With the establishment of four new public universities and six private universities in the last year, students are expected to flock to the state.
Government OKs Land for Medical Colleges
The state cabinet approved a proposal for the revenue and land reforms department to transfer the required land.
100 Indian Institutions Vying for ‘Eminence’
Source: University World News
100 of India’s top educational institutions are vying to be named ‘institutions of eminence’ as part of the country’s higher education reforms to upgrade around 20 institutions into ‘world-class’ universities.
Record Number of Indians in Canadian Universities
Source: Study International
Indian students are flocking to Canadian colleges and universities like never before as the US grows more unwelcoming to foreign nationals.
Government Won’t Allow Cash Fee Payments in Unis, Colleges
Source: The Economic Times
No cash fee payment in colleges, varsities anymore.
Perks of Studying at a North American Community College
Source: Study International
Are you looking for an affordable education in Canada or the USA? Find out more about the community colleges in North America that are providing excellent graduate pathways to top universities!
Globe and Mail Releases 2015 Report on Colleges
Source: Globe & Mail via Academica
The Globe and Mail has released its 2015 Report on Colleges, which aims to provide students considering enrolling in Canadian colleges with the information they need to make an informed decision. The report includes a number of articles covering topics such as curriculum personalization, funding for facilities, and college business incubators. The report also includes a feature story about how many of Canada’s young workers are heading to college in response to the downturn in Canada’s oil sector, highlighting the advantages to be gained from colleges’ collaboration with companies and community organizations.
International Student Enrolment Grew Faster at ON Colleges Than at Universities in Last Decade
Data shared on the Higher Education Quality Council of Ontario’s (HEQCO’s) It’s Not Academic blog sheds light on the growth in international enrolment at Ontario’s publicly funded colleges and universities. The data show that in the past decade, the rate of growth in international enrolment at colleges has generally exceeded the rate of growth at universities. The growth in college enrolment spiked in 2010; HEQCO attributes this to the 2009 introduction of the Student Partners Program, which expedites the Canadian study permit process for citizens of India and China.
Colleges Help Students Meet Industry Demand for Soft Skills
Source: Globe & Mail via Academica
An article in the Globe and Mail looks at how Canadian colleges are working to overcome a gap between the demands of employers and the skills of recent graduates. The article notes that recent US-based surveys have found that while 75% of education providers said that graduates were adequately prepared for entry-level positions in their field, only 42% of employers and 45% of youth felt the same way. 49% of employers felt that grads had adequate written communication skills, in contrast to 63% of education providers. In response, some colleges are working to enhance their soft skills offerings, providing instruction on communication, teamwork, and problem-solving, sometimes in collaboration with employers. The British Columbia Institute of Technology [CIEC Academic Member], for example, requires that students complete a hands-on consulting project for an industry client in order to graduate. BCIT has also collaborated with SAP Canada to develop a high-school course that has students working on real-world projects and learning about teamwork and job readiness. “I firmly believe you have to simulate what is done in industry if you are going to call yourself industry-ready,” said Robin Hemmingsen, Dean of BCIT’s business school.
Ontario Colleges, Universities See Strong Growth in Enrolment, Applications
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.
Acsenda School of Management
Situated in Vancouver, Canada, Acsenda School of Management specializes in leadership and business with a distinct international focus. The school is a small, private institution with undergraduate programs, a Bachelor of Business Administration Degree program with different specialities since 2004 and, beginning in January 2015, a Bachelor of Hospitality Management Degree. Acsenda operates with its own academic governance model modelled to support a strong academic culture.
String of Free Apps Facilitating Online Learning in Mumbai Colleges
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.
Indian Govt Sets up Panel to Boost Planned Research
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.
Colleges should focus on health research
Source: The Times Of India
BANGALORE: Our mushrooming higher education institutions are of little help, unless they lay emphasis on quality education, and health institutions focus on community-oriented research, especially malnutrition.
Every year, the government focuses on setting up new professional colleges. Instead, it should give importance to quality education and research, which Karnataka lacks, when compared to other progressive states.
Health institutions should concentrate on public health and community-oriented research. Many children in North Karnataka suffer from malnutrition; research on its eradication will be helpful to society. The institutions could also study ways to bring down infant mortality rate, besides focusing on nutritional aspects for a healthy society.
Research should also be taken up on tropical and sub-tropical diseases, besides water-borne illnesses, dengue and malaria. While western countries have managed to eradicate malaria, it is still prevalent in India, and we are yet to find lasting solutions to such issues.
