. Russia may also become a competitive force for international education if it re-invests in its post-secondary infrastructure.

“From Canada’s perspective and B.C.’s perspective, we hope to have more international students than our share traditionally,” Schinnerl said. “Canada is now paying more attention and the government is putting more resources into raising the profile of the country as a destination.

“The resources at the national and provincial government levels are modest but they are more than they’ve ever been.”

The report follows the recommendation of a separate 2012 report submitted by a panel headed by University of Western Ontario (CIEC Academic Member) President Amit Chakma, a native of Bangladesh who obtained two graduate degrees in chemical engineering at the University of B.C. before obtaining positions at the University of Calgary, the University of Regina (CIEC Academic Member), and the University of Waterloo.

The panel also included Don Wright, then president of the B.C. Institute of Technology, and Lorna Smith, director of international education at Calgary’s Mount Royal University.

The advisory report said adding more international students will boost innovation in Canada, make Canadian students “citizens of the world,” create international alumni networks that will facilitate trade and investment, and help ease Canadian skilled labour shortages.

“The more the merrier,” said Ajay Patel, dean of international education at Langara College (CIEC Academic Member). “They add a richness not only to our classrooms but our culture and help Canadians have a better idea of what the world is like.”

Patel maintains international students not only offer a different perspective of the world, but many will contribute to the society here, or provide important connections when they return to their home countries.

“What we’re seeing is more and more students are becoming mobile; they want to travel and get an education abroad. Part of it is because the globe is getting smaller. Canada is definitely a destination of choice and Vancouver has a soft spot in that.”

Many of B.C.’s universities and colleges — including Langara, Kwantlen Polytechnic University and Simon Fraser University (CIEC Academic Members) — tend to draw most of their international students from Asia, predominantly China, but also from Japan, Hong Kong and South Korea.

Langara, Kwantlen and the University of B.C. are also a big draw for scholarship students from places like Brazil and Saudi Arabia.

But most say they are also eyeing other parts of the world, mainly the countries with a fast-growing middle class that the Harper government has targeted.

Langara, for instance, is focusing its latest recruitment drive on India, while Kwantlen has set its sights on Kazakhstan, Colombia, Nigeria and Vietnam or “anywhere there’s an increasing middle class” to add to its 18,000-student population, said Sandra Schinnerl, director of Kwantlen’s Office of International Students and Scholars.

“We’re less interested in the numbers than we are in the mix,” Schinnerl said. “You wouldn’t want all international students coming from the same country.”

Aaron Andersen, UBC’s regional recruitment director, agreed, noting UBC does not have one single country that represents more than 30 per cent of its 9,000 international students.

The university is working in about 60 countries, including Brazil, Saudi Arabia and the United Arab Emirates.

UBC is planning a recruitment trip to Mexico, which he said is a fantastic partner and offers strong economic, cultural and tourism opportunities. “It’s international but it’s still close,” Andersen said.

The report praised the B.C. government’s “leadership role,” noting the province’s own strategy to sharply increase international student intake.

In the past 10 years alone, Canadian colleges and universities have more than doubled their cohort of foreign students to 225,000 in 2011. B.C. campuses get almost three out of 10 of that total.

According to the B.C. Council for International Education, there were more than 100,000 international students in B.C. in 2011-12, injecting more than $2 billion into the economy — up 17 per cent from 2010, according to a recent report by Roslyn Kunin and Associates, Inc.

Andersen noted international students also enhance UBC’s reputation, not just abroad but in North America. Both UBC and SFU say the U.S. is one of its most important sources for international students and offers “fantastic business opportunities for Canada.”

SFU, for instance, is seeing rapid growth among international students from the American west coast, mainly because it is an NCAA sports school, said Bing Lee, SFU’s assistant director of new student enrolment and transition. He said SFU is also looking to recruit more students from Africa.

“It adds to the dynamic of being an undergrad,” Lee said. “It opens our eyes, having that experience working with undergraduate students from other parts of the world.”

The Harper government has drawn both praise and criticism for realigning Canada’s foreign policy to put a greater emphasis on trade, investment and recruiting skilled workers who can add to Canadian productivity.

One of the more controversial moves was to make the old Canadian International Development Agency a part of the expanded department of foreign affairs, trade and development. Aid officials have been directed to put more emphasis on aid projects that support Canadian investments abroad, especially in the huge mining industry.

Critics have argued that the moves have de-emphasized human rights and alleviating poverty.

Academic, Agents, Business, Canada, Culture, Disha Newsletters, India, Job Market, Newsletter, Politics, Students, V. 14 I. 1 – Jan 2014

Education Key to India’s Next Golden Age: President Pranab Mukherjee

January 11, 2014January 11, 2014CIEC Author

Source: Times of India via Newswatch India| January 9, 2014

NEW DELHI: Education is what will determine how fast India joins the ranks of leading nations of the world, President Pranab Mukherjee said here Thursday. 
 
“I believe education is the alchemy that can bring India its next golden age,” Mukherjee said in his address at the valedictory session of the 12th Pravasi Bharatiya Divas, the annual gathering of the Indian diaspora. 
 
“The success we achieve in educating our people will determine how fast India joins the ranks of leading nations of the world,” he said. 
 
Mukherjee said that if India has to attain a growth rate of nine percent per year, as has been envisaged during the 12th Five Year Plan period, “we must put in place enabling factors, most prominent of which is education”. 
 
He pointed out that no Indian from India has won the Nobel Prize since C.V. Raman in 1930, and said educational institutes in the country should focus more on research and development. 
 
“I have been urging our educational institutions to invest more in research and development and to pursue greater international linkages by establishing collaborations with foreign universities and inviting the best of faculty from across the world to come and teach in our institutions,” the president said. 
 
He said the government has prioritized higher education and supported it with increased resources, and enrolment to higher education institutions in the country has increased from 1.39 crore in 2006-07 to 2.18 crore in 2011-12. 
 
“India has today 659 degree-awarding institutions and 33,023 colleges,” he said. 
 
However, despite the rise in the number of higher education institutes, India has very few institutes of global standards, Mukherjee said. 
 
“Time has now come for us to reclaim our leadership position in the world as far as higher education is concerned. Our effort to increase ‘quantity’ must be matched with commensurate efforts to improve ‘quality’,” Mukherjee said. 
 
He said that in a world that is facing increasing constraints on natural resources, innovation was another key area India should focus on. 
 
“China and the US are amongst the countries at the forefront of innovation with over five lakh (500,000) patent applications filed by each country in 2011,” he said. 
 
“In contrast to this, India filed only 42,000 patent applications, which is far behind these countries. As per an international survey, only three Indian companies are amongst the world’s 100 most innovative companies.” 
 
He called on both the industry and higher education institutes to emphasize on research. 
 
“We have only 119 researchers in R&D per million people, as compared to 715 in China and 468 in the US. Out of the total student strength of 71,000 in NITs, there are only 4,000 PhD students. In IITs, there are only around 3,000 PhD students in the total student strength of 60,000,” the president said. 
 
Stating that upgrading the standards of higher education in India should be accorded top priority, he said: “Overseas Indians such as all of you gathered here can play a major role in supporting and supplementing the efforts of the government to remedy this situation.” 
 
He said the Indian economy was more resilient than most other countries. 
 
“I am sure you have (the) confidence in the inherent resilience of our people and the dynamism of our economy which has the ability to overcome temporary downturns,” he said.

TCS Insights: President Mukherjee believes that an increased focus on innovation by the government will improve the ability of India to rank with global leaders. Countries around the world, including Canada, have invested in research and have seen their institutions climb international standings while strengthening themselves economically. India aims to achieve similar results by raising the quality of their educational institutions to meet others around the world.

Academic, Disha Newsletters, India, Newsletter, Politics, V. 14 I. 1 – Jan 2014 education, government, India

Business Schools Enhance Job-Preparation Programs

January 11, 2014January 11, 2014CIEC Author

Source: The Globe and Mail, Courtesy of Academica | January 2, 2014

Business schools in Canada have begun to revamp their career preparation services for students in the wake of a tougher job market, reports the Globe and Mail. The Queen’s University School of Business has added more of these services to its redesigned one-year MBA program. The school also recently changed the start date of its MBA program to January from May to create post-program opportunities for paid-internship work experience. Similarly, University of British Columbia’s Sauder School of Business has its 16-month MBA program students prepare for 2 recruitment seasons – one for a mandatory summer internship and the other for full-time employment after graduation. Sauder also plans to launch a new “e-portfolio” program for its 110 MBA students to market themselves using social media.

TCS Insights: Due to a rapidly changing job market, Canadian business schools are beginning to adapt. To better prepare students, institutions are making internships a requirement so graduates will not only earn a MBA but gain valuable work experience before they seek full-time employment.

Academic, Canada, Disha Newsletters, Job Market, Newsletter, V. 14 I. 1 – Jan 2014 business, Canada, education, MBA, university

Research Infrastructure Receives $63-million Boost From the Government of Canada

January 11, 2014January 11, 2014CIEC Author

Source: CFI News Release, Courtesy of Academica | January 8, 2014

The Canadian government has announced a $63-million boost for research infrastructure under the Canada Foundation for Innovation’s John R. Evans Leaders Fund. Currently, the fund is contributing to research equipment, laboratories and tools at over 250 facilities at 37 universities across Canada. “Our government believes significant investments in Canadian research are essential to sparking innovation, creating economic prosperity and improving the lives of Canadians,” says Minister of State (Science and Technology) Greg Rickford.

TCS Insights: The CFI awarded $48.4 million through their John R. Evans Leaders Fund in order to help Canadian universities attract top available research talent. This increase in funding will enable researchers, such as Ryan D’Arcy of Simon Fraser University, make use of portable technologies at sporting events, hospitals and homes.

Academic, Canada, Disha Newsletters, Newsletter, Technology, V. 14 I. 1 – Jan 2014 BC, British Columbia, Canada, canadian, government, research, Simon Fraser University, universities, university

2013 Developments in Ontario Online Learning

January 10, 2014January 11, 2014CIEC Author

Source: Contact North News Release, Courtesy of Academica | January 8, 2014

A research associate for online education network Contact North has released a review of the developments in online learning in Ontario in 2013. In the review, Tony Bates focuses on: what happened to the MOOC this year, the increasing number of online learning strategies at Ontario’s universities and colleges, the transition of online learning being the responsibility of a few to being included in most departments and faculties, the increased use of hybrid learning, a greater push from government to use online learning to enhance teaching and learning, and the rise of open educational resources. “Let’s hope 2014 will see a more focused approach on using online learning and learning technologies in general to improve productivity while maintaining or increasing the quality of postsecondary education,” concludes Bates.

TCS Insights: This article outlines the rise in online learning in Ontario colleges and universities and the goals of the government continue this trend. Indian institutions can look to this example to continue their effort to make educational resources more accessible to students.

Academic, Disha Newsletters, Newsletter, Technology, V. 14 I. 1 – Jan 2014 2013, Canada, canadian, students

String of Free Apps Facilitating Online Learning in Mumbai Colleges

December 18, 2013January 8, 2014CIEC Author

Source: Hindustan Times via India NewsWatch, October 14, 2013

Mumbai: An influx of free apps to make online learning more accessible is slowly transforming education in city colleges.

Academicians too are making efforts to bridge the gap between their technologically advanced students and traditional, blackboard learning.

Mangesh Karandikar, professor, Mumbai University’s Department of Journalism and Mass Communication, has developed a free series of an Android apps called ‘EduSanchar’, which explains communication theories in easy to read formats.

“Communication theories are often difficult to understand. But such tools make them easier. Plus, it is a great way to revise before exams,” said Samantha D’souza, a BMM student from St Andrews College, Bandra. Priyanka Ketkar, a resident of Thane, gives French lessons to students in London via video chatting. “Though class room interactions are essential, online learning is convenient,” she said.

Recently, the Indian Institute of Technology, Bombay (IIT- B) tied up with EdX, a non-profit, to provide online versions of lectures held at IIT to non-IIT students. Before Edx, IIT-B had a centre for distance engineering education programme, called CDEEP.

“The lectures are very informative for students who couldn’t make it to IIT. The IITians who have missed a lecture can also listen to it online,” said Aman Chowdhery, a second year student at IIT-B. School education is not far behind. MT Educare, the parent company of Mahesh Tutorials, a coaching institute, has developed a unique e-learning tool called ‘Robomate’. “It’s a study friend for students who are shy and don’t ask doubts in class,” said Chhaya Shastri, director, MT Educare.

According to Basanti Roy, educationist and former secretary of the state board’s Mumbai division, technology and e-learning are needed to supplement education.

“The national policy is encouraging technological advancements in education. However, virtual mediums cannot replace class room interaction since it is very important for students to have peer groups and socialise,” said Roy.

TCS Insights: India is one of the largest consumers of distance education in the world. Canadian academic institutions can look to partner with Indian companies to deliver online courses across a broad range of sectors. Such courses and their assessment and training tools can be customised for corporations to enable employee recruitment and training, as well as generic courses for graduate/post graduate studies.

