There is an increasing mobility of students, academic staff as a result of internalization of higher education and globalization process. As a result a rapid increase in cross border higher education is being witnessed with intense competition among universities/institutions of the developed world for seeking collaboration/operation of campus at overseas locations. Despite rapid expansion of higher education, the government is unable to cope with the escalating demand of burgeoning student population. Thus, there is a pressure on the government to increase assess to higher education. Cross border education provides yet another avenue to meet the challenge. Many of the foreign universities are keen to operate in Pakistan. Therefore there is a need to regulate this emerging sector and ensure quality in the provision of higher education
This document provides guidelines for establishing a new university or institution of higher education in Pakistan. It outlines the multi-step process including completing legal registration, submitting a feasibility report, undergoing a site inspection, and applying for a charter from the relevant governing body. Criteria are also defined regarding infrastructure, resources, programs, staffing, finances, and governance that must be met. Key requirements include a minimum land area, endowment funds, tangible assets, working capital, and adherence to norms for departments, facilities, staffing levels, and more. The conditions aim to help regulate growth in higher education and ensure quality, sustainability and adequate resources for new institutions.
This document provides information about Soran University's split-site PhD program. It discusses what a split-site degree is, general admission requirements, the candidate selection process, and administration of the program budget. Students in the split-site program will conduct research and study for one year at an approved international partner university, while their degree is awarded by Soran University. The program aims to provide international research opportunities for Soran students through academic partnerships with other institutions.
This regulation establishes the framework for a student and academic staff exchange program between Turkish higher education institutions and foreign universities called the Mevlana Exchange Programme. It outlines the legal basis, definitions, common protocols and documents between participating institutions. Key aspects include establishing exchange through signed protocols, setting activity periods, application requirements for students including GPA minimums, and processes for student selection and evaluation.
ABOUT COMPETITION COMMISSION OF INDIA (CCI)
The Competition Commission of India (CCI) is the primary regulatory body in India entrusted with maintaining equitable competition within the market. The Competition Commission of India (CCI), established through the Competition Act of 2002, aggressively oversees and controls activities that restrict competition, supports the well-being of consumers, and advocates for a business environment that encourages competition. The primary objective of CCI is to foster and maintain a conducive environment for competition by actively engaging in enforcement activities. This approach aims to encourage firms to adopt fair, competitive, and creative practices, improve consumer well- being, and contribute to economic growth.
Partnering with CCI for the moot court not only allows students to actively participate in current competition law matters but also grants them access to valuable perspectives and networking opportunities with legal professionals in the field. This collaboration is an ideal way to advocate and promote Competition Law amongst law students.
ABOUT THE 3RD NATIONAL MOOT COURT COMPETITION
Fairfield-School of Law, Moot Court Society conducting this competition in collaboration with the Competition Commission of India (CCI). The competition will be in form of an oral proceeding giving real-life simulation of a court proceeding in which we see how convincing the argument is given by the student based on law and other aspects like court ethics and verbal ability. The objective of this Moot Court Competition is to develop academic and advocacy excellence among students all around the nation, inculcating the spirit of leadership and teamwork, ultimately leading to professional excellence. In this competition, a proper court scenario is created where the students act like the Counsellors (Advocates) presenting each side (Plaintiff and Defendant) based on evidence and substantive questions of law, argue with each other to prove their issues in the respective sides in front of the judges who in the end will give the judgment, rounds after rounds.
The objective of this moot court competition doesn’t only restrict itself to the spirit of competition and teamwork, whereas it gets ahead of the normal and gives chance to represent their individualities.
The competition shall be conducted in HYBRID mode at the Fairfield Institute of Management & Technology, FIMT Campus, Kapashera, New Delhi from
14TH , 15TH & 30TH MARCH 2024.