The government should improve the quality of BSc and MSc courses, and put them on par with international standards. Scientific temper is missing, though we have many facilities and centres like the Indian Institute of Science and NAAC headquarters in Bangalore.
At KLE University, we are giving importance to community-oriented research; even the health secretary of the USA visited our centre to know more about it. Public Health Foundation had approached KLE to undertake research on public health centres, for which Manitoba University from Canada has come forward to help.
The government has also failed to come up with long-term policy. If it focuses on health education, we can think of a bright future ahead.
Chandrakant Kokate was appointed first vice-chancellor of KLE University in March 2006. He has 40 years of experience in academics, research and administration. He was also vice-chancellor of Kakatiya University and Nagarjuna University. He was a visiting scientist in Germany.
He served as president of the Pharmacy Council of India from 1998 to 2003. He held positions in All India Council for Technical Education, National Assessment and Accreditation Council, University Grants Commissions Committee for Deemed Universities, Defence Research and Development Organisation and Drugs Technical Advisory Board. He has received many national awards and citations, including the Indira Priyadarishini National Award and Best Teacher Award.
More emphasis on quality higher education. The quality of BSc and MSc courses should be on par with international standards. Research quality should be improved.
In North Karnataka, many children are suffering from malnutrition. Health research should focus on malnutrition, infant mortality and nutrition for a healthy society.
The government should focus on quality higher education instead of quantity higher education. Apart from this, quality research and long-term government policies are needed. Health institutions should give more importance to community-oriented research and also take up malnutrition.
Why International Students Should Befriend Professors
Source: US News
One Sunday in late August 2007, my college swim coach sat down with me and six of my teammates. Our American peers had been dismissed and we were left, a group of international students representing Sweden, South Africa, Croatia, and France.
“This first week of classes, you have a special assignment,” he said. “After each class you must introduce yourself to your professors. Then you must come up with a question, go to their office hours and ask it. It can be a question you already know the answer to; it doesn’t matter, just go anyway.”
It was the evening before the first day of classes. I was a 19-year-old freshman at Limestone College, a small college in rural South Carolina, and was strongly considering not completing my coach’s seemingly pointless assignment.
Later I realized it was the most important piece of advice anyone gave me during my years in college.
Most college professors share a number of attributes. They enjoy learning, which is why they chose a profession allowing them to read and research. They enjoy being around young people, which is why they chose to work in a college environment. And they, too, have been young at some point.
As an international student you bring to the table knowledge and points of view that can differ widely from those of your American peers. For a professor, usually an expert in his or her given field, this is extremely intellectually stimulating. Professors also, like any teacher, love to share their expertise.
Being able to carry an intelligent conversation with your professor on the subject he or she teaches will therefore elevate you to a level far above that of the average student. Seeking help outside of class doesn’t show that you are unintelligent, but that you are a motivated student.
So when you eventually fall behind, miss a class or fail to hand in an assignment, the relationship you have established with your professor will become invaluable. Your occasional tardiness can always slip by, because you have already proved that you are a good student, right?
U.S. colleges often have dozens of scholarship programs funded by various earmarked endowments, and more often than not professors make up most of the committees selecting the recipients. The hours you spend getting to know your professor may end up being rather lucrative.
And although you probably won’t be thinking about graduate school during your first week of classes, one day you just may, and already knowing whom you can ask for a letter of recommendation will lift a significant weight off of your shoulders.
Last but not least, most professors are genuinely nice and interesting people, which itself is enough reason to reach out to them.
As for me, I ended up doing what my coach told me. It resulted in not only an additional academic scholarship, an academic award, solid grades and a number of grad school recommendations, but also friendships that have lasted to this day.
It all began with an outstretched hand and a “hello.”
Anders Melin, from Sweden, is a former collegiate swimmer for Limestone College and the University of Missouri, where he earned an undergraduate degree in finance. He is now pursuing a master’s degree in journalism at New York University.
International students enjoy new learning experiences at local high schools
Source: Vancouver Sun
Henry Luan came to Vancouver from China in 2011 looking for a western high school experience, and a chance to go to university in Canada.
The Grade 10 student is among thousands of international students who have arrived in the Lower Mainland during the past decade. But many face an immediate and significant challenge — they speak little or no English, which makes it a struggle for them to communicate and fit in.