Academic, Disha Newsletters, India, Newsletter, Students, Technology, V. 13 I. 12 - Dec 2013 colleges, India, mobile technology, student, students

Indian Govt Sets up Panel to Boost Planned Research

December 17, 2013December 18, 2013CIEC Author

Source: The Indian Express, via India NewsWatch, October 6, 2013

Pune: In a bid to get rid of random disbursement, the government is planning a selective approach in allocating research support for academic institutions. This will also ensure that resources for research are used to the best advantage.

This has been one of the mandates given to the special committee set up by the Ministry of Human Resource Development (MHRD) to improve research performance of academic institutions.

The 18-member committee, headed by chairman of Centre’s Department of Biotechnology, has former heads of UGC, AICTE, and NCL. The heads of NAAC, NBA, IISc Bangalore and JNU are among other educational establishments.

“As India moves in the global knowledge economy, building awareness about critical global rankings, research evaluation and targeted and competitive research funding would be central to the country’s strategy to improve its research capacity and performance. The government has decided to constitute a committee to drive up the research performance of academic Institutions,” a MHRD notification reads.

Review of existing arrangements for funding of research, both core funding of research facilities, infrastructure and project funding in academic institutions, to identify gaps and create a framework to evaluate research and rankings are some of the key objectives the government has laid down before the committee.

TCS Insights: In a bid to eliminate random disbursement, the Indian Government is planning a selective approach in allocating research support for academic institutions. The move is also expected to ensure that resources for research are used to the best advantage.

This is a progressive move by the Indian government towards more application based research and from traditional research focused on publishing papers in journals. This approach has the potential to create opportunities for Canadian academic institutions to focus on high quality research exchange programs with Indian counterparts.

The Canadian Trade Commissioner Service’s education team has connections with a range of academic institutions in India across the areas of social science, physical science, engineering, technology, management, finance etc. and can facilitate discussions.

Academic, Disha Newsletters, India, Newsletter, Politics, Students, Technology, V. 13 I. 12 - Dec 2013 colleges, government, India, research, universities, university

B-School Slump

December 17, 2013December 18, 2013CIEC Author

Source: Financial Chronicle via India NewsWatch, October 19, 2013

The economic slowdown has hit smaller management schools in India big time as campus hiring drops sharply, forcing many of them to shut shop. “Business schools are closing down due to poor quality of education, lack of right kind of faculty and dearth of proper infrastructure to run them,” said N K Dhooper Professor emeritus, IMT Centre for Distance Learning, Ghaziabad.

It’s a piquant situation for those managing or running B-schools in India. And there are over 3,500 of them. A majority of these schools had come up over the past decade or so on the back of the economic reforms that ushered in large-scale foreign direct investment into manufacturing and other sectors. These schools came up to cash in on the increasing demand for management graduates. But the demand has been sluggish in the recent past, due to the economic slowdown.

On one hand, there is a severe shortage of trained faculty, which varied industry estimates place at a high 50 per cent of the actual requirement. As a result, several of these schools are opting to fly down experienced faculty from developed markets to conduct core classes as well as short-term courses. Even some of the top-notch B-schools in the country seem to be facing this problem, albeit of a lower degree.

On the other hand, a number of B-schools have either been closed down or are facing closure due to their inability to attract sufficient numbers of students to get enrolled year after year.

While many B-schools have been closed down due to lack of basic infrastructure, a few others had to beat a retreat due to their inability to place their students with leading companies.

With the economic slowdown hitting corporate balance sheets across the board, a large number of B-schools other than the top 15-20 institutions like the IIMs are going through hard times on account of a sharp 40-50 per cent drop in campus hiring and a similar decline in the number of students opting for fresh admissions, said a recent study conducted by the Associated Chambers of Commerce and Industry (Assocham).

Campus recruitments have fallen drastically. As a result, a large number of B-schools are unable to attract students. About 190 B-schools were closed down in 2012 in major cities like Delhi-NCR, Mumbai, Bangalore, Ahmedabad, Kolkata, Lucknow and Dehradun, among others.

Another 165 are struggling for survival, said the study.

The number of B-school seats for MBA programs in India grew almost fourfold from 95,000 in 2006-07 to 3,60,000 in 2011-12, resulting in a five-year compounded annual growth rate of 30 per cent. A lot of B-schools have either been closed or are facing closure due to their inability to attract sufficient numbers of students to get enrolled year after year. Apart from the IIMs and a handful of other top B-schools, it will be difficult for other business schools to get 100 per cent placements in the future. This capacity was built based on the projection of a 9-10 per cent economic growth. Unfortunately, job opportunities for MBAs have not grown in the same proportion during this period, thanks to the global financial crisis and the economic slowdown that followed.

“Business schools are closing down due to poor quality of education, lack of right kind of faculty and dearth of proper infrastructure to run them. Over the years, B-schools mushroomed minus the credentials and without verifying the potential for the right kind of students,” says N K Dhooper, professor emeritus & adviser at IMT Centre for Distance Learning, Ghaziabad.

Sankaran P Raghunathan, professor of international business and dean of The National Management School, Chennai, puts it in perspective. “B-schools are no different from businesses. The supply needs to be bought by the consumers for it to survive,” he says.

According to him, B-schools think they are making MBAs and students are the consumers. Whereas in reality, education is the product here and the industry, which recruits these management graduates, is the consumer. As a result, there is a mismatch between the expectations of the industry and the actual product being offered to the market.

The Assocham study said the global uncertainty affected placement patterns at B-schools. The number of placements has been fewer and average pay packages have been flat. Apart from the IIMs and a handful of other top B-schools, it will be difficult for other business schools to get 100 per cent placements in future.

B-schools have to improve infrastructure, train their faculty, work on industry linkages, spend money on research and knowledge creation and pay their faculty well in order to attract good talent, the study pointed out.

From the student’s point of view, the way one looks at an institution has changed in the present scenario. He is looking for a 1:1 match between the fee he pays for a course and the salary he is likely to get after the degree.

As a result, B-schools that charge low fees do not attract students, who think they will end up getting a lower salary. On the other hand, institutions that charge higher fees do draw students, but there are not enough jobs that offer high salaries.

“There is a complete mismatch in expectations among the three segments – B-schools, students and the industry. The expectations of each segment simply do not match that of the other,” says Sankaran.

A part of the blame also lies with the pathetic undergraduate education system. About 67 per cent of general graduates are not employable. Having wasted four years of their prime and finding themselves unemployable, they turn to MBA programmes. “But the B-schools find it difficult to make them learn in two years, especially after wasting four years. Hence, the input itself is a problem,” Sankaran points out.

Questions have also been raised as to whether the B-schools are doing a good job of imparting education and if they are delivering it in the right format?

People who run the undergraduate institutions also end up running MBA courses. As a result, the problem persists. “We as a country have failed to groom quality teachers over the past 25 years, because the system itself runs on approvals, and not on accreditations. As a result, anyone can teach anything in India. Thus, there is an input problem, process problem and hence an output problem,” Sankaran explains.

On its part, the industry needs to join hands with the B-schools to decide on what needs to be imparted to make these management graduates employable. The faculty problem has been there for several years, and it is only going to magnify over the next 10 years. In the US, people are trained to teach; India has failed to do this. Singapore focused on this area long before and it took 25 years for that country to establish itself as a leading player in the international education market. An estimated 44 million students study outside their home countries every year and industry estimates pegs the revenue potential of this industry at $44 trillion. “As a result of the country’s failure in establishing a proper system, we are now a leading importer of this service, instead of being an exporter,” Sankaran points out.

Education can be an economic engine, not only to meet our demand but also to take it to the overseas market, as it happened in the case of the IT industry, which today accounts for seven per cent of the country’s GDP and 30 per cent of exports. It should be noted that even the IT industry suffered for the initial two decades due to lethargy on the policy front. “Let us not do that mistake on the education front. The need of the hour is to invest on creating the right system,” says Sankaran.

According to Dhooper, when there is a shortage of really competent faculty, the recruitment of the right faculty becomes even more difficult for institutions. At the same time, it becomes very difficult to retain good talent. “In fact, recruiting faculty through references is a more reliable mode of recruitment; but finding such reference is not an easy task,” he feels. As for the newfound trend of flying down overseas faculty, Dhooper says this could at the most be an interim arrangement and not the end solution. Flying down professionals may be a temporary solution or maybe an add-on flavour to teaching.

“B-schools should look for industry experts having a taste for teaching on sabbatical or on a visiting basis, besides recruiting academicians from other B-schools or universities. They can also have arrangements for exchange of faculty to supplement or complement their pool of talent” says Dhooper.

NSB’s Sankaran is not so enthusiastic about using industry experts. “Institutions recruit people with industry experience in order to overcome shortage in faculty. But these people end up sharing only anecdotes, which do not really add much value,” he says.

Technology could be an option for B-schools to focus on in order to overcome faculty crunch, feels Dhooper. “Faculty shortage can be overcome by B-schools to a great extent by using technology and internet by having bipartite arrangements to help each other, wherever they can through exchange of faculty, without loss of time and without physical presence in the class through video conferencing,“ he says.

TCS Insights: This article highlights the growing gap between the top tier and the next level of academic institutes. It also highlights how Tier 2 institutes are not able to address student expectations such as quality education delivery and employment opportunities.

This presents an interesting opportunity for Canadian colleges to tap into those students who have not been successful in getting into the top Indian institutes due to limited intake. It also represents an opportunity for students as potential recruits for quality programs in Canada.

Academic, Business, Disha Newsletters, India, Job Market, Newsletter, Students, V. 13 I. 12 - Dec 2013 business, economy, India, MBA, student, students

Indian Public-Private Partnerships to Address Vocational Training Challenges

December 13, 2013December 13, 2013Canada India Education Council (CIEC)

Indian Public-Private Partnerships to Address Vocational Training Challenges

Business Standard, October 7, 2013

Pune: A new study the National Skill Development Corporation (NSDC) and Accenture released today said that private funding and public-private partnerships are helping India overcome two of the largest challenges to vocational education training: an inadequate infrastructure and a shortage of job offers.

The study identifies five steps business and government can take to better support vocational trainees and helps meet India‟s goal of engaging 500 million trained youth by 2022.

Vocational education training (VET) must provide prospective employees with the skills required to support the next generation of economic growth in manufacturing, retail, construction and tourism, according to the study. Addressing the rise in the number of VET trainees who do not accept job offers or leave jobs within one month of employment is critical, the research shows.

“This action plan dovetails with India‟s Five Year Plan targets. By tapping younger candidates for training from rural, low-income locations, empowering them with employable skills and building their careers in important growth sectors such as manufacturing can help India meets its goals of inclusive, accelerated and sustainable growth,” said Nilaya Varma, managing director, Accenture‟s Health & Public Service practice in India.

The Indian government created the NSDC in 2009 to work with private-sector companies and organizations and 17 union ministries to ensure that an additional 500 million people would have the skills necessary to be productively employed by 2022. Under the NSDC network more than 2,500 physical and mobile training stations have been created to date to support VET trainees in 352 districts across the country.

“About to be home to one-fifth of the world’s working-age population, India‟s path to becoming a high performing nation will be shaped by its ability to impart scalable, market-relevant business and vocational skills to its youth. It is encouraging to witness how these schemes are influencing skills development, helping to provide the necessary skills to the next generation of workers,” said Dilip Chenoy, managing director and CEO, NSDC. According to the study, initiatives funded by NSDC and private-sector organization have achieved high placement rates for trainees. About 50% of those who completes training receive job offers within three months.

The study also found that pre-placement support services needs to be improved. For example, about 50% of trainees interviewed said resume writing was very important, but only 21% reported receiving such training.

Action Plan recommendations

  • Attract people from rural, low-income geographically dispersed locations at a young age
  • Develop an alternating training-apprenticeship model; with a special focus on manufacturing
  • Empower trainees with general skills required for employability
  • Collaborate with the government and small businesses to fund and operate apprenticeships
  • Build a career ecosystem of lifelong learning

TCS Insights: Vocational training is a sunrise sector in India. Traditionally, significant amounts of funding have been provided to Government agencies such as the National Skill Development Corporation (NSDC) to private sector players in order to provide skills training. This is combined with financial incentives to the students upon successful course completion.

It is encouraging that the training courses are leading to successful employment opportunities for students.

There are opportunities for Canadian community colleges to work with these private players as service providers. The Canadian Trade Commissioner Service’s education team has a list of approximately 100 private sector companies funded by NSDC which can be approached by Canadian colleges to offer a range of services such as content development, certification, assessment and training of trainers.

Academic, Business, Disha Newsletters, India, Job Market, Newsletter, Politics, Students, V. 13 I. 12 - Dec 2013

Autonomous Indian Colleges to Grant Degrees

December 13, 2013January 15, 2014Canada India Education Council (CIEC)

Source: Times of India via India News Watch/October 8, 2013

New Delhi: In order to strengthen 441 autonomous colleges across the country and take the load off universities, the HRD ministry has decided to allow them power to grant degrees. However, it would require an amendment in the UGC Act.

By the end of the 12th Plan, 45 of these 441 colleges would be converted into universities and allowed to give their own degrees. This decision was taken at a meeting of select autonomous colleges with HRD and UGC officials on Monday. This was the first meeting of principals of autonomous colleges in more than a decade after regulations came into place.