Npe 2020 ppt by Dr. Aarif Hussain BhatArifMuntazir
The document outlines key aspects of the proposed National Education Policy 2020 in India, including:
1. It proposes major reforms to higher education structure including multiple entry/exit points in degree programs, credit-based systems, and multidisciplinary universities and colleges.
2. It recommends increasing the gross enrollment ratio in higher education to 50% by 2035 and moving towards more multidisciplinary undergraduate education.
3. It proposes restructuring institutions into research universities, teaching universities and autonomous degree-granting colleges over time through a transparent accreditation system.
This document provides draft policies and guidelines governing increases in tuition and fees at higher education institutions (HEIs) in the Philippines. It requires both public and private HEIs to consult with student councils, faculty, and alumni before increasing tuition or fees. It also mandates that private HEIs use at least 70% of additional tuition revenue to increase staff salaries. The document establishes national and regional committees to oversee tuition policies and handle disputes.
Go through FAQs about UPES and Its recognition. We hope now most of your queries will get resolved; still have more please feel free to ask at Facebook page of University of Petroleum and Energy Studies: http://www.facebook.com/UniversityofPetroleumandEnergyStudies
This document provides information on education loan management systems. It outlines eligibility criteria for education loans, including courses and expenses covered, loan amounts and margins, repayment terms, and other conditions. Key points covered are:
- Education loans are intended to provide financial support for deserving students pursuing higher education.
- Loans of up to Rs. 10 lakhs are available for studies in India and up to Rs. 20 lakhs for abroad, with margins required above Rs. 4 lakhs.
- Eligible courses include degrees, diplomas, and professional certifications approved by government bodies. Expenses like fees, books, equipment are covered.
- Loans are repaid over 5-7 years after a 1
This document provides guidelines for establishing a new university or institution of higher education in Pakistan. It outlines the multi-step process including completing legal registration, submitting a feasibility report, undergoing a site inspection, and applying for a charter from the relevant governing body. Criteria are also defined regarding infrastructure, resources, programs, staffing, finances, and governance that must be met. Key requirements include a minimum land area, endowment funds, tangible assets, working capital, and adherence to norms for departments, facilities, staffing levels, and more. The conditions aim to help regulate growth in higher education and ensure quality, sustainability and adequate resources for new institutions.
This document provides information about Soran University's split-site PhD program. It discusses what a split-site degree is, general admission requirements, the candidate selection process, and administration of the program budget. Students in the split-site program will conduct research and study for one year at an approved international partner university, while their degree is awarded by Soran University. The program aims to provide international research opportunities for Soran students through academic partnerships with other institutions.
This regulation establishes the framework for a student and academic staff exchange program between Turkish higher education institutions and foreign universities called the Mevlana Exchange Programme. It outlines the legal basis, definitions, common protocols and documents between participating institutions. Key aspects include establishing exchange through signed protocols, setting activity periods, application requirements for students including GPA minimums, and processes for student selection and evaluation.
ABOUT COMPETITION COMMISSION OF INDIA (CCI)
The Competition Commission of India (CCI) is the primary regulatory body in India entrusted with maintaining equitable competition within the market. The Competition Commission of India (CCI), established through the Competition Act of 2002, aggressively oversees and controls activities that restrict competition, supports the well-being of consumers, and advocates for a business environment that encourages competition. The primary objective of CCI is to foster and maintain a conducive environment for competition by actively engaging in enforcement activities. This approach aims to encourage firms to adopt fair, competitive, and creative practices, improve consumer well- being, and contribute to economic growth.
Partnering with CCI for the moot court not only allows students to actively participate in current competition law matters but also grants them access to valuable perspectives and networking opportunities with legal professionals in the field. This collaboration is an ideal way to advocate and promote Competition Law amongst law students.