Many of these students have trouble with course material and often graduate late from high school. The language barrier also makes it harder to get into university, leading to more stress and pressure.
“When I first came here, I was trying to talk to people, but they didn’t understand what I was saying. It was awkward and I felt so bad,” says Luan.
Even after two years at University Hill Secondary School, he still has difficulties today. “You know you [understand] a lot more than you can actually express, and it is frustrating,” he said.
Joanne Park is a Grade 11 student at Earl Marriott Secondary School in Surrey. But if she had remained in Korea, she would already be in Grade 12.
In order to earn enough credits and learn English, Park has had to push her graduation off a year. Still, she is uncertain if this decision will give her a better chance of getting into university. It is even more frustrating because all of her friends will be graduating this year.
There is help available to such students within the school system.
If international students’ English-language skills are inadequate for regular English courses, they are put into English as a Second Language/English Language Learners (ESL/ELL) classes.
In B.C., students need at least 80 course credits to graduate from high school. That creates a problem because students cannot earn credits from ESL classes.
On top of that, in order to graduate, students must also have credits for English 10, 11, and 12, as well as provincial exam marks for English 10 and 12.
“Everyone wants to graduate on time, so they rush through our ELL programs,” explains Gleneagle Secondary’s head counsellor Bindy Johal.
She sees many international students drop English 10 because of failing marks, but that makes graduating on time even harder.
Some try to earn these credits in other ways, such as taking online courses.
Johal doesn’t believe that is a good idea. Online courses lack the “face-to-face” element that is important when learning English, she said.
Iqbal Gill, a counselor at University Hill Secondary, said it is expensive for international students to study in Canada, and parents are unwilling to accept that their children will not graduate on time.
Gill said that students are being sent to Vancouver at younger ages to have more time to learn language skills. But this can be a double-edged sword, since it is harder for younger children to be away from parents, she says.
“There are times when I see (young international students) struggling, and it would be really nice if they could be with their families,” said Gill.
Another challenge is that international students’ proficiency in English also affects their mark in other classes. They understand the concepts behind math and science courses, but the language barrier brings their marks down. This also pulls down their admission average for universities.
Park has had to retake Biology 11 after failing last semester because she did not understand many questions.
International students who want to enter university must also meet specific English requirements. Not only do they have to complete English proficiency entrance exams, they need a minimum grade in their English classes. For example, the University of B.C. sets its admission minimum at 70 per cent for English 11 or 12 courses, while at Simon Fraser University the minimum is 60 per cent.
The ESL courses and outside tutoring that many international students sign up for also take away from time that could be spent on other subjects.
Luan, who is interested in computer sciences, could not take the electives he wanted during his first year because he was enrolled in four ESL classes.
Due to the intense focus on improving their English, many international students also miss out on extra-curricular activities, something that universities look for in admissions.
Park said that because of tutoring sessions, she no longer has time for volunteering or sports.
Faced with these pressures, counsellors say students need to accept that it is going to take extra time to learn the language.
Students should not be pressurized to rush their education, and are welcome to stay longer than usual in high school, said Johal.
Youmy Han is a Grade 12 student at Gleneagle Secondary School
If our world is connected, why is education so pigeonholed?
By Shashidhar Nanjundaiah
Imagine a light that flashes each time there is mail in your outdoor postal mailbox, while another switch transfers the mail indoors through a pipe. Perfect for the elderly, especially in treacherous weather.
Four years ago, I had an opportunity to attend an “Invention Convention” meant for school kids up to nine years, whose products were chosen from about 10 schools in rural Warren County in New Jersey, USA. The children came up with products that were practically applicable and answers to many of modern household and social American problems. What impressed me even more than design elements was the school kids’ preparation to explain, pitch, market and sell effectively.
The mail-switch product, fully functional, was one such on display there—designed by an 8-year-old, sparkling-eyed, shy little girl. Would it be a surprise if this young woman went on to do something innovative in her career? There were about 20 such products on display. The students’ ability to come up with complete solutions for their society reflected an ability to identify a need and think seamlessly between physics, social science, economics, and pure and practical common sense; to do this in their own way, independently, with some simple but effective guidance from teachers at the implementation stage.