It was felt that in order to bolster research and innovation, universities should have less number of colleges affiliated to them. “Some of the universities have more than 800 colleges affiliated to them with the result that their entire time is consumed by routine administrative tasks leaving little time for research and innovation. On the other hand, many of these colleges though imparting high level of education having potential for research are not allowed to grow as they are not allowed to work beyond the limits prescribed by the University system,” the ministry said in a statement.

Education secretary Ashok Thakur felt the system of autonomous colleges could provide a way out of this limiting role of affiliation system. This could be done by upgrading the autonomous colleges with ‘A’ National Assessment and Accreditation Council accreditation (46 out of 441 colleges are ‘A’ grade) the status of a Deemed University, State University or just give them powers to grant degrees by amending the UGC Act.

December 2013

Contact: [email protected]

The meeting decided to take various decisions in a time- bound manner. The UGC Standing Advisory Committee on Autonomous Colleges under Syed Hasnain of IIT- Delhi and a UGC member will finalize its recommendations within two months, including draft regulations for autonomous colleges. It was decided that at least 10% of all eligible colleges in the country will be conferred with autonomy by end of XII Plan. Autonomous colleges were also told that under the Rashtriya Uchchatar Shiksha Abhiyan (RUSA), autonomous colleges desirous of converting themselves into universities can be provided with funding up to Rs 55 crore each. In the 12th Plan, Rs 2,475 crore has been earmarked for this scheme.

TCS Insights:

Some of the colleges among the 45 autonomous colleges selected are Loyola Colleges in Vijaywada, Secunderabad and Chennai; St Xavier’s Colleges in Kolkata, and the Government Model Science College in Jabalpur; among others. The complete list can be shared on request.

The colleges welcomed the efforts of the Department of Higher Education and UGC in taking up this initiative. A ban on recruitment to teaching positions by some State Governments and overlooking of their Autonomous Status by the affiliating Universities were some of the concerns expressed by the Colleges in becoming truly autonomous institutions. The autonomy in colleges will allow them to be flexible and collaborate proactively in the areas of research & innovation with international players

Academic, Business, Disha Newsletters, India, Newsletter, Politics, Students, V. 13 I. 12 - Dec 2013
UGC Regulations on Promotion and Maintenance of Standards of Academic Collaboration Between India and Foreign Educational Institutions

UGC Regulations on Promotion and Maintenance of Standards of Academic Collaboration Between India and Foreign Educational Institutions

November 8, 2013December 13, 2013Canada India Education Council (CIEC)

Source: PwC News Alert | University Grants Commission (‘UGC‘) has notified regulations for promotion and maintenance of standards for academic collaborations between Foreign Educational Institutions (‘FEI’) and Indian Educational Institutions (‘IEI’).  These regulations will be called the UGC (Promotion and Maintenance of Standards of Academic Collaborations between Indian and Foreign Educational Institutes) Regulations, 2012(‘Regulations’).

UGC Regulations nov 11, 13 – view pamphlet

The following are key highlights of the regulations:-

I.        Applicability of regulations

These regulations shall apply to all FEI and IEI operating in India through collaboration and offering programmes leading to award of degree or post graduate diploma.  However, these regulations shall not apply to technical institutions.

Where an IEI or FEI has existing collaborative arrangements, they will be required to comply with these regulations within a period of six months from the date of the regulations coming into force (i.e. September 21, 2013).

II.        Key Conditions for collaboration

S.No.

Criteria

FEI

IEI

a.

Accreditation

It will be required to be accredited with the highest grade in home country

It will be required to be accredited by national accreditation agencies with a grade not less than B or its equivalent grade

b.

Operative arrangement

FEIs shall have operative arrangements in India through IEIs by way of collaboration

c.

Experience and infrastructure requirements

FEI means an institution duly established or incorporated in its home country and has been offering educational programmes at the graduate and higher levels in its home country in the areas or disciplines concerned

It is required to have at least  five years of experience in offering degrees of post graduate diploma in India and academic infrastructure to meet the requirements set out by relevant statutory body

d.

Maintenance of standards

It will ensure that the programmes of study imparted in India are in conformity with the standards laid down by the respective statutory regulatory body

                        –

e. Grievances redressal

–

It will be responsible to address all the grievances of students including legal matters of collaboration

(*However, in case the IEI is maintained by central government or commission or a state Government, it shall not be required to comply with accreditation and experience conditions as mentioned in point 1 and 4 above).

III.        Common conditions

The following additional conditions are required to be adhered under collaborative arrangement between an IEI and FEI:

  1. Academic requirements including details of the programme to be made public and to be displayed on the IEIs websites
  1. No programme of study and/or research to be offered which is against national security and territorial integrity of India
  1. Foreign exchange transactions to abide with the relevant regulations, norms, notifications and instructions issued by the Reserve Bank of India from time to time
  1. Educational institution to also abide by any other conditions specified by the Government of India or Statutory Bodies from time to time

IV.        Procedure for collaboration

The collaboration between FEI and IEI is required to be a written memorandum of understanding (‘MOU‘) subject to following conditions:

  • Before entering into collaboration, it is mandatory to seek prior approval of the UGC
  • Approval of UGC is also required on the draft MOU
  • MOU signed by both the parties is required to be forwarded to UGC
  • MOU signed by both the parties is required to be uploaded on their websites

V.        Procedure for Approval

The following is the procedure for approval:

 

FEI and IEI cannot enter into a franchise arrangement nor an IEI can undertake educational activity in India by receiving license, permission etc for a consideration from an FEI.

For ease of reference, please find attached the UGC regulations.

Academic, Business, Canada, Disha Newsletters, India, Newsletter, Politics, V. 13 I. 11 - Nov 2013

Extension of Solvency Relief for Ontario Universities Announced

November 8, 2013Canada India Education Council (CIEC)

Source: OCUFA, Courtesy of Academica | On October 23rd, the Government of Ontario announced that it was giving universities and other broader public sector pensions plans an additional three years of help to put their pension plans on a sustainable track.

Without this regulatory measure, a number of universities would have been required to put large amounts of additional money into their plans beginning in early 2014. The additional three years gives faculty associations and their membership much-needed breathing room as they work to address their pension challenges.

OCUFA had lobbied the government to provide some short term additional relief to the universities facing serious pension pressures. The Council of Ontario Universities (COU) was also active in advocating for extended solvency relief.

It is OCUFA’s assessment that additional short-term relief of the kind provided in this regulation will not put pension benefits at risk. The continuation of historically low interest rates is putting unanticipated pressure on plans across the province, and this relief helps mitigate the impact of this circumstance. OCUFA and faculty associations across Ontario are currently working on pensions solutions that will ensure all faculty members receive good pensions, at a fair price, through plans that are stable and sustainable.

Academic, Canada, Disha Newsletters, Newsletter, Politics, V. 13 I. 11 - Nov 2013

uSask Reports Progress in Cost-Saving Plan

November 8, 2013November 8, 2013Canada India Education Council (CIEC)

Source:  uSask News Release | Saskatoon –  Members of the University of Saskatchewan campus community attended a financial town hall today to hear about progress towards the university’s goal of financial sustainability by 2016.

The focus was on TransformUS, an initiative underway at the university to prioritize all of its programs and services in order to invest in its most important work.

“We know these are challenging times for members of our campus community –  our faculty, our staff and our students –  as we wait to learn the outcomes of TransformUS,” said Provost and Vice-President Academic Brett Fairbairn.

“We are doing this for a reason and we want to take the time to do this right. We are confident the changes we undertake will strengthen us as one of Canada’s top universities and place us in a financial situation where we are free to capitalize on opportunities, invest in our priorities and excel in our research and learning mandates.”

The U of S will be releasing two TransformUS reports on December 9, 2013 – one will outline recommended resource changes to  academic programs and the other to administrative services. These recommendations will be presented to President Ilene Busch-Vishniac by two independent internal task forces, and are the first steps in deciding on how resources are allocated to programs and services at the university.

The goal of TransformUS is to reduce the operating budget by $20-25 million per year, with up to $5 million reinvested in the highest priority programs. Decisions will be announced in May 2014.

“In addition to TransformUS, we are looking at multiple strategies to not only reduce expenses but also increase our revenue,” added Greg Fowler, vice-president finance and resources at the town hall meeting. “We are not alone in our financial challenges as a post-secondary institution, but what makes us unique is the time we have to make the best decisions to secure our long-term financial sustainability.”

Academic, Canada, Disha Newsletters, Newsletter, V. 13 I. 11 - Nov 2013
Dinner Roundtable Discussion: ‘Canada-India Economic Relations: CEPA and Beyond’

Dinner Roundtable Discussion: ‘Canada-India Economic Relations: CEPA and Beyond’

November 6, 2013January 8, 2014Canada India Education Council (CIEC)

Shastri Indo-Canadian Institute (SICI) and Indo-Canada Chamber of Commerce (ICCC) with support of Dr. Asha Seth, Senator, are organizing a Dinner Roundtable Discussion

on “Canada-India Economic Relations: CEPA and Beyond” which would take place in Parliament Hill (Room 237- C Centre Block), Ottawa on Tuesday November 19, 2013 from 6.30 PM to 8.30 P.M.

a)      Education, skill development and vocational training

b)      Innovation, science and technology,  and sustainable development

c)      Investment

In addition, there will be an exchange of views on:

  • The need for a cohesive and coordinated approach at the national level involving representatives from government, industry/private sector, and academia;
  • The increasingly important role of Canadian provinces and Indian states as emerging players for strengthening Canada-India partnership;
  • The critical role of synergistic actions by Indo-Canadians, other bridge-builders and stakeholders for building comprehensive economic partnerships

Please contact [email protected] for more information.

 

Academic, Business, Canada, Culture, Disha Newsletters, Newsletter, Past Events, Politics, V. 13 I. 11 - Nov 2013
ICCC’s Winter Gala 2013

ICCC’s Winter Gala 2013

November 6, 2013January 8, 2014Canada India Education Council (CIEC)
  • Time: 6:30pm onwards
  • Date: Friday, November 29, 2013
  • Venue: Pearson Convention Centre
  • Address: 2638 Steeles Ave E  Brampton, ON L6S 6J9 ‎

The Winter Gala – popularly known as the Indo-Canada Chamber of Commerce (ICCC)’s Annual Holiday Dinner & Dance is one of the Chamber’s
marquee event is one of the most popular Indo-Canadian community event in the Greater Toronto Area. Over 600 guests attended the event in 2012.  They include Chamber’s esteemed members, sponsors, friends of the community, professionals, entrepreneurs, senior representative of corporations, government officials, political leaders, and opinion makers. The program comprises a blend of theme-based entertainment,
spectacular song and dance sequences and sumptuous culinary delights.

Buy your ticket or reserve your table now, click here: Winter Gala 2013

Academic, Business, Canada, Disha Newsletters, India, Newsletter, Past Events, Politics, V. 13 I. 11 - Nov 2013

“Saving Brains” of Kids: Grand Challenges Canada Funds Project in India and Worldwide

November 6, 2013Canada India Education Council (CIEC)

Source: Government of Canada | Grand Challenges Canada, funded by the Government of Canada, today extended a total of CDN $10.1 million (INR 60 crore) to 14 bold, creative projects aimed at improving the early brain development of kids in low-resource countries.

Seed grants of CDN $270,000 (INR 1.6 crore) each are given to seven organizations overseas — in India, Vietnam (2 grants), Bangladesh, Kenya, Zambia and Peru.  And three seed grants are given to Canadian organizations: the Hospital for Sick Kids, Toronto (two grants), and the University Health Network, Toronto.

Projects in Jamaica, Colombia, Bangladesh and Indonesia are scale-up award nominees (board-approved grants up to CDN $2 million, pending successful contract negotiations).

All 14 projects will be implemented in developing countries: five in Africa, six in Asia and three in Latin America and the Caribbean.

“Impoverished brains result in impoverished countries,” says Dr. Peter A. Singer, CEO of Grand Challenges Canada.  “For a wide range of sad, all-too-familiar and preventable reasons, an estimated 200 million children under 5 years old in the world’s 112 low- and middle-income countries will fail to reach their brain’s full development potential.”

“These projects illustrate well the success of our search for ‘bold ideas with big impact, pioneering new approaches worldwide to maximize the number of kids in low-resource countries who achieve and contribute to their fullest capabilities,” Dr. Singer added.

The seed fund grant in India went to designing iron-fortified biscuits to reduce maternal and child anemia. After extensive consumer research, the nutrition team led by Dr A.V. Kurpad and the project collaborators, Violet Health Inc have developed several prototypes specifically designed with the tastes and preferences of pregnant women in India,” says project leader Dr. Pratibha Dwarkanath of St John’s Research Institute, unit of CBCI Society for Medical Education.

“We estimate our solution to be more cost-effective than the iron pill, while reaching more anemic women and their children”

“After proof of concept, we anticipate a scaled trial in Karnataka within three years and reducing anemia in women and infants.”

Says Mrs. Laureen Harper, honorary chairperson of the program: “The Grand Challenges Canada Saving Brains program is designed to help millions of children in developing countries who fail to reach their full development potential due to such factors as malnutrition, infection, birth complications, or a lack of nurturing and stimulation at an early age.”