ABOUT THE 3RD NATIONAL MOOT COURT COMPETITION
Fairfield-School of Law, Moot Court Society conducting this competition in collaboration with the Competition Commission of India (CCI). The competition will be in form of an oral proceeding giving real-life simulation of a court proceeding in which we see how convincing the argument is given by the student based on law and other aspects like court ethics and verbal ability. The objective of this Moot Court Competition is to develop academic and advocacy excellence among students all around the nation, inculcating the spirit of leadership and teamwork, ultimately leading to professional excellence. In this competition, a proper court scenario is created where the students act like the Counsellors (Advocates) presenting each side (Plaintiff and Defendant) based on evidence and substantive questions of law, argue with each other to prove their issues in the respective sides in front of the judges who in the end will give the judgment, rounds after rounds.
The objective of this moot court competition doesn’t only restrict itself to the spirit of competition and teamwork, whereas it gets ahead of the normal and gives chance to represent their individualities.
The competition shall be conducted in HYBRID mode at the Fairfield Institute of Management & Technology, FIMT Campus, Kapashera, New Delhi from
14TH , 15TH & 30TH MARCH 2024.
Npe 2020 ppt by Dr. Aarif Hussain BhatArifMuntazir
The document outlines key aspects of the proposed National Education Policy 2020 in India, including:
1. It proposes major reforms to higher education structure including multiple entry/exit points in degree programs, credit-based systems, and multidisciplinary universities and colleges.
2. It recommends increasing the gross enrollment ratio in higher education to 50% by 2035 and moving towards more multidisciplinary undergraduate education.
3. It proposes restructuring institutions into research universities, teaching universities and autonomous degree-granting colleges over time through a transparent accreditation system.
This document provides draft policies and guidelines governing increases in tuition and fees at higher education institutions (HEIs) in the Philippines. It requires both public and private HEIs to consult with student councils, faculty, and alumni before increasing tuition or fees. It also mandates that private HEIs use at least 70% of additional tuition revenue to increase staff salaries. The document establishes national and regional committees to oversee tuition policies and handle disputes.
Go through FAQs about UPES and Its recognition. We hope now most of your queries will get resolved; still have more please feel free to ask at Facebook page of University of Petroleum and Energy Studies: http://www.facebook.com/UniversityofPetroleumandEnergyStudies
This document provides information on education loan management systems. It outlines eligibility criteria for education loans, including courses and expenses covered, loan amounts and margins, repayment terms, and other conditions. Key points covered are:
- Education loans are intended to provide financial support for deserving students pursuing higher education.
- Loans of up to Rs. 10 lakhs are available for studies in India and up to Rs. 20 lakhs for abroad, with margins required above Rs. 4 lakhs.
- Eligible courses include degrees, diplomas, and professional certifications approved by government bodies. Expenses like fees, books, equipment are covered.
- Loans are repaid over 5-7 years after a 1
This document provides background information on technical education in India and the statutory provisions regarding the All India Council for Technical Education (AICTE). Some key points:
- Formal technical education in India dates back to the mid-19th century with initiatives like establishing technical institutions and the Indian Universities Commission.
- AICTE was established in November 1945 as the national-level apex advisory body for technical education.
- AICTE aims to plan, promote, and regulate quality technical education in India in a coordinated manner and encourage associations between technical education and research/development.
- The document outlines AICTE's role in fostering a world-class technical education system in India through initiatives like e
Guidelines for overseas_education_students_recruitment_agenciesmaulidisheha
This document provides guidelines for overseas education student recruitment agencies (OESRAs) in Tanzania established by the Tanzania Commission for Universities (TCU). It defines key terms and sets principles for OESRAs, including requirements for registration, responsibilities, and criteria for operating in Tanzania. OESRAs must register with TCU, provide credentials demonstrating their ability to properly recruit and advise students, and submit annual reports. They are not allowed to collect tuition fees and must ensure students are admitted to legitimate institutions of higher education. The guidelines aim to regulate overseas student recruitment for the benefit of Tanzanians pursuing university education abroad.