Education-application synergy has been well-documented, yet it seems to largely elude the liberal arts. The fracture between subjects, and between those academic subjects and industries, is particularly ubiquitous and confusing when it comes to liberal arts, humanities and the social sciences. Our current systems often do not allow students to understand and use the interdisciplinary side of their professional world. Some of us educators have pontificated on the application of subjects to the dreaded ‘real world.’ The more daring among us have even attempted to point out what ought to have been the obvious: that the subjects we teach have a bearing on our life’s experiences. But very few educators have attempted to show how. Further, few, if any, have attempted to draw linkages between subjects or areas of study.
So how can educational institutions change the methods to make their students think independently and to question themselves? Simple: teach them how to seek answers. For this, independent and proactive learning is imperative, and one way is to allow interdisciplinary research projects that will help students apply those linkages.
Linking language and culture studies to employablity
Conventionally, languages and culture studies have been taught as purely academic disciplines, with few employment opportunities outside the sporadic jobs at government departments of culture and languages. The media industries do hire off humanities colleges but feel the need to retrain students toward business awareness, audience perception, knowledge of marketing, and such “downstream” skills. No longer is it enough to be merely creative experts—the ability to understand audiences and disseminate information with optimal effectiveness is best exemplified in blogs and the social media. With the explosive growth of the media, culture and languages have a large scope to consciously be dovetailed and insinuated into the communication industries, including the media and the segments servicing them, i.e., advertising, public relations and media research. Instead of having separate “creative” schools, the institutional (as opposed to individual) endeavor should be to integrate disciplines of writing, culture, media and communication studies. Extrapolate that to sociology, anthropology, history, etc, and you get an exponential growth in employability all around.
Employability of professional graduates: what’s the problem?
Higher education typically suffers from “little knowledge creation.” This was a conclusion reached at the 2006 seminar ‘Washington Symposium’ hosted by NAFSA. They probably stopped short of another obvious truth: lack of knowledge creation in our campuses is a major reason that “unemployability” persists.
Less than 25 percent of our country’s professional graduates are employable, says a Government of India research. As Michael Spence said in the 1970s — and Infosys’s Chief Mentor N. R. Narayanamurthy echoed more recently — educational institutes have merely become a captive space from where employers pick up inherently bright students. We have heard the rhetoric time and again from management gurus and industry experts on what category of Indian professional graduates are largely unemployable:
- Employees who lack the ability to apply classroom education to professions. In particular, fresh graduates who lack the ability to analyze situations from a 360-degree approach.
- Students from institutions typically restricted by lack of quality input and innovative teachers.
- Graduates who do not know basics of their environment and their world and, in general, have neither developed a worldview nor can they analyze professional situations independently.
- Graduates who do not have learnability — that supreme capability of problem-solving, to constantly ask fundamental (and original) questions and seek answers.
Unfortunately, the above list would include a majority of professional graduates and institutions in India. Individual talent will always continue to shine through but, systemically, educational training doesn’t prepare our graduates to solve problems in a practical world where they must apply more than just their field of study.
Surely the education system in India cannot look the other way while our industries (Infy itself, for example) are starting up their own training institutes to transform professional graduates into employable professional graduates?
And content isn’t really the problem, is it? Information is at our fingertips today — quite literally. It is the structure of learning, or pedagogical methodology, that’s dubious. It is in human nature to apply eclectic learning to real life, and our education system can easily put that inherent advantage to good use. All it takes is reengineering our thoughts about what education really is.
Why were some of us made to take a specific combination of subjects at college – Physics, Chemistry, Mathematics or Biology at pre-university; then Physics, Chemistry, or Mathematics at the graduate level? Why not a mix of Physics, English Literature, and Geography? Is it because the makers of education policy wanted to make sure the degrees they were awarding were either a ‘B.Sc.’ or a ‘B.A.’ or a “B.Com”?
The easiest thing for students to understand would be linkages across disciplines in the professional world. “Interdisciplinary” indicates that our learning needs to be across disciplines, not just in one discipline, and linking disciplines along the way. The Harvard Business School, in its review seminar in November 2008, felt that its MBAs were increasingly becoming irrelevant in a globalizing world. The solution? Their MBA programs will become increasingly interdisciplinary in approach.
If each level of higher education provided the following to our budding managers, communicators, and techies alike, each of us would feel far more educated than we do today:
- Provide input in a variety of general subjects — Geography, History, Statistics, Economics, and Psychology to name a few — but applied to the student’s major field of study. A refresher course is all that is required and, this time around, the subjects are linked to our chosen professions.[In a survey I conducted in late 2008, senior industry practitioners and hiring managers in India, USA and UK unanimously agreed that this approach would provide a more global world-view and make students more employable.]