Says the Honourable Christian Paradis, Canadian Minister of International Development and Minister for La Francophonie: “Our Government, under the leadership of Prime Minister Harper, is committed to advancing the health of the world’s most vulnerable mothers, newborns and children. We are proud to partner with Grand Challenges Canada to find innovative solutions to the most pressing global health challenges. The Saving Brains program is just one example of how innovation can help improve the lives of children in their earliest days. ”

Seed grant award to India

Iron-fortified biscuits to reduce maternal and child anemia

St John’s Research Institute, Unit of CBCI Society for Medical Education, Bangalore, (India)

Anemia — a low level of red blood cells causing a body’s reduced capacity to carry oxygen — results from micronutrient deficiencies, most often iron.

India has one of the highest rates of anemia globally: over 79% of children aged 6 to 8 months and 58% of the 26 million pregnant women each year.  Some 17 million of these women have access to iron pills yet 11 million do not take them for the recommended time (adherence rate: 35%).  Why?  The pill is big and tastes metallic.

Yet iron deficiency anemia dramatically affects the health of a pregnant woman and her unborn baby, increasing risks of death and sickness during childbirth, including haemorrhage and low-birth weight. Long-term, iron deficiency anemia delays psychomotor development and impairs cognitive development in infants, preschool and school-aged children around the world.

Moreover, researchers say, the effects of anemia are, “not likely to be corrected by subsequent iron therapy… anemic children will have impaired performance in tests of language skills, motor skills, and coordination, reportedly equivalent to a 5 to 10 point deficit in IQ.”

Part of the answer may be an iron-fortified biscuit for use by pregnant women, indistinguishable in taste from popular Indian biscuits.

Coupled with marketing, project leaders say their new biscuit is more likely to be used by previously non-adherent pregnant women, and increase iron stores in newborns, “which translates to more sustainable and protected early brain development.”

Project collaborators include Violet Health, Inc., NY, and the Indian Institute of Management, India Bangalore.

* * * * *

Background

* * * * *

Saving Brains

The Grand Challenges Canada Saving Brains Program promotes fulfillment of human capital potential by focusing on interventions that nurture brain development in the first 1,000 days of life. The goal of the Saving Brains program is to unlock the potential of children by developing and scaling up products, services and policies that protect and nurture early brain development in an equitable and sustainable manner. Almost CDN $30 million (180 crore INR) has been committed to date. In addition to projects, the Saving Brains program is investing in an authoritative quantification of the economic impact and true costs of poverty-related risk factors for cognitive and human capital development.

Grand Challenges Canada invites global, regional and corporate partners committed to enabling innovation for early brain development to join us in Saving Brains.

Please visit grandchallenges.ca and look for us on Facebook, Twitter, YouTube and LinkedIn.

About Grand Challenges Canada 

Grand Challenges Canada is dedicated to supporting bold ideas with big impact in global health. We are funded by the Government of Canada through the Development Innovation Fund announced in the 2008 Federal Budget. We fund innovators in low and middle income countries and Canada. Grand Challenges Canada works with the International Development Research Centre (IDRC), the Canadian Institutes of Health Research (CIHR) and other global health foundations and organizations to find sustainable long-term solutions through integrated innovation – bold ideas which integrate science, technology, social and business innovation. Grand Challenges Canada is hosted at the Sandra Rotman Centre. 

www.grandchallenges.ca 

 

About Canada’s International Development Research Centre 

The International Development Research Centre (IDRC) supports research in developing countries to promote growth and development. IDRC also encourages sharing this knowledge with policymakers, other researchers and communities around the world. The result is innovative, lasting local solutions that aim to bring choice and change to those who need it most. 

As the Government of Canada’s lead on the Development Innovation Fund, IDRC draws on decades of experience managing publicly funded research projects to administer the Development Innovation Fund. IDRC also ensures that developing country researchers and concerns are front and centre in this exciting new initiative. 

www.idrc.ca

 

About Canadian Institutes of Health Research 

The Canadian Institutes of Health Research (CIHR) is the Government of Canada’s health research investment agency. CIHR’s mission is to create new scientific knowledge and to enable its translation into improved health, more effective health services and products, and a strengthened Canadian health care system. Composed of 13 Institutes, CIHR provides leadership and support to more than 14,100 health researchers and trainees across Canada. 

CIHR will be responsible for the administration of international peer review, according to international standards of excellence. The results of CIHR-led peer reviews will guide the awarding of grants by Grand Challenges Canada from the Development Innovation Fund. 

www.cihr-irsc.gc.ca 

 

About the Department of Foreign Affairs, Trade and Development Canada

The mandate of Foreign Affairs, Trade and Development Canada is to manage Canada’s diplomatic and consular relations, to encourage the country’s international trade, and to lead Canada’s international development and humanitarian assistance.

www.international.gc.ca

 

About Sandra Rotman Centre 

The Sandra Rotman Centre is based at University Health Network and University of Toronto. We develop innovative global health solutions and help bring them to scale where they are most urgently needed. The Sandra Rotman Centre hosts Grand Challenges Canada. 

www.srcglobal.org 

Academic, Canada, Culture, Disha Newsletters, India, Newsletter, Students, V. 13 I. 11 - Nov 2013

India Promises Foreign Universities Non-profit Status

November 6, 2013September 3, 2019Canada India Education Council (CIEC)

Source: Nitya Rajan of PIE News | A new ordinance from India could help foreign universities set up branch campuses as non-profit companies and issue government recognised foreign degrees for the first time – without any form of partnerships between itself and a local higher education institution (HEI) .

The announcement from India’s human resource development ministry (HRD) came over a month ago and still has a few more hurdles to jump before it becomes law. If it clears however, HEIs worldwide will have easier access to India’s 1.2 billion population– 50% of who are aged 25-years old and under.

“It could change mobility out of India but it is still early days and we don’t know when the laws will be set in stone,” John Bunter, Trade and  Investment Adviser at British Deputy High Commission told The PIE News.

However, the Indian government is being seen to make every effort to welcome foreign universities, including reducing the deposit necessary to establish a campus from $ 8,125,000 to $4,062,500.

The new legislation also stipulates that universities be listed as one of the world’s top 400 and parent branches will not be entitled to distribute profit from their Indian campuses to overseas parent branches or repatriate money.

“The proposal is a positive thing. The biggest change is that degrees will be recognised as foreign degrees and it has been approved by the Indian government,” Amanda Selvaratnam, Director of The Training Gateway – a company brokering educational partnerships between UK training providers and global organisations – told The PIE News.

“A lot of universities are still happy to do the partnership approach. We had a delegation of eight universities from Pune who are meeting 18 British universities this week,” she said.

“Those within the UK who may be interested in launching campuses have kept their cards close to their chests,” she added.

Others, however, including US universities Duke University, California Institute of Technology (Caltech) and VirginiaTech have been more vocal about the chance to capitalise on India’s booming student market.

“While Virginia Tech plans to establish research centres and graduate education programmes in India, we are waiting for the government of India to outline the final rules and regulations for the establishment of foreign universities in India,” Guru Ghosh, the vice-president for outreach and international affairs at Virginia Tech told The PIE News.

“In the meantime, we are moving forward with establishing a research centre outside Chennai in 2014,” he said.

Parent branches will not be entitled to distribute profit from their Indian campuses to overseas parent branches or repatriate money

Still, some industry experts say the ordinance’s small print could put HEIs off. In Canada, where some 12,049 student from India studied in Canada in 2011 , educators are pausing for thought before taking India’s bait.Kam-Hon-Baird-Husain

“It’s positive in general but not a whole lot of Canadian institutions qualify for the top 400 requirement, right now there are some schools that would tick all those boxes,” Husain F. Neemuchwala, Chief Executive Officer of Canada India Education Council (CIEC) told The PIE News.  “I have guarded optimism about the proposal, because it’s not easy to acquire land and the repatriation will also cause issues,” Neemuchwala added.

Bunter at the British Deputy High Commission added, “to work in India, universities have to know that there is a lot of bureaucracy that you have to overcome. They need to be ready for that.”

With 47 million people expected to be in the working age group by 2020 and India only spending 3.7% of its GDP on education, the government is hoping its open arms to foreign educators will meet the rising demand for quality education.

Local education in India has come under criticism for leaving its graduates poorly prepared for work – none of its institutions list in QS’s 2013/14 rankings.

Asked if Indian universities are worried what a potential flood of foreign educators might do to their own profits, Selvaratnam said: “Even if a university has a campus out there [in India], there are still opportunities for joint research and staff student research.”

Academic, Business, Canada, Disha Newsletters, India, Newsletter, Politics, V. 13 I. 11 - Nov 2013

Canada West Chapter Reception

November 4, 2013February 23, 2014Canada India Education Council (CIEC)

Canada India Education Council (CIEC) was pleased to host a private reception to launch our Canada West Chapter

On Nov 18 CIEC hosted a complimentary reception to launch our Canada West Chapter at the Westin Bayshore in Vancouver, which was attended by education stakeholders and key thought leaders from BC & neighbouring Provinces as well as India and featured special guest Ravi Shankar Aisola, Consul General-Vancouver (Government of India).

To view photos of the event, please click here to view them on CIEC’s Google+ page.

Academic, Canada, CIEC Editorial, CIEC News, Newsletter, Past Events, V. 13 I. 11 - Nov 2013

Foreign varsities get independent access to India

October 3, 2013September 27, 2013Canada India Education Council (CIEC)

Source: Live Mint and the Wall Street Journal

Foreign universities can now set up campuses and offer degrees in India without having a local partner.

Columbia university_article
Currently, a foreign university needs to join hands with a local education provider to offer courses in India and the degrees are not considered foreign degrees. Photo: Bloomberg

New Delhi: The government has decided to allow foreign universities to operate independently in India, set up campuses and offer degrees without having a local partner—a move that finally opens the gates for foreign educational institutions seeking to establish a presence in the country.

 

To foreign universities, the move presents an opportunity to tap a country with a population of 1.2 billion. To Indians (at least those who can afford it), it is an opportunity to receive quality education without leaving India (and without paying in dollars). And to India, it could mean significant foreign direct investment.

 

The department of industrial policy and promotion (DIPP) and the department of economic affairs (DEA) have agreed to allow overseas universities to operate as so-called Section 25 or non-profit companies under the newly passed Companies Act, the human resource development (HRD) ministry said on Tuesday.

 

Companies registered under Section 25 of India’s Companies Act cannot distribute profit or dividends to members, which means that the foreign universities cannot repatriate money—a constraint that was criticised by at least one expert.

 

Several foreign universities have been keen to enter India to tap a higher educational market that is worth Rs.46,200 crore and expanding by 18% every year, according to 40 million by 2020, a report from audit and consulting firm EY. They have been constrained by the need to do so through partnerships.

 

The Foreign Education Providers’ Bill is still awaiting parliamentary approval. Tuesday’s announcement, which is effectively an executive order, doesn’t need to be approved by Parliament and could see a rush of foreign universities to enter India.

 

“The ministry had sought comments and observations of the department of industrial policy and promotion and the department of economic affairs on the rules. Both DIPP and DEA have supported the proposal,” the HRD ministry said in a statement on Tuesday.

 

Ministry officials said that the details are being vetted by the law ministry and an official notification will be published soon.

 

With the powers vested in it through the University Grants Commission (UGC) Act, the ministry will allow foreign universities to set up campuses in India and award foreign degrees. Currently, a foreign university needs to join hands with a local education provider to offer courses and the degrees are not considered foreign degrees.

 

Under the proposed rules, foreign universities can set up campuses in India once they have been notified as ‘foreign education provider’ by UGC. An educational institution wishing to operate in India needs to be in the top 400 in one of three global rankings: the UK-based Times Higher Education Ranking; Quacquarelli Symonds ranking published in UK again; and the China-based Shanghai Jiao Tong University rankings.

 

An HRD ministry official said that at least 20 foreign universities—mostly from US, followed by Australia and Canada—have expressed their desire to enter the market.

 

“Universities such as Duke University, California Institute of Technology (Caltech) and VirginiaTech are some of the names that have shown interest,” said the official, who asked not to be identified.

 

Mint could not independently verify this. In September 2012, the University of Chicago Booth School of Business’ deputy dean Robert H. Gertner told Mint that the school was exploring opportunities to open an executive education centre in India.

 

The degrees awarded by foreign universities in India will be considered foreign degrees and students holding these degrees need to get an equivalence certificate from the Association of Indian Universities (AIU), the HRD ministry said in its statement. These universities will also function under the UGC rules.

 

The profit motive

A foreign university cannot repatriate money that it makes in India. And any university seeking entry to India must be accredited by bodies in its home country. “Quality control is key and we will build the safeguard mechanism with each of the universities,” a second official in the HRD ministry said.

 

An expert was critical of these provisions. “On the one hand you are saying, we want top 400 institutes to come and on the other, you are not allowing them to repatriate surplus to the home campus. It’s a fundamental problem. I think there is still an inherent trust deficit between the government and the (foreign) educational institutes,” said Pramath Sinha, founding dean of the Indian School of Business, Hyderabad.