Gujarat technological university prospectus 2016 17 educationiconnect.com 786...00007123
We provide university prospectus student can check all prospectus in any slide Gujarat technological university prospectus 2016 17 educationiconnect.com 7862004786 Gujarat technological university
The document summarizes the revised rules for pursuing a Ph.D. degree from Savitribai Phule Pune University. It outlines the eligibility criteria including a minimum of 50% marks in a postgraduate degree. It describes the entrance exam process with 2 papers assessing general aptitude and subject knowledge. Successful candidates will be interviewed and allocated guides based on availability. The rules detail the registration process, coursework requirements, supervision guidelines, thesis submission process and timelines for completion.
The document provides a comprehensive overview of education loan schemes offered by banks in India. It details eligibility criteria, courses covered, expenses that can be funded, loan amounts and margins, repayment terms, processing fees and more. The objective is to provide deserving students financial support to pursue higher education without barriers. Banks have flexibility to relax some norms on a case-by-case basis to make education loans more accessible.
This document outlines the terms and conditions of an agreement between Beam Consultancy Services and the Commissioner of Backward Classes Welfare Department. Beam Consultancy Services agrees to train 20 candidates from backward classes in a certificate course in web authoring at a rate of Rs. 4000 per candidate. The terms and conditions stipulate that Beam Consultancy Services will conduct the training as approved, select candidates through a selection committee, maintain proper records, obtain consent from dropping candidates, and refund unspent fees. Upon completion, Beam Consultancy Services must provide placement assistance, reports on training and certificates for signing.
This document is the Approval Process Handbook for 2019-20 published by the All India Council for Technical Education (AICTE). It provides comprehensive information on the processes and regulations for obtaining approval from AICTE for technical education institutions and programs in India. The handbook covers the approval process for setting up new institutions, programs, extensions of approval, collaborations, and more. It also outlines the norms and standards that institutions must comply with regarding infrastructure, faculty, courses, intake capacity, and other academic and administrative requirements. The overall aim is to ensure transparency and quality in technical education as per AICTE's role in regulating the sector.
The National Education Policy 2020 introduces several major reforms in both school and higher education in India. It shifts to a 5+3+3+4 structure for schooling with increased focus on foundational learning. In higher education, it aims to increase gross enrollment to 50% by 2035, establish a new regulatory system under HECI, and transform universities and colleges into more multidisciplinary and research-focused institutions.
This document provides an overview of the approval process for technical institutions in India as outlined by the All India Council for Technical Education (AICTE) in their Approval Process Handbook for 2018-19. Some key points:
- The handbook outlines the processes for granting approval to set up new institutions or courses, extend existing approvals, make changes to institutions or courses, and considerations around violations.
- Approval can be granted through a single application for setting up new institutions, changing locations, closures, conversions between programs, etc. or for extending existing approvals, increasing intake, adding new courses, and other changes for existing institutions.
- There are also sections covering vocational education courses
The document outlines guidelines for the Junior Research Fellowship (JRF) scheme run by the University Grants Commission of India. The JRF scheme provides funding opportunities for candidates who have qualified in the National Eligibility Test or UGC-CSIR joint test to pursue advanced studies and research leading to M.Phil. or Ph.D. degrees. Initially, fellows receive Rs. 12,000 per month for two years as a JRF, which can then be extended to Rs. 14,000 per month for three additional years as a Senior Research Fellowship if evaluation of their research progress is satisfactory. The total funding period under JRF and SRF is five years with no extension permitted.
The document provides guidelines for partner institutions of the University. It outlines rules regarding incomplete applications, simultaneous registration in multiple programs, re-registration, re-admission, refunds, changing courses or programs, counseling and examinations, address changes, transferring between institutions, official transcripts, program recognition, and credit transfer. Key details include late applications will not be considered, the maximum duration students can be re-admitted for additional time to complete a program, fees for changing courses or transferring institutions, and that degrees are recognized by other Indian universities.