- Allow students to choose independent research projects across courses, allowing them to select only relevant classes. The successful completion of an interdisciplinary project is a sure way of making graduates think analytically and to break down academic walls.
- Take the interdisciplinary approach, whereby curriculum experts and teachers collaborate to carefully ‘map’ the content of a subject on to the desired learning outcome.For example, in a management institute, that goal could be to produce an effective manager, equipped with a well-rounded world-view and sound judgment. A question we could be asking ourselves in designing such a course is, “Which portions of, say, Psychology, would be most relevant to a manager?”)
Why are we learning what we’re learning?
Input (and output) among a majority of our educational institutions has been largely tools-oriented. If you asked professional graduates why they should or ought to know what they know chances are they would draw a blank.
UNESCO’s International Commission on Education for the 21st Century states that education must be organized around four types of learning:
- learning to know, that is acquiring the instruments of understanding;
- learning to do, so as to be able to act creatively in one’s environment;
- learning to live together, so as to participate and cooperate with other people in all human activities; and
- learning to be, a progression toward sustainable existence.
The global marketplace is more demanding of broader skill-sets than before. The requirement set is solutions-driven: a combination of technological, professional, business, social, and life skills — and many more intangible concepts. No longer is it enough to “super-specialize” – there is more demand for multi-skilled multi-specialists and generalists, who can adapt to specific environments. While some of these skills may evolve over time, many of them need a fundamental change in the way academic institutions think.
True integration of UNESCO’s four principles can only occur when learning is the acquisition of skills for employment and/or entrepreneurship. But learning cannot be as narrow or as super-focused on employment: it must make a student employable as a method to make him or her grasp the concepts in all their applications.
The integration and interaction of disciplines at once widens the boundaries and expects an employee to quickly learn to specialize. It is important to recognize that education is only a trigger to learn and often results in individuals understanding their own capabilities in a better way. Faculty training, periodic faculty meetings where faculty make presentations and help one another to understand why students must experience an interdisciplinary education, and a healthy interface with the industries will go a long way in addressing the still unrecognized problem.
By Sparsh Sharma
With post-degree job opportunities on the decline in much of the developed world, several visa restrictions in the UK, comparatively higher cost of education in the USA, and racist attacks in Australia, Canada is fast emerging as an upcoming destination for many Indian students wanting to study abroad. In several United Nations’ surveys, Canada has been found to be one of the best places to live in the world with low crime rates, high life expectancy, and better access to education.
Jugnu Dutta, an international education consultant from Navi Mumbai, agrees with the trend. “A degree/diploma from a Canadian institution is globally recognised. Canadian immigration process has been relaxed for international students, giving the students an opportunity to look for jobs and eventually apply for Permanent Residency (PR). International students in Canada are permitted to work part time for 20 hours/week (first six months in campus and off campus thereafter). During vacations, international students can work up to 40 hours. Average pay for part time job is C$8 – C$11 per hour. All these factors have made the country a much-preferred destination for Indian students,” says Dutta.
Also, since Canada is one of the most multicultural and diverse countries in the world and accepts people from different backgrounds, international students acclimatise better in Canada than in other countries, according to Imran Kanga, associate director, student services and international relations, Schulich School of Business, York University, Toronto. “Traditionally, the UK, USA and Australia were prime destinations for students. At the moment, the US economy is not doing very well and so international students are having trouble finding jobs, especially because in the US, companies have to sponsor visas for students. The UK has put breaks on immigration altogether and students have to leave the country once they are done with their studies. Canada on the other hand welcomes international students from all over the world, as is evident by the work permit incentive that is automatically given to students post their graduation, which allows them to stay in Canada for up to three years after completing their studies. The Canadian economy is very stable, and our financial system is sound. This means that students are not struggling to find work after they graduate, as the market is receptive. This helps because students are able to work and pay back their student loans faster,” he says.
The students get a chance to mix and learn from a diverse peer groups consisting of students from all over the world and from varying work and educational backgrounds. Canada is a very safe place, the people are extremely warm, friendly and students, who go to Canada, have very enriching experiences.
Sharath Janakiraman, current MBA student at Rotman School of Management, University of Toronto, says, “Despite the rigour, it is not ‘all work and no play’. Social events, exhilarating post-exam celebration parties and various sports activities have been able to add enough fun to my MBA experience. Although this was the first time I am living outside India for such a long time, the warmth of people in Toronto always makes me feel at home.”