 

“They have to stop questioning everybody, at least the best of the institutes. This problem was there in the Bill and if they are retaining it in the executive order, it will be a huge drag,” added Sinha, who is setting up a liberal arts university, India’s first, in Haryana.

 

The two HRD ministry officials said enough changes have been made to make it attractive for foreign universities to enter India. The India campus will function as a branch campus of the parent, rather than as an independent campus. The universities will offer the same degree they are offering in their parent campus. And the ministry has reduced the deposit universities have to maintain with the ministry (and which they will forfeit in case of any violation) from Rs.50 crore to Rs.25 crore.

 

To be sure, it will not be easy for foreign universities to acquire land, especially in the context of India’s new land acquisition law. “We will not facilitate the university in getting land at a concession. Anyway, procuring land and other infrastructural facilities in India will be way cheaper than in developed countries,” said the first ministry official.

 

He added that there were still three things that would attract foreign universities to India: a huge education market and the young demography to grow that further; lower recruitment and research costs; and the opportunity to offer executive education programmes and consulting services to Indian companies.

 

The second official grandiosely described the ministry’s move as “liberalizing the higher education space the way India economy was liberalized between 1991 and 1993”.

 

Manish Sabharwal, the chief executive of staffing and training company TeamLease Services Pvt. Ltd, said that India remains an attractive destination for education. In many countries there are two problems, he added—demography and cost—but in India both the issues are in the right place. The problem, he said, is in the details.

 

Anton Muscatelli, vice-chancellor of the UK-based University of Glasgow, too stressed the importance of details. The Indian government’s willingness to allow universities to come into India should certainly boost the entry of foreign universities, but the details will be important, he said. His own university, he added, has several partnerships in India and will continue to work with strong Indian partners.

 

Once it is notified, the ministry’s order will render irrelevant the Foreign Educational Institutions (Regulation of Entry and Operations) Bill 2010, a brainchild of former HRD minister Kapil Sibal, who is currently in charge of the telecom and law ministries.

Academic, Canada, Culture, Disha Newsletters, India, Newsletter, Students, V. 13 I. 10 - Oct 2013

UGC notifies rules for collaboration between Indian, foreign institutes

October 2, 2013September 27, 2013Canada India Education Council (CIEC)

Source: The Times of India

NEW DELHI: As top grade foreign educational institutions have shown little or no interest in setting up campuses in India, University Grants Commission on Wednesday notified a set of regulations that will allow Indian institutes with grade B accreditation to enter into collaboration with foreign educational institutions.

Incidentally, the notification was published on the day the PM left for the US to attend the UN general assembly. UGC’s notification was necessitated as more and more Indian institutes with B grade accreditation have started collaboration with foreign educational institutions. “The idea is to regulate such arrangements to protect the interest of students. We would not allow dilution of standards,” a UGC official said.

Foreign institutions who enter into partnerships should be accredited with the highest grade in their homeland, the UGC notification said. “At the time of agreement for collaboration, Indian educational institution shall have accreditation by National Assessment and Accreditation Council with a grade not less than B or its equivalent grade,” the notification said.

Indian educational institutions already having a collaborative arrangement shall comply with these regulations within a period of six months, the notification said. Foreign educational institutions will have to abide by the conditions prescribed by the Indian government from time to time.

Besides, the Indian institutes collaborating with foreign institutes shall have experience of at least five years offering educational programmes at the level of degree and post-graduate diplomas. Violation of rules could lead to termination of the MoU entered into for collaboration and even blacklisting, the notification said.

The regulations are called the UGC (Promotion and Maintenance of Standards of Academic Collaborations between Indian and Foreign Educational Institutes) Regulations, 2012 .

Technical institutes will not come under the purview of the regulations while government institutes shall be exempted from accreditation for the purpose of these regulations. Currently, around 50 foreign institutes are operating in India through twinning arrangement. Twinning programmes not only promise an international degree but also exposure to foreign campuses.

All institutes (Indian and foreign) involved in collaborations shall make public the academic requirements and other details of the programme on websites before commencement of the programme by Indian educational institutes concerned. No programme and research shall be offered which is against national security.

Academic, Agents, Business, Canada, Disha Newsletters, India, Job Market, Newsletter, Students, V. 13 I. 10 - Oct 2013

Govt unveils norms for foreign institutes eyeing India campuses

October 1, 2013September 27, 2013Canada India Education Council (CIEC)

Source: The Times of India

NEW DELHI: Foreign Education Providers (FEPs) interested in setting up campuses in India would have to run them as a not-for-profit legal entity. Therefore, they would have to first form a company under Section 25 of the Companies Act, 1956. Companies Under section 25 are non-profit entities.

More than two months after the TOI reported finalization of UGC rules for establishment of campus of foreign universities/educational institutions in India, the HRD ministry made the rules public on Tuesday.

The degrees awarded by FEPs would be treated as foreign degrees only and the same shall be subject to the equivalence accorded by the Association of Indian Universities (AIU) as per their system.

FEPs before being notified would have to maintain a corpus of not less than Rs 25 crore for each campus they propose to establish. Each provider would be allowed maximum of four campuses. Out of the income received from the corpus fund, FEPs would not be allowed to utilize not more than 75% income for the purpose of development. The rest of the income would have be deposited in the corpus fund. FEPs would also not be allowed to invest surplus revenue for any purpose other than for the growth and development of the educational institutions.

FEPs would not be allowed to offer any course that adversely affects the sovereignty and integrity of India or its friendly relations with other countries. Only FEPs who are placed in the top 400 institutions as per the world university rankings by Times Higher Education or World University Rankings by Quacquarelli Symonds (QS) or Academic Ranking of World Universities by Shanghai Jiao Tong University will only be allowed to operate. FEPs that have been in the field of education for more than 20 years in the parent country and are accreditated there would be allowed to set up campus in India.

Application of FEPs would have to be endorsed by the embassy or high commission in India of the country in which the institution is established. FEPs would have to mandatorily publish prospectus with details of courses, fee and other charges as well as money to be refunded.

UGC rules also has provision for penalty if an institution that is not FEP, has not been recognized or whose recognition has been withdrawn offers admission in violation of the provisions or publishes or releases misleading advertisement. The minimum penalty would be Rs 50 lakh extendable to Rs 1 crore.

Academic, Disha Newsletters, India, Newsletter, Politics, Students, V. 13 I. 10 - Oct 2013

Indian universities fail to make world’s top 200

September 30, 2013September 27, 2013Canada India Education Council (CIEC)

Source: NDTV

London: US-based Massachusetts Institute of Technology (MIT) and Harvard University today topped an authoritative list of the world’s top 200 university rankings that did not figure any educational institutions from India.

Indian Institute of Technology (IIT) Delhi, the country’s premier institution, comes in way down at No 222, dropping from 212 last year, in the ‘QS World University Rankings’ released today.

The list is dominated with US universities, with MIT grabbing the top slot and Harvard at No 2, pushing Britain’s Cambridge University to No 3.

As part of one of its most comprehensive global reviews, the 800-strong annual ranking includes 11 Indian institutions in all with the IITs leading the charge – IIT Bombay at 233, IIT Kanpur at 295, IIT Madras at 313 and IIT Kharagpur at 346.

“The stable performance of Indian institutions is a reflection on the country’s efforts to internationalise its higher education system. However, it’s clear that more efforts are needed in the area if the country’s institutions wish to feature more prominently at the top of global rankings,” said Ben Sowter, head of research at QS, a British firm specialising in education and study abroad.

“In a country where education is prized above all matters and competition for a coveted place at one of the country’s top institutions is high, students need a broader comparison of domestic universities. QS is currently working closely with Indian institutions in a pilot ranking project for the ‘BRICS’ nations, which is due to be launched later this year,” Sowter added.

The annual rankings take into account the subject range, research results and academic reputation offered by 3,000 institutions internationally.

In the list of the top 50 universities in Asia, IIT Delhi and IIT Bombay come in at 38 and 39 followed by IIT Kanpur at 51 and IIT Roorkee at 66.

The Hong Kong University of Science and Technology tops the Asian rankings followed by a number of Chinese, Japanese and Korean institutions.

Academic, Canada, Culture, Disha Newsletters, India, Newsletter, Students, V. 13 I. 10 - Oct 2013

Will the foreign universities come to India?

September 29, 2013September 27, 2013Canada India Education Council (CIEC)

Source: The Times of India

The delay in enacting the Foreign Universities bill has cost India dear.  When it was mooted a few years ago, India was riding high on the growth curve. Markets were bouyant, and the size of the population made it an interesting place to invest. Wherever one went, the term ‘demographic dividend’ boomed through the loudspeakers. These were the youth who were trained in English, who had access to engineering degrees (others too, but engineering made the headlines) and would transform the nation. India was the leading light of the BRICS which were still the next big thing. All of this was very exciting to the education world – the demographics alone were enough – the millions who needed higher education before the dividends could be reaped – were a market.

It is not so now. The India story has paled, the market seems to have stalled. The demographic dividend is still expected if we manage to educate our young. But there are questions about viable models in higher education given the experience of the past few years. The executive order to allow foreign providers via their own campuses is welcome. Even if it comes late. The question is – will there be enough quality foreign universities who would want to open campuses in India? Now?

A few years ago, just as the bill was mooted, foreign universities were at the peak of their global aspirations. There was a buzz around campuses across the world as a transnational model of higher education was set to evolve. This was the era before MOOCs of course. But there were funds allocated and Delhi (and the states of course) jostled with Singapore and Dubai as a destination for campuses. Now, the experience of the Ivy league colleges in these campuses has taught them caution. Most of the funds have been allocated, others will proceed with caution based on their learnings. Delhi has missed the boat with many desirable providers of higher education.

Even if they do come to India, certain fundamental problems remain. Infrastructure.  Especially soft infrastructure. Across the board the paucity of good faculty is acknowledged. Credentialing is no guarantee of quality. Nor is the number of research papers they have churned out. Credit and competence are not linked. Finding a good teacher and a good researcher from within the country is a an uphill task. Finding one from outside the country is even more difficult. It is not just the pay that is inadequate. There is no reason for anyone to take a paycut to come to India – there is little that Indian universities can offer to compensate for the paycuts. On the contrary, they need incentives to disrupt their families and the steady track of their their lives. Yes, personal living conditions count for a lot in most places in the world and moving in to cities with potholes in roads that need you to walk through garbage piles to reach ordinary shops is clearly not an incentive to disrupt lives. Will the best faculty want to move here given the current conditions? Let us think.

Another hurdle is the quality of research, laboratories and of course funding. The best faculty are those that can move a department out of mediocrity or build something new. There are very few of them who have these qualities but do not already have access to the best research and funding. It may be possible to woo the young bright sparks who show promise with new funding and equipment that the foreign investors will certainly bring. This is the only window of hope – a fast track for the bright young professors. The new order has been promulgated under the University Grants Commission. As details are awaited, the first question that arises is: Will the faculty recompense be constrained by UGC rules? Presidency University was just reported to have had some problems with paying their faculty. They were constrained by the rules and had to find workarounds to retain people. While a small proportion of PU faculty, it is clear that the issue exists and is at the heart of the debate on new universities, and that includes the foreign universities.

While the older bill languished, the executive order hoped to mitigate the damage done by the delay. Even as smaller and keener players teamed up with Indian partners to provide joint degrees (that were often not accepted by the Indian establishment), the older Ivy league colleges melted away. They were fine with limited collaborations with departments that clearly delineated their contribution and benefits. To be an entire university campus is a much larger investment. And as investors, despite the doors opening again, the repatriation of profits is still not allowed. Nor is the investment expected a small one.

It is clear that India wants to invite the best and wants them to commit to their investment in the country. This is a very good thing to want, but it may still be rather ambitious. The will has been shown, and the path paved via this new regulation. As we await details, as do the legal departments of interested foreign universities, the real question that needs to be asked is: Will India pass the due diligence tests of the global majors in higher education?

Academic, Business, Canada, Culture, Disha Newsletters, India, Newsletter, Students, V. 13 I. 10 - Oct 2013

UBC Vantage College: AdVantage Students

September 28, 2013September 27, 2013Canada India Education Council (CIEC)

Source: The Times of India

The University of British Columbia on its Vancouver campus has launched a college for first-year international students from countries with school systems that are significantly different from Canada’s . James Ridge, principal, and Susanne Schmiesing, director, business development & operations, UBC Vantage College, talk to Tirna Ray

Why was the need felt to establish the UBC Vantage College?

In response to a rapidly changing demographic and economic global landscape, and the unprecedented world-wide demand for higher education, the University of British Columbia (UBC) established UBC Vantage College on its Vancouver campus to offer programmes that broaden the capacity of the university to attract international students . While UBC currently welcomes international students to study at the university , the International Programme is fundamentally different in that it reaches out to students who need additional time and instruction to qualify for direct admission to UBC. As such, our college is developing pedagogical , administrative and technological initiatives, which will also provide us with opportunities to examine our curriculum and pedagogy to better understand how students, international and domestic alike, learn.

Who is it for?