The National Education Policy 2020 aims to transform India into an equitable and vibrant knowledge society through high-quality education for all. It proposes major reforms in school and higher education, including a single regulator for higher education, multiple entry/exit options in degree programs, and establishing multidisciplinary universities. The policy emphasizes holistic, flexible, and multidisciplinary learning with options for vocational and skill-based education integrated across programs.
The National Education Policy 2020 is India's third education policy. It was drafted by a committee headed by Dr. K. Kasturirangan and approved by the Union Cabinet in 2020. Some key highlights include:
1. A new 5+3+3+4 structure for school education with foundational, preparatory, middle, and secondary stages.
2. Higher education reforms like multiple entry/exit options, multidisciplinary institutions, research focus.
3. Promoting autonomy of colleges and universities, phasing out affiliation over 15 years.
4. Establishing a Higher Education Commission of India as a single regulator.
The document is a letter providing information about the Quality Improvement Programme (QIP) sponsored by AICTE. It discusses the following key points:
1. QIP aims to enhance faculty expertise and capabilities at AICTE approved engineering institutions. It offers opportunities for faculty to pursue Master's and Ph.D. programs, as well as short-term courses.
2. Eleven major QIP centers at IITs and IISc coordinate the program activities. These centers and some recognized minor centers offer admission to Master's and Ph.D. programs.
3. The letter provides details on the application process, including important deadlines and guidelines for applying to QIP programs at the various centers.
This document provides the revised implementing rules and regulations for the National Service Training Program (NSTP) in the Philippines. It outlines the guiding principles, definitions, program components, coverage, duration, and management and monitoring of the NSTP. The NSTP aims to enhance civic consciousness and defense preparedness in youth. It has three program components: Reserve Officers' Training Corps, Literacy Training Service, and Civic Welfare Training Service.
The document discusses the role and powers of the Higher Education Commission of Pakistan established in 2002. It outlines that the HEC is responsible for developing policies and priorities for higher education, accrediting programs and departments, granting charters to universities, and determining degree equivalences. It also details how the HEC allocates funding to universities based on factors like enrollment, research output, and development projects. The 18th amendment supports the HEC's current role in coordinating higher education across Pakistan.
The National Education Policy 2020 aims to transform India into an equitable and vibrant knowledge society by providing high-quality education for all. It proposes major reforms in school and higher education including a single regulator for higher education, multiple entry/exit options in degree programs, and establishing multidisciplinary universities. The policy emphasizes making education more holistic, flexible, and aligned with 21st century needs through measures like integrating humanities into technical programs and credit-based courses on values and community service.
This memorandum of agreement is between Quezon City Polytechnic University and itself as the practicum cooperator. It outlines the responsibilities of both parties for accepting students from the university to complete practicum studies within the cooperator's premises. The university will submit student documents and designate an adviser. The cooperator will select students, designate an adviser to supervise students, and review student reports. Both parties agree students will complete 486 practicum hours in one term, and any intellectual property created will be jointly owned.
The Blue Ribbon Task Force on State Higher Education Reform held a webinar to discuss recommendations on funding, accountability, and governance for state universities. They aimed to refine, improve, accept, table or reject proposed recommendations and identify areas needing further work. Next meeting dates were established to continue discussions and finalize recommendations by October 30th.
0900 ph.d. rules, regulations and ordinancesbhavna_pande
This document outlines the rules and regulations for pursuing a Ph.D. from Gujarat University in Ahmedabad, India. It details the various Ph.D. committees that will oversee the program, the types of Ph.D. students (regular, part-time, independent), eligibility requirements, recognition of Ph.D. guides, and norms for supervision. The document provides comprehensive guidelines for all aspects of the Ph.D. program at Gujarat University.
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.Christina Parmionova
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
This document provides background information on technical education in India and the statutory provisions regarding the All India Council for Technical Education (AICTE). Some key points:
- Formal technical education in India dates back to the mid-19th century with initiatives like establishing technical institutions and the Indian Universities Commission.