The number of international students has increased over the years, in Canada. A trend confirmed by counselors and universities. “Along with the Canadian students, our complement of international students has also grown, from 22 countries represented six years ago, to more than 600 students and 75 countries on campus today,” tells Paul Marck, media relations coordinator, University of British Columbia, Okanagan. Even at universities like Thompson Rivers University, situated in Kamloops (an interior area of British Columbia province), there are international students from more than 80 countries.
Besides many part time jobs available for students, many colleges and universities offer paid or unpaid internships for a few months during the length of the program, especially in post-graduate programs like MBA.
Sheldon Dookeran, assistant director, full time MBA admissions, Rotman School of Management, says, “Students who complete a full time program of study longer than eight months and less than two years can receive a work permit lasting just as long as the program lasted. Better yet, students who complete a program of two years or more in length, such as an undergraduate degree or an MBA, can receive a three-year work permit, within which time they can then apply for PR, if they choose to stay longer. Canada is known for its quality education, cultural comfort and job opportunities. There are 31 student groups and clubs on our campus. Rotman’s strategic location in Toronto and recruiter reputation contributes to its 88% internship rate and 85% employment rate within three months of graduation.”
Many universities and community colleges accept applications on a rolling basis. This means that the admissions committee continues to make offers of admission to qualified applicants until a particular intake reaches its enrolment capacity. However, international students are advised to apply early as admission and scholarships grow more competitive around the second or third deadlines. The application deadline for many programs starting in September (fall) intake starts from the first week of February. At Thompson Rivers University, it starts from mid-May for the September intake. Schulich offers an India MBA program, too, which starts in January and the application deadline for which is November 1.
“All Canadian universities/community colleges have intakes in August/September. Some also provide January/February or May intakes. Few community colleges have three to four intakes in a year. The certificates are usually categorised into certificates, diploma, advanced diploma, bachelor’s degree, post graduate diploma, post graduate certificates, master’s degree and Ph.D. Some of the prominent courses at the graduate level are MBA, PGD in management, MS and LLB while at the undergraduate level; it is the Bachelor of Administrative Studies or Bachelor of Engineering,” adds Dutta.
Unlike India, Canada doesn’t have a central education system and hence is under the jurisdiction of each province. All major universities in Canada are publicly funded whereas the private universities are relatively new and usually offer undergraduate courses. There are approximately 92 universities and 175 community colleges in Canada.
Some popular universities among international students:
- University of Toronto
- York University
- McGill University
- University of Alberta
- University of British Columbia
- Queen’s University
Some popular community colleges among international students:
- George Brown
Cost of education – The fees ranges from CAD6,000 to CAD30,000 per year. Usually the universities are more expensive than community colleges. Getting admission in a university is comparatively more difficult than community colleges. Also, most universities accept a minimum of 16 years of education while most community colleges accept 15 years of education.
Canadian visa – The earliest a student can apply for student visa is six months before the start date of the course. The processing time for student visa ranges from 15 days to 30 days for Student Partners Program (SPP) or regular visa respectively. It is recommended to apply for student visa as soon as the student gets the unconditional offer from the university/community college.
UGC wants credit system in colleges
Source: The Time of India via PwC – EdLive
The UGC has reminded all colleges in the state to implement the choice-bad credit and semester system (CBCSS)
at the earliest, as it will be linked with accreditation as well as UGC funding. Incidentally, a committee appointed by the Kerala State Higher Education Council (KSHEC) to study the implementation of CBCSS, had recommended a partial roll-back to the annual system. The letter, sent by the Joint Secretary of the UGC to all colleges stated that the UGC’s action plan for academic and administrative reforms during the XIth Plan should be implemented at the earliest. The action plan comprised aspects such as semester system, choice-based credit system, curriculum development, admission procedures and examination reforms. Also these reforms are necessary for the promotion of quality education. The KSHEC recommendations, based on the report of the Hridayakumari Committee, which was set up to study the working of the system and to suggest improvements, had given 11 recommendations based on its findings. It had also asked the government to modify the system.
Established in 1970, Langara College aimed to become a community leader for accessible, quality education. Decades later, Langara ranks among the top undergraduate institutions, delivering exceptional learning opportunities through a wide range of certificate, diploma and degree programs. With the contributions of staff and faculty, their programs and services continue to grow while continuing to meet the needs of the community.