The International Programme provides international students graduating from a senior secondary school who would not be directly admissible to a UBC direct-entry undergraduate degree programme , with the opportunity to enter a first-year equivalent programme that will prepare them for study at Year 2 of a UBC degree. The programme has been designed for international secondary school students who demonstrate a strong potential to succeed in university, but who may benefit from smaller class sizes and additional academic and social supports. Students will form a cohort within the programme ranging in length from 12 to 16 months (depending upon the applicant’s proficiency in the English language and level of academic preparation) that includes academic language preparation, additional academic support and the completion of first-year coursework . Upon successful completion , students will have a minimum of 24 credits of first-year coursework applicable to a degree programme and may progress into the second year of study towards a UBC Bachelor degree (specifically, a Bachelor of Arts and/or Bachelor of Science degree in 2015-16 with further degree options being offered in subsequent years).

How is Vantage College different?

Students enrolled will complete a 12-month programme that includes English-language and academic study, and if successful, will advance to the second year of a UBC degree course. Students will live on campus in student residences along with students from other UG programmes.

What are the eligibility criteria?

Students may apply to UBC Vantage College if they are an international student (not a Canadian citizen or permanent resident); are graduating from an academic or university preparatory programme at a recognised senior secondary school. English language requirements include a minimum score of 70 on the TOEFL iBT with no section less than 16 or a minimum overall score of 5.5 on the IELTS with a minimum band score of 5.0 in speaking and listening, and 5.5 in reading and writing.

What is the cost factor?

The tuition fee for our 12-month programme is $30,000 Canadian plus housing and food. For exceptional applicants with financial need, the college will also offer substantial scholarships including some scholarships that will cover the full cost of tuition, housing and food. www.vantagecollege.ubc.ca

Courtesy: Educationtimes.com

Academic, Canada, Disha Newsletters, India, Newsletter, Students, V. 13 I. 10 - Oct 2013

Imagine Canada

September 27, 2013September 27, 2013Canada India Education Council (CIEC)

Source: The TImes of India

During a tour of three provinces in Canada, Malini Sen discovers that the flexibility in the country’s higher education system and the focus on employability are prompting students from India to choose Canada as a study destination.

Every student’s reason to go abroad to study differs. Though reasons may vary, a common aspect of studying abroad is that it transforms lives. Tightening of visa rules in the UK, lesser job opportunities in the US and safety concerns in Australia are factors that have contributed towards making Canada a popular destination for students from India.

India continues to be the number two source country for international students with over 13,000 students choosing Canada as a study destination in 2012 as compared to 2,658 in 2007. Figures for 2013 are not yet available.

“Canada provides a positive alternative for students from India because of its ethnic diversity, ability to integrate the best of both British and American university educational models and the quality of its diversified public post-secondary institutions,” says Allan Cahoon, president and vice-chancellor, Royal Roads University in Victoria, British Columbia.

Higher education in Canada is a provincial responsibility and it comprises two types of institutions — universities and colleges — which offer degree programmes. Community colleges offer degrees in a range of disciplines, but are known for industry-specific courses, which offer applied degrees, diplomas and certificates. Polytechnics and polytechnic universities are another option, which offers a combination of degrees and diplomas in the technical field. Colleges and polytechnics are largely aligned to the needs of the labour market. Canada is recognised for a competency-based teaching approach that prepares students to be productive in the workplace after graduation. Several Canadian colleges and universities offer co-op or internship programmes or work placement programmes as a means of enhancing the curriculum with real-world industry experience.

One of the distinguishing characteristics of Canadian education is the cooperative model, known as co-op, that lets a student alternate terms in class with paid terms at work in jobs related to his/her area of study.

“Co-op programmes allow students to gain valuable experience in their fields, develop skills in the workplace, and expand their Canadian network. The co-op model was pioneered in schools such as University of Waterloo and has become the gold standard around the country for programmes, which prepare students for the real world. As well, money earned during these co-op programmes helps towards covering costs. With a foothold in the working world during the course of their studies, when the student graduates, they are more familiar with the expectations of employers, and more job-ready,” says Ivy Lerner-Frank, first secretary for Education at the High Commission of Canada. She adds, “The return on investment is not only the benefit of the education itself, but the possibility of employment during the study period, after graduation with a postgraduation work permit, and then the potential to immigrate through the Canadian Experience Class if you have the right skills.”

The flexibility in the system accommodates students’ different needs and aspirations. “I am from a village in India and when I decided to go abroad to study, I felt I would be more comfortable in a smaller town than a big city. Therefore, I chose Okanagan College in Kelowna. The college has a diploma programme in computer information systems, which suited my academic needs,” says Leo Louis. The programme offered a co-op option and Leo interned at the Disney Studio in Kelowna as a software engineer. “I interned for a year and found a part-time job till the end of my studies, it helped me to cover my expenses.” The programme was for two and a half years including the co-op term and Leo on completing his studies in April 2013, found a job.

Traditionally, the MTV towns, Montreal, Toronto and Vancouver, were popular with students from India, but in the last few years, students have been opting for institutions in other parts as well. “Canadians have the reputation of being peaceful and welcoming. The country has all the advantages of a developed nation whilst maintaining a low crime rate and less congestion. Compared to other top ranked universities in Canada, University of Saskatchewan has affordable fees and the cost of living in the city is feasible. I live in university residence; I have met students from across the world and it is very safe,” says Sherin McDonald, BSc (double honours) programme, University of Saskatchewan, Saskatoon.

Internships and collaborative research have also become an integral part of international education. Canada launched the Mitacs Globalink internship programme in 2009 to encourage student mobility. While in 2012 a research network, India-Canada Centre for Innovative Multidisciplinary Partnerships to Accelerate Community Transformation and Sustainability (ICIMPACTS), was launched to find solutions to community problems.

Application tips
Step 1

Prepare the supporting documents for your application Note:

Documents which are in a language other than English or French must be translated. Ensure that you provide all required documents, including: Letter of acceptance from the Canadian institution Valid passport Financial documents as requested in the application kit, including six months of banking history IELTS test results taken within the last 24 months are strongly recommended as proof of English language proficiency CAQ (if you plan to study in Quebec) – Quebec Acceptance Certificate

Step 2

Complete the study permit application:

The form can be obtained on the website of the VFS Visa Application Center (see www.vfs-canada .co.in). Follow the instructions carefully, complete all forms, and submit all required documents You do not need someone to assist you with the application.All applications are treated equally, regardless of who submitted them. However, if you engage the services of an agent or a friend, you as the applicant are responsible for the truthfulness of all information submitted

Step 3

Submit your application as soon as possible:

The ideal time is between two and four months before the start of the course. Submit your application at any VFS Visa Application Center. Pay the processing fee and refer to checklist to ensure that your application is complete

Step 4

Your application will be reviewed:

If the visa officer is satisfied with your application and if your course of study is longer than six months, you will be asked to undergo a medical exam. Once the medical examination has been reviewed, a final decision will be made on your case

Useful urls

High Commission of Canada: www.india.gc.ca

Study in Canada: www.educationau-incanada .ca

Scholarships: www.scholarships.gc.ca

Association of Universities and Colleges of Canada: www.aucc.ca

Association of Canadian Community Colleges: www.accc.ca

India Canada Alumni Network: www.ican.net.in

Courtesy: Educationtimes.com

Academic, Canada, Disha Newsletters, India, Newsletter, Students, V. 13 I. 10 - Oct 2013

2nd Toronto International Students Festival 2013 on Sept. 28, 2013

September 26, 2013Canada India Education Council (CIEC)

2nd Toronto International Students Festival 2013

September 28, 2013; 1:00 – 6:00 PM

David Pecaut   Square, 55 John Street,   Toronto

                                                        

The City of Toronto is partnering with academic institutions and the Ontario Ministry of Training, Colleges and Universities to enhance the positive experiences of international students who come here to study and live. To kick off this annual initiative, from August 15th to September 8th, the City of Toronto hosted its Airport Welcome Program for all International students newly arriving at TorontoPearsonInternationalAirport, providing them with all the information they needed to get settled in their new home.

 

The City is now preparing to celebrate those International Students who have chosen Toronto as their academic hub with its 2nd annual Toronto International Students Festival. With over 59,000 international students in Ontario, Toronto has emerged as the largest centre of foreign students in Canada.

 

 Last year’s 1st Toronto International Students Festival 2012 had over 1,500 people attend at Nathan Philips Square. At this year’s festival close to 3,000 international students, their families and friends, civic leaders, senior officials and staff of the partner universities and colleges and representatives of some top countries, which are the source of most of Toronto’s international students, will be attending.

 

The Festival will feature speeches, cultural performances, award presentations, arts display, agency display booths and prizes. Event will be a prime networking spot for students from different countries, universities and colleges will find networking and integration opportunities among themselves and with business and community groups, employers, government and foreign government representatives. One the main events at this year’s festival: Eight students from Jamaica, Russia, India, United States, China, Ukraine and Mexico will receive Toronto Excellence Awards in the categories of community services, entrepreneurship, Academic excellence, sports, arts & culture, and student services.

 

Come out and join in on the celebrations:

 

v  See diversity of nations on display (live performances, art & cultural exhibitions);

v  Meet Excellence Award Winner International Students and learn about their unique contributions to communities and businesses;

v  Meet representatives from universities and colleges from all over Ontario; foreign country representatives;

v  See local and provincial agencies coming together to welcome and support international students from around the world

 

Purpose of this event is to:

v  To celebrate international students and their achievements;

v  To directly listen to the views of civic, academic and student leaders;

v  To make international students feel welcome, supported and appreciated in Toronto;

v  To expose students to diverse cultural and entertainment activities and motivate them to participate and develop fond memories; and

v  To promote Toronto, Ontario and Canada as the global educational destinations.

Promotional video via Youtube link is: http://youtu.be/9DnVfTcX5To

More information about programs at: toronto.ca/international-students

For more information and to set up interviews:

Contact: Jagdish Yadav, Senior Advisor Education Sector, City of Toronto at: [email protected]

 

Academic, Agents, Canada, CIEC News, Culture, Newsletter, Students

Many International Students Still Waiting for Visas to Study in Canada

August 26, 2013Canada India Education Council (CIEC)

Source: The Globe and Mail

Just days before thousands of students around the world are set to leave home to begin earning a Canadian education, some still don’t know whether they will be allowed into Canada in time to start school.

An ongoing strike by the Professional Association of Foreign Service Officers (PAFSO) has caused a backlog in processing visas of all types, including those required for international students landing at Canadian colleges and universities. The rate of visa approvals has dropped by 15 per cent, and there has been a 5 per cent decline in requests for visas, a PAFSO representative said.

The hold-ups are bad timing for Canadian schools making a co-ordinated push to raise the country’s profile as a destination for top foreign students. A federally commissioned panel has set the goal of doubling Canada’s international enrolments by 2022, but higher education officials fear the headaches over visa delays are doing harm to Canada’s reputation, and that could have lasting consequences. Each international student kept out of Canada represents a dent in a school’s bottom line. Foreign undergraduates bring important revenue to universities, paying an average of $18,641 in tuition and fees annually, and international students spent an estimated $7.7-billion in 2012.

“It is potentially a very serious issue,” said Gail Bowkett, director of international relations for the Association of Universities and Colleges of Canada. “Perception is key, and if a perception starts spreading that Canada’s difficult to get into, then that really could damage our brand.”

After being admitted to McGill University, Sara Awad, 18, put in her visa application in mid-July through an agent in her hometown of Cairo, Egypt. She was stunned to learn it would take six to seven weeks – she was supposed to be on campus by then.

“My friends who are going to the U.S., they got their visa in three days, or even people going to France, they got it in 10 days,” despite the political turmoil that has engulfed Egypt, she said. “It was a bit difficult.”

Ms. Awad worried she might not make it to McGill in time, and considered the American University in Cairo as a backup plan. Luckily, her father had a contact in Cairo’s Canadian embassy whom he pressed for help, securing her a visa just last week. She is relieved, but will still arrive late in Montreal, and “will miss some parts of the orientation week,” she said.

Many higher education officials had predicted the backlog would be much worse. “So far, it’s not as bad as I thought,” said Ysaac Rodriguez, manager of international student services at Saint Mary’s University, where 26 per cent of students come from abroad – the highest proportion of any Canadian university.

Most colleges and universities are hearing from small numbers of students whose visas are yet to be processed, and who are starting to worry. Mr. Rodriguez has had a few such conversations, and wouldn’t be surprised if he winds up 50 students short at the school’s September orientation. At the University of Waterloo, about 15 students have voiced concerns, while about 20 others have told the University of Calgary they are anxiously awaiting visas.

“We think [the number of affected students is] a bit bigger than that 20, but until a little closer to September, when they’re needing to get on the airplane, we’re not entirely sure,” U of C registrar David Johnston said.

The Association of Canadian Community Colleges (ACCC) was one of several groups to huddle with government and foreign-service union officials, making their concern known. “As we get closer and closer, if [a student] hasn’t received word from Canada about a visa and they’ve got an acceptance to another country – an Australia or a Germany or so forth – then they may go for that option,” ACCC spokesman Shawn Dearn said.