- AICTE was established in November 1945 as the national-level apex advisory body for technical education.
- AICTE aims to plan, promote, and regulate quality technical education in India in a coordinated manner and encourage associations between technical education and research/development.
- The document outlines AICTE's role in fostering a world-class technical education system in India through initiatives like e
Guidelines for overseas_education_students_recruitment_agenciesmaulidisheha
This document provides guidelines for overseas education student recruitment agencies (OESRAs) in Tanzania established by the Tanzania Commission for Universities (TCU). It defines key terms and sets principles for OESRAs, including requirements for registration, responsibilities, and criteria for operating in Tanzania. OESRAs must register with TCU, provide credentials demonstrating their ability to properly recruit and advise students, and submit annual reports. They are not allowed to collect tuition fees and must ensure students are admitted to legitimate institutions of higher education. The guidelines aim to regulate overseas student recruitment for the benefit of Tanzanians pursuing university education abroad.
Gujarat technological university prospectus 2016 17 educationiconnect.com 786...00007123
We provide university prospectus student can check all prospectus in any slide Gujarat technological university prospectus 2016 17 educationiconnect.com 7862004786 Gujarat technological university
The document summarizes the revised rules for pursuing a Ph.D. degree from Savitribai Phule Pune University. It outlines the eligibility criteria including a minimum of 50% marks in a postgraduate degree. It describes the entrance exam process with 2 papers assessing general aptitude and subject knowledge. Successful candidates will be interviewed and allocated guides based on availability. The rules detail the registration process, coursework requirements, supervision guidelines, thesis submission process and timelines for completion.
The document provides a comprehensive overview of education loan schemes offered by banks in India. It details eligibility criteria, courses covered, expenses that can be funded, loan amounts and margins, repayment terms, processing fees and more. The objective is to provide deserving students financial support to pursue higher education without barriers. Banks have flexibility to relax some norms on a case-by-case basis to make education loans more accessible.
This document outlines the terms and conditions of an agreement between Beam Consultancy Services and the Commissioner of Backward Classes Welfare Department. Beam Consultancy Services agrees to train 20 candidates from backward classes in a certificate course in web authoring at a rate of Rs. 4000 per candidate. The terms and conditions stipulate that Beam Consultancy Services will conduct the training as approved, select candidates through a selection committee, maintain proper records, obtain consent from dropping candidates, and refund unspent fees. Upon completion, Beam Consultancy Services must provide placement assistance, reports on training and certificates for signing.
This document is the Approval Process Handbook for 2019-20 published by the All India Council for Technical Education (AICTE). It provides comprehensive information on the processes and regulations for obtaining approval from AICTE for technical education institutions and programs in India. The handbook covers the approval process for setting up new institutions, programs, extensions of approval, collaborations, and more. It also outlines the norms and standards that institutions must comply with regarding infrastructure, faculty, courses, intake capacity, and other academic and administrative requirements. The overall aim is to ensure transparency and quality in technical education as per AICTE's role in regulating the sector.
The National Education Policy 2020 introduces several major reforms in both school and higher education in India. It shifts to a 5+3+3+4 structure for schooling with increased focus on foundational learning. In higher education, it aims to increase gross enrollment to 50% by 2035, establish a new regulatory system under HECI, and transform universities and colleges into more multidisciplinary and research-focused institutions.
This document provides an overview of the approval process for technical institutions in India as outlined by the All India Council for Technical Education (AICTE) in their Approval Process Handbook for 2018-19. Some key points:
- The handbook outlines the processes for granting approval to set up new institutions or courses, extend existing approvals, make changes to institutions or courses, and considerations around violations.
- Approval can be granted through a single application for setting up new institutions, changing locations, closures, conversions between programs, etc. or for extending existing approvals, increasing intake, adding new courses, and other changes for existing institutions.
- There are also sections covering vocational education courses
The document outlines guidelines for the Junior Research Fellowship (JRF) scheme run by the University Grants Commission of India. The JRF scheme provides funding opportunities for candidates who have qualified in the National Eligibility Test or UGC-CSIR joint test to pursue advanced studies and research leading to M.Phil. or Ph.D. degrees. Initially, fellows receive Rs. 12,000 per month for two years as a JRF, which can then be extended to Rs. 14,000 per month for three additional years as a Senior Research Fellowship if evaluation of their research progress is satisfactory. The total funding period under JRF and SRF is five years with no extension permitted.
The document provides guidelines for partner institutions of the University. It outlines rules regarding incomplete applications, simultaneous registration in multiple programs, re-registration, re-admission, refunds, changing courses or programs, counseling and examinations, address changes, transferring between institutions, official transcripts, program recognition, and credit transfer. Key details include late applications will not be considered, the maximum duration students can be re-admitted for additional time to complete a program, fees for changing courses or transferring institutions, and that degrees are recognized by other Indian universities.
The National Education Policy 2020 aims to transform India into an equitable and vibrant knowledge society through high-quality education for all. It proposes major reforms in school and higher education, including a single regulator for higher education, multiple entry/exit options in degree programs, and establishing multidisciplinary universities. The policy emphasizes holistic, flexible, and multidisciplinary learning with options for vocational and skill-based education integrated across programs.
The National Education Policy 2020 is India's third education policy. It was drafted by a committee headed by Dr. K. Kasturirangan and approved by the Union Cabinet in 2020. Some key highlights include:
1. A new 5+3+3+4 structure for school education with foundational, preparatory, middle, and secondary stages.
2. Higher education reforms like multiple entry/exit options, multidisciplinary institutions, research focus.
3. Promoting autonomy of colleges and universities, phasing out affiliation over 15 years.
4. Establishing a Higher Education Commission of India as a single regulator.
The document is a letter providing information about the Quality Improvement Programme (QIP) sponsored by AICTE. It discusses the following key points:
1. QIP aims to enhance faculty expertise and capabilities at AICTE approved engineering institutions. It offers opportunities for faculty to pursue Master's and Ph.D. programs, as well as short-term courses.
2. Eleven major QIP centers at IITs and IISc coordinate the program activities. These centers and some recognized minor centers offer admission to Master's and Ph.D. programs.
3. The letter provides details on the application process, including important deadlines and guidelines for applying to QIP programs at the various centers.
This document provides the revised implementing rules and regulations for the National Service Training Program (NSTP) in the Philippines. It outlines the guiding principles, definitions, program components, coverage, duration, and management and monitoring of the NSTP. The NSTP aims to enhance civic consciousness and defense preparedness in youth. It has three program components: Reserve Officers' Training Corps, Literacy Training Service, and Civic Welfare Training Service.
The document discusses the role and powers of the Higher Education Commission of Pakistan established in 2002. It outlines that the HEC is responsible for developing policies and priorities for higher education, accrediting programs and departments, granting charters to universities, and determining degree equivalences. It also details how the HEC allocates funding to universities based on factors like enrollment, research output, and development projects. The 18th amendment supports the HEC's current role in coordinating higher education across Pakistan.
The National Education Policy 2020 aims to transform India into an equitable and vibrant knowledge society by providing high-quality education for all. It proposes major reforms in school and higher education including a single regulator for higher education, multiple entry/exit options in degree programs, and establishing multidisciplinary universities. The policy emphasizes making education more holistic, flexible, and aligned with 21st century needs through measures like integrating humanities into technical programs and credit-based courses on values and community service.
This memorandum of agreement is between Quezon City Polytechnic University and itself as the practicum cooperator. It outlines the responsibilities of both parties for accepting students from the university to complete practicum studies within the cooperator's premises. The university will submit student documents and designate an adviser. The cooperator will select students, designate an adviser to supervise students, and review student reports. Both parties agree students will complete 486 practicum hours in one term, and any intellectual property created will be jointly owned.
The Blue Ribbon Task Force on State Higher Education Reform held a webinar to discuss recommendations on funding, accountability, and governance for state universities. They aimed to refine, improve, accept, table or reject proposed recommendations and identify areas needing further work. Next meeting dates were established to continue discussions and finalize recommendations by October 30th.
0900 ph.d. rules, regulations and ordinancesbhavna_pande
This document outlines the rules and regulations for pursuing a Ph.D. from Gujarat University in Ahmedabad, India. It details the various Ph.D. committees that will oversee the program, the types of Ph.D. students (regular, part-time, independent), eligibility requirements, recognition of Ph.D. guides, and norms for supervision. The document provides comprehensive guidelines for all aspects of the Ph.D. program at Gujarat University.
Ähnlich wie HEC-Policy-HEC-Foreign-Collaboratin-Policy.pdf (20)
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.Christina Parmionova
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
United Nations World Oceans Day 2024; June 8th " Awaken new dephts".Christina Parmionova
The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
Food safety, prepare for the unexpected - So what can be done in order to be ready to address food safety, food Consumers, food producers and manufacturers, food transporters, food businesses, food retailers can ...
RFP for Reno's Community Assistance CenterThis Is Reno
Property appraisals completed in May for downtown Reno’s Community Assistance and Triage Centers (CAC) reveal that repairing the buildings to bring them back into service would cost an estimated $10.1 million—nearly four times the amount previously reported by city staff.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
How To Cultivate Community Affinity Throughout The Generosity JourneyAggregage
This session will dive into how to create rich generosity experiences that foster long-lasting relationships. You’ll walk away with actionable insights to redefine how you engage with your supporters — emphasizing trust, engagement, and community!
Indira awas yojana housing scheme renamed as PMAYnarinav14
Indira Awas Yojana (IAY) played a significant role in addressing rural housing needs in India. It emerged as a comprehensive program for affordable housing solutions in rural areas, predating the government’s broader focus on mass housing initiatives.
This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
1. 13-01-2020
Policy for Pakistani Higher Education Institutions Offering Degree Programs in
Collaboration with Foreign Universities
1. Introduction
1.1 There is an increasing mobility of students, academic staff as a result of internalization of
higher education and globalization process. As a result a rapid increase in cross border higher
education is being witnessed with intense competition among universities/institutions of the
developed world for seeking collaboration/operation of campus at overseas locations. Despite rapid
expansion of higher education, the government is unable to cope with the escalating demand of
burgeoning student population. Thus, there is a pressure on the government to increase assess to
higher education. Cross border education provides yet another avenue to meet the challenge. Many
of the foreign universities are keen to operate in Pakistan. Therefore there is a need to regulate this
emerging sector and ensure quality in the provision of higher education.
1.2 The purpose of this document is to provide policy guidelines and set out criteria, procedures
for collaboration with foreign institutions/universities and opening up campuses of reputable
foreign universities. It identifies various related requirements, which need to be fulfilled and
adhered to while negotiating collaborative arrangements or for operation of offshore campuses of
foreign universities in Pakistan.
1.3 The collaborative arrangement being encouraged by the Commission may have various
modes and forms leading to award of a Singular Degree awarded by the Foreign University.
Collaboration modes may be either of the following:
i) Type – I External degree programme for which tuition/facilitation is provided by a
local institution, while course of study, study materials, question paper and assessment
is done by foreign universities/institutions under supervision of 3rd party like British
Council.
The local institutions in this type of collaboration would be required to fulfill all the
pre- requisites of HEC criteria for an affiliated college. (Schedule-I)
ii) Type – II Local institution franchised by a foreign university for award of a foreign
degree where students are assessed and evaluated locally and degree is awarded by a
foreign university;
The local institutions desirous of operating under this mode would be required to fulfill
all the pre-requisites as