However, the ACCC was assured student requests have been prioritized where possible. Students fearing they won’t get their visa in time “may also submit a letter from an educational institution indicating that the institution would accept a late arrival, specifying until when,” Citizen and Immigration Canada spokesperson Julie Lafortune said in an e-mail.

In response, most schools have given international students a grace period – often until the first week of classes finishes in mid-September – through which they will hold spaces and residence rooms. “We are expecting late arrivals,” said Virginia Macchiavello, director of international development at Centennial College in Toronto, which had 5,000 international students last year. “We will provide support services to catch them up.”

For those who can’t make it soon enough, schools are recommending deferrals until next semester, or even next fall, and crossing their fingers the students don’t go elsewhere instead.

“The worst thing that could happen is that they arrive [too late] and then fall behind,” Mr. Johnston said.

Academic, Agents, Business, Canada, Disha Newsletters, India, Newsletter, Politics, Students, V. 13 I. 8.1 - Aug 2013

India Foreign Varsity Campus Plan: Foreign Campuses Can Set Up As Section 25 Companies

August 26, 2013October 10, 2013Canada India Education Council (CIEC)

Source:  The Telegraph – Calcutta, India

New Delhi, Aug. 20: Students aspiring for higher studies at a top-flight foreign institution could soon realise their dream — without having to leave India.

The government has told the Rajya Sabha that the University Grants Commission is set to enforce the UGC (Establishment and Operation of Campuses of Foreign Educational Institutions) Rules, allowing foreign education providers to set up campuses as Section 25 — or not-for-profit — companies.

HRD minister M.M. Pallam Raju, who was replying to a question in Parliament recently, said the higher education regulator had prepared the rules that have been supported by the departments of industrial policy and promotion and economic affairs. The rules may be notified soon.

Foreign institutions cannot set up campuses in India now in the absence of a legal framework. The government had introduced a Foreign Education Providers Bill in Parliament in 2010 but it has been in the freezer since because of lack of consensus among parties. Because of the delay, the government has preferred to follow the executive route to allow foreign institutions.

Under the proposed rules, foreign institutions that figure among the top 400 universities in the world — according to rankings published by the Times Higher Education, London, Quacquarelli Symonds, a company that specialises in education and studies abroad, or Shanghai Jiao Tong University — will be able to set up campuses as Section 25 companies. A Section 25 firm is a not-for-profit institution that can generate surplus but must plough it back.

Foreign institutions intending to apply under the proposed rules must be not-for-profit legal entities that have been in existence for at least 20 years and registered by an accrediting agency of the country concerned or by an internationally accepted system of accreditation.

The foreign education providers will have to offer programmes or courses comparable in quality to those offered to students on their main campuses. Before being notified as a foreign education provider, each such institution will be required to maintain a corpus of not less than Rs 25 crore.

The rules also include clauses for penalties ranging from Rs 50 lakh to Rs 1 crore for violating any of the provisions or the UGC Act, besides forfeiture of the corpus.

The degrees awarded by these institutions would be treated as foreign degrees, subject to equivalence accorded by the Association of Indian Universities for further studies or government jobs.

N.R. Madhava Menon, founder-director, National Law University Bangalore, said the UGC regulations could attract foreign institutions that want to expand operations but doubted whether top universities like Harvard, Yale or Cambridge would set up campuses in India. “I am not sure if the top universities will prefer to come.”

Former Delhi University vice-chancellor Deepak Pental said the foreign varsities’ entry would boost research. “There is a fear some of the top faculty of Indian institutions will join them. But that is not a major concern. Their coming will be beneficial for our institutions academically.”

Academic, Agents, Business, Canada, Disha Newsletters, India, Newsletter, Politics, Students, V. 13 I. 8.1 - Aug 2013

HRD minister Pallam Raju launces National Repository of Open Education Resources

August 26, 2013Canada India Education Council (CIEC)

Source:  Times of India 

NEW DELHI: The HRD minister M M Pallam Raju launched the National Repository of Open Education Resources (NROER) on Tuesday, on the occasion of the conference on ICT for School Education in New Delhi. Inaugurating the conference, he said that the school education has in the recent times witnessed immense growth.

Also present on the occasion was minister of state for HRD, Shashi Tharoor who said that his ministry is continuously working towards inclusiveness of education. In order to make education inclusive, the use of ICT would be quite beneficial. Although technology may not replace the teacher yet it will make teaching more attractive.

Elaborating on the initiative, Ashok Thakur, secretary for higher education said that ICT initiative is not just about promoting school but teachers as well as students also. He said that at present 400 universities and 20,000 colleges are being connected through ICT highways.

Over 200 delegates from the government, NGOs and the private sector are participating in this two-day conference. The conference brings together a variety of stakeholders- policy leaders, practitioners, researchers, implementation agencies and developers of content to examine the policy in the light of their insights and impressions, identifying gaps in the system and suggesting a roadmap for implementing the policy. It aims to evolve a roadmap for using ICT into schools and help teachers and children make best use of the opportunities that ICTs provide. Based on National Curriculum Framework, the ICT Curriculum for teachers and students intends to provide a holistic introduction to ICT in education. The National Repository is a collaborative platform, which proposes to bring together the best of digital resources for different subjects domains, across different stages of the school system and in different languages.

Some of the issues to be taken by the conference are ICT for education: Exploring the potential; implementing the national policy on ICT for school education in India: Challenges and Issues; Showcasing ICT practices – Going Beyond computer Literacy; showcasing ICT practices – learning from state/ BOOT partners/NGO Experience; e-Governance Mission Mode programme in school education. This Conference is being organized by MHRD and NCERT.

Academic, Business, Canada, Culture, Disha Newsletters, India, Newsletter, Politics, Students, Technology, V. 13 I. 8.1 - Aug 2013

Top Canadian Universities to Tour India

August 26, 2013August 26, 2013Canada India Education Council (CIEC)

Source: Government of Canada

Indian students contribute to depth of education experience on Canadian campuses

Nine elite Canadian universities are coming to India from August 19th to August 31st, 2013 to meet with top Indian students and discuss Canada as a premier destination for higher education. The delegation is led by Robert Finlayson of Carleton University in Ottawa and Michelle Beaton of Ryerson University in Toronto. The tour, organized by the Canadian Higher Education Committee (CHEC), under the aegis of the Council of International Schools (CIS), is in its ninth year and will include stops in Mumbai, New Delhi, Dehradun, Hyderabad and Bangalore.

The tour is of special interest to Standard XI and Standard XII students who exhibit strong academic standing, school guidance counselors and parents. The tour schedule will include a combination of visits to select school and information fairs.

“India is a key undergraduate student market for Canadian universities,” said Robert Finlayson of Carleton University and Tour Director. “Indian students are sought for their academic strength and their rich contribution to student life on Canadian university campuses. Each year we are seeing more Indian students choosing Canada as their first choice for study – as evidenced by the success of this tour. Indian students are drawn to our universities’ common attributes of international reputation for academic excellence, state of the art resources, and safe campuses in welcoming locations,” Finlayson said.

List of participating universities in 2013:

University of British Columbia, Carleton University, Concordia University, Guelph University, McGill University, Queens University, Ryerson University, University of Toronto, York University.

 

Why Canada?

Canadian universities are engaged internationally as leaders in education through teaching, research and partnerships. Undergraduate education in Canada is a hybrid of US and UK styles offering breadth of program options, flexibility in choice and a degree that is ultimately recognized world-wide.

Indian students choose Canada because a strong education and a positive international experience is the foundation for their exciting and successful futures. The quality, affordability and renowned research opportunities are key factors in this decision. University campuses across Canada offer multicultural environments, beautiful spaces and friendly people. As a leader in business, political diplomacy, arts and culture and technology, Canada’s education system is at the core of its success and its graduates are players on the world stage.

 

Council of International Schools Backgrounder:

The Council of International Schools (CIS) is a non-profit, international educational organization that facilitates links between institutions of higher education and secondary schools to increase their visibility with school leavers and the school guidance community. The 40+ CIS Canadian higher education member universities’ interests are supported through the efforts of the eight person team of member volunteers that comprise the Canadian Higher Education Committee (CHEC). The Committee’s goal is to facilitate the exchange of information about Canadian higher education between international schools and the CIS Canadian higher education membership through various activities such as recruitment tours, like the 2013 India tour.

Academic, Business, Canada, Culture, Disha Newsletters, India, Newsletter, Politics, V. 13 I. 8.1 - Aug 2013

Twinning Programmes Draw More Students

August 26, 2013August 26, 2013Canada India Education Council (CIEC)

Source: Times of India

With foreign currency getting expensive, universities offering twinning programmes are seeing a surge in student enrolment.

In 1994, Manipal University’s International Centre For Applied Sciences (ICAS) was built to accommodate about 200 students; only six students had signed up then. For long, the centre saw a steady rise in students and about 150-odd candidates joined last year. “I feel we will have around 250 students by the end of this year’s admission season,” says ICAS director G M J Bhat.

Prof. Roseann O'Reilly Runte, CIEC Academic Advisor-Canada and President & Vice Chancellor Carleton University
Prof. Roseann O’Reilly Runte, CIEC Academic Advisor-Canada and President & Vice Chancellor Carleton University

Other universities have the same story to tell. As Bertrand Guillotin, director of the international program office at Duke University’s Fuqua School of Business, notes, “Education remains the best long-term investment you can make, regardless of currency fluctuations.” But while twinning courses improve accessibility to higher education, they also potentially retain a slice of the £8 billion (US$13 billion) leaving India with foreign education-seeking Indian students.With that, international universities wanting to attract Indian students are also open to signing partnership agreements with Indian colleges. Roseann O’Reilly Runte, president and vice chancellor of Carleton University, says, “Students benefit from such programs as they represent less time away from home and reduced costs in terms of tuition and residence.” 

At the other end, she adds, universities benefit from the close collaboration of faculty members which can also result in productive joint research projects. A study conducted by the Association of Indian Universities (AIU) revealed an upswing in the number of foreign education providers in India, from 144 in 2000 to 631 in 2010. Of these, 49 are operating under twinning arrangements, with MBA and hotel management being the most popular courses.

For the full report, log on to www.timesofindia.com

Academic, Agents, Business, Canada, CIEC Editorial, CIEC News, Disha Newsletters, India, Newsletter, Students, V. 13 I. 8.1 - Aug 2013

CIEC Sees Unprecedented Growth in 2013

August 26, 2013April 21, 2015Canada India Education Council (CIEC)

Source: CIEC

CIEC welcomes over 70 Canadian & Indian Associate Members (open to Canadian & Indian Academic Institutions) to CIEC’s membership ranks along with several new Academic Members & 4 new Agent Members (CARE):

  • Touchstone Educational
  • Singh Foundation
  • Western Overseas
  • Sophiya Consultants

The new Associate Membership Category and simplified, inclusive & budget-friendly CARE Process will allow members to network with each other and showcase themselves and their institutions in this vibrant and burgeoning education corridor by highlighting recent developments & new programs, engaging in dialogue on emerging opportunities, stimulating thought and discussing new initiatives and ideas in our monthly newsletter and live news portal ‘Disha’ which is read by over 19,000 academics and thought leaders from both countries. CIEC’s highly penetrative and potent network reaches academic champions from both countries, high level government representatives and policy makers, besides Colleges & Universities.

CIEC’s is also expanding its reach through the use of various social media outlets.  These include:

  • Linkedin Group: Network of Canada-India Education Leaders and Stakeholders (over 300 Members)
  • Facebook Group: CIEC’s International Student Forum (over 300 Student Members)
  • Like us on Facebook (278 Likes)
  • Follow us on Twitter (256 Followers)
  • Join Us On LinkedIn (2361 Connections)

CIEC invites you to get involved today! www.CanadaIndiaEducation.com

Academic, Agents, Business, Canada, CIEC Editorial, CIEC News, Disha Newsletters, India, Newsletter, V. 13 I. 8.1 - Aug 2013 CARE

Declining revenue forces changes in Saskatchewan schools, says education expert

August 21, 2013August 21, 2013Canada India Education Council (CIEC)

Source: Leader Post

REGINA: Ken Steele doesn’t see universities in Saskatchewan dying out, but says they will likely experience a blurring of the boundaries between themselves and trade and technical schools.

One of Canada’s foremost experts on tertiary education, Steele will be at the University of Regina today, giving his take on education trends in Canada and across the globe.

In an interview Monday, Steele said he won’t be suggesting an answer for the U of R, but will instead “put in front of people some interesting thoughts … and let them look at the possibilities, then go away and think about them.”

Taking somewhat of a big-picture approach, Steele will be highlighting data, best practices and some interesting approaches to higher education in other parts of the country when he speaks at the university this afternoon, but says each province has its own unique challenges.

In Saskatchewan, he said, that problem is geography.

“While geographically it’s close to the centre, it’s a long way away from the immigration centres of Toronto, Vancouver and Calgary, which can kind of coast along and still turn students away,” he explained.

“It’s a very different situation here, with that question of how can we bring students to Saskatchewan?” But there is one thing most tertiary institutions across Canada have in common – declining revenue. “(Universities) are struggling to control budgets which, in a best-case scenario, could remain stable, but will likely decline over the next decade or so,” he said.

That has led to more universities realizing they need to be more efficient and bringing in revenue in other ways, which plays a part in the morphing face of higher education.

More co-op programs, different ways of teaching, the integration of technology in higher learning – Steele said they will all contribute to what will likely be a different learning environment in the future.

“We’re definitely seeing a gravitation toward professional and practical programs.”

In Ontario, for instance, the economic downturn led to a “huge influx” of students to colleges.

“People want that practical education where they can see an outcome (and) that’s bad news for arts and liberal arts,” Steele said.

“Here in Saskatchewan, (students) are seeing a workplace that’s attractive to them but also receptive, and that’s not the case in other parts of Canada.”

Academic, Agents, India, Newsletter, Politics, Technology

MAKING EXPERIENCE COUNT FOR NEW CANADIANS

August 20, 2013August 20, 2013Canada India Education Council (CIEC)

Source: SAIT Polytechnic

Calgary, AB — SAIT Polytechnic has teamed up with the Centre for Newcomersto help immigrants with backgrounds in accounting bridge the gap between the career they left behind in their home country, and their new life built in Canada.

The Business Communication for Accountants (BCA) program is the only one of its kind in Alberta — offering language, computer and job readiness training, work experience, and 12 weeks of accounting courses through SAIT.

Rahrel Gul, who moved to Canada from Pakistan with his wife and three children last March, has high expectations for what the program will do for his career.

“It will bridge my international experience to a Canadian market,” says Gul, who worked as an accountant in Pakistan. “The SAIT classes will help, especially the taxation course. Every country has its own taxation system that you must learn as an accountant.”

Debra Grab, Earned Revenue Coordinator in the School of Business says the three intermediate accounting courses, taught onsite at the Centre for Newcomers, are recognized by the Certified General Accountantsassociation, and can be used towards the completion of an accounting certificate, diploma or degree.

“These are not beginner courses,” says Grab. “The people in the program are highly educated — many have master’s degrees, or five and 10 years of experience as accountants.”

In order to qualify for the program, which is subsidized by the government through the Centre for Newcomers, applicants have to meet certain language and educational requirements, and pass a selection exam provided by SAIT’s School of Business.

Starting over

Beginning a new life in a new country can be difficult, especially when the professional credentials that were so hard earned in one’s homeland are no longer relevant.

Estelita Novakovic, Communications Coordinator at the Centre for Newcomers, says many skilled immigrants find work in areas unrelated to their previous experience. The BCA program helps connect immigrants with the professions they left behind in their homelands.

“They can land in the field they were trained for,” says Novakovic. “They get the education and work experience, so they can make use of their expertise and avoid jobs that aren’t suited to their skills.”

Chona Panes arrived in Canada from the Philippines just seven months ago. She left Mindanao Island to escape increasingly dangerous living conditions.

While Canada has provided a more peaceful and orderly life for her and her family, she was frustrated her master’s degree and 15 years of experience didn’t get her as far here as it did in her home country.

Now, Panes looks forward to the work experience portion of the BCA program and hopes to secure a permanent position after her work term.

“I would like to get placement at Suncor, or the City of Calgary, or even Alberta Central Credit Union in a better position than I have there now,” she says.

Meeting industry demands

Faisal Ali, Senior Business Development Manager in Corporate Training, says the BCA program is part of Corporate Training’s mandate to help meet market-labour demands by educating new Canadians for the workplace.

“A program like this ensures new Canadians with qualifications are given an opportunity to gain accreditation through specialized programs. This helps new Canadians, SAIT, and the industry,” says Ali.

Academic, Agents, Business, Canada, India, Newsletter, Students

Australia ‘most expensive’ for overseas students

August 20, 2013August 20, 2013Canada India Education Council (CIEC)

Source: Times Higher Education

Australia is the most expensive place in the world to study for international students, followed by the United States and the UK, says new research.

HSBC estimated that the average annual cost of studying in Australia was $38,516 (£24,936) compared with $35,705 in the US and $30,325 in the UK.

Australia has similar tuition fees to the US, at around $25,000, but living costs are higher.

In dramatic contrast, overseas students pay just $635 in tuition and less than $6,000 in living costs in Germany, making it the least expensive place to study out of 13 countries surveyed.

Annual costs were all below $10,000 in Russia, Taiwan, China and Spain.

Malik Sarwar, HSBC’s global head of wealth development, said: “With rising affluence, particularly in developing markets, and an increasingly competitive workplace that demands quality skills and a global outlook, we expect appetite for international education to continue to grow.

“Even though the market for higher education remains segmented and therefore mis-priced at an international level, the cost is going up everywhere as government subsidies are rolled back,” he added.

The fees data is based on the 10 largest universities in each country, while living costs are taken from Global Higher Education Rankings 2010: Affordability and Accessibility in Comparative Perspective, a report by Higher Education Strategy Associates, and HBSC research.

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Academic, Agents, Business, Canada, India, Newsletter, Students

The most (and least) educated parts of Canada

August 20, 2013August 20, 2013Canada India Education Council (CIEC)

Source: Maclean’s

Post-secondary completion rates vary widely by region.

On average, roughly half of all Canadians between the ages of 25 and 64 have attended college or university, but education levels are not even across all provinces. Here are the percentages of each region’s population with college or university education as reported by Statistics Canada:

1. Ontario 56.0

2. Yukon 49.0

3. Prince Edward Island 47.0

3. British Columbia 47.0

5. Nova Scotia 46.0

5. New Brunswick 46.0

5. Quebec 46.0

5. Alberta 46.0

9. Manitoba 44.0

9. Northwest Territories 44.0

11. Newfoundland 37.0

11. Saskatchewan 37.0

13. Nunavut 28.0

Academic, Agents, Business, Canada, Culture, Newsletter, Students, Technology

Fanshawe College makes conditional offer to buy Market Tower in downtown London

August 20, 2013August 20, 2013Canada India Education Council (CIEC)

Source: London Free Press

For decades, Dundas and Richmond streets was the go-to crossroads of London.

In recent years, it’s become a place many try to avoid.

Now Dundas-Richmond is set for its biggest boost yet, this one a potential watershed for the core, with Fanshawe College offering to buy the Market Tower building as part of its ambitious downtown campus expansion.

The purchase, if and when it’s finalized, could mark a massive transformation for the core.

“This is a premier location,” Howard Rundle, Fanshawe’s soon-to-retire president, said Sunday outside Market Tower. “It’s right at the very heart of London.”

The fact it’s a perceived trouble spot isn’t lost on the 71-year-old, either: “We’ll make a big change.”

Yes, it’s quite likely they will — not that they haven’t already.

It was early 2010 when London city hall offered as much as $20 million to persuade Fanshawe to buy downtown buildings and create a significant campus in the core, far from the east-end compound where most of its 18,000 full-time students are educated.

The first part of that plan will open this fall, when the Centre for Digital and Performance Arts — housed in a renovated building just a few doors west of Dundas-Richmond — opens to an estimated 400 students.

With about $10 million left from city hall’s stake, Fanshawe has now put in a conditional offer on the Shmuel Farhi-owned Market Tower, whose tenants are now mostly city hall workers, including the Ontario Works operations.

Some observers have said London’s troubled downtown is a myth — that’s it’s actually relatively healthy but for the Dundas-Richmond woes. Hundreds more Fanshawe students would change its face dramatically.

But this move wouldn’t just be remarkable — perhaps even historic — for downtown London.

It’s also a watershed for Fanshawe, the little college that could.

After years of being ignored (even sometimes mocked) in London, where Western University was always the fair-haired child, Fanshawe has earned respect as a quality post-secondary institution.

By moving downtown, it’s further weaving itself into London’s identity in a way, it’s worth noting, that apparently doesn’t interest Western.

After 41 years at Fanshawe, Rundle, who retires at month’s end, says that’s among the biggest changes he’s seen.

“When I came to London, Fanshawe was largely unknown,” said Rundle. “And this was a Western town. This is now a Western-Fanshawe town. Fanshawe has moved out of its shadow.”

Many at Fanshawe were initially resistant to a multi-building downtown campus akin to what Ryerson University has created in Toronto. It was Rundle who sold them on the concept, and now the interest is significant, he says.

“There are a number of programs that would prefer to be here rather than at the edge of the city,” he said. “Now people are lining up that would like to bring their programming here.”

The first building is set to open in October (about a month late). Rundle expects media and cultural programs — culinary arts courses are one possibility — to also operate at Market Tower.

Eventually, a downtown student residence may be built.

It’s one thing to put feet on downtown streets in the form of residential developments or offices.

But, as has been pointed out by Coun. Judy Bryant, whose ward includes downtown, there’s a unique energy around post-secondary students. They can represent something remarkable in a community.

For Rundle, whose 17-year tenure as president ends Aug. 31, he’s especially proud of helping create that kind of dynamic in downtown London.

“I’ve been in a number of cities with post-secondary (schools) in the core. It makes it very vibrant,” Rundle said. “There are some things I get personally invested in a bit. The downtown initiative is one of them.”

FANSHAWE’S CORE CONCEPT

  • City has pledged $20 million to the plan; half spent on Fanshawe’s first downtown campus building on Dundas St. next to Market Lane (it opens this fall as the Centre for Digital and Performance Arts)
  • The other $10 million will go to buy and renovate Market Tower, on which Fanshawe has made a conditional offer
  • It’s expected the downtown campus expansion will cost about $45 million
  • City staff now at Market Tower are likely bound for the Farhi-owned Bell building; plan to move the Ontario Works offices to sites across London unaffected
  • Fanshawe expects eventually to have 1,000 students at the two core buildings
  • President Howard Rundle predicts economic boost of $80 million a year for London
Academic, Agents, Business, Canada, Culture, Newsletter, Students

New partnership expands applied research opportunities for B.C. students

August 20, 2013August 20, 2013Canada India Education Council (CIEC)

Source: British Columbia Institute of Technology

VANCOUVER: In an effort to develop and build research capacity at both institutions, Vancouver Community College and BCIT have entered into an agreement centered on applied research and research services cooperation.

This Memorandum of Understanding between VCC and BCIT will ensure increased opportunities and resources for both students, and faculty, to enter into research collaborations and exchanges, and will provide a platform for innovation, specifically in the fields of science and technology.

“Over the last few years, VCC has been exploring ways to expand applied research opportunities, and sees this agreement with BCIT as an important step towards greater research collaboration. Linking VCC’s applied research projects with research groups at BCIT will create greater information exchange and enhanced links between theory and practice, resulting in a more robust educational experience for our students” says Karen Belfer, Dean, VCC Centre for Teaching, Innovation & Applied Research.

“BCIT is pleased to be collaborating with VCC as part of our ongoing efforts to establish greater applied research connections and opportunities among BC colleges,” says Kim Dotto, Dean, BCIT Applied Research. “Applied research has been a part of BCIT’s mandate for the past 25 years, and this, together with our provincial mandate, means that closer ties with colleges across BC is a natural progression in our evolution. We look forward to a long and mutually beneficial relationship with VCC.”

In May 2013, VCC was granted eligibility by the Natural Sciences and Engineering Research Council of Canada (NSERC) to authorize applications and administer NSERC grants, scholarships and fellowships. This agreement with BCIT is one step towards embracing increased research initiatives to address emerging issues of critical importance to our region, including a focus on auto and transportation technologies, health sciences and nursing, culinary and food sciences, and hospitality and operations management.

VCC and BCIT are committed to working together to offer students a first-rate education combined with practical training and enriched learning experiences.

Academic, Agents, Canada, Newsletter, Students, Technology

U of T library system ranked among top three in North America

August 20, 2013August 20, 2013Canada India Education Council (CIEC)

Source: University of Toronto

The University of Toronto has once again been ranked as one of the top three library systems in North America – after Harvard and Yale – according to the Association of Research Libraries (ARL) rankings.

U of T was the only Canadian university in the top 10.

“We are very proud to again be ranked in the prestigious company of Harvard and Yale,” said Chief Librarian Larry P. Alford. “I believe this is a recognition of the work of our extraordinary staff who, with their deep knowledge and expertise, have expanded our electronic resources to more than 1.5 million items, acquired extraordinary historical materials with global research value and developed cutting-edge services to support students and faculty from wherever they are.

“The Libraries’ capacity to support new forms of research will also be dramatically enhanced this coming year through the expansion of our state-of-the-art data centre, which will soon be able to accommodate massive digitization programs and make available large amounts of text data to support national and international collaborative research projects.”

The U of T library system has placed among the ARL’s top five research libraries since 2002-2003 and is comprised of 44 individual libraries that hold more than 12 million volumes in 341 languages and over 28,000 linear metres of archival material. It is the largest publicly funded research collection in Canada and the third-largest academic library in North America.

“The University of Toronto has not only Canada’s, but one of the world’s, finest libraries. It is clear that countless individuals understand how important this is for the nation’s teaching and research, as the University of Toronto’s Boundless Campaign continues to attract significant support for the library. We thank those friends and benefactors, as well as the excellent leadership in our library system, for maintaining this precious resource,” said U of T Vice-President and Provost Cheryl Misak.

The ARL annually ranks its members based on total expenditures, materials expenditures, salary expenditures and number of staff.

Academic, Canada, Newsletter, Students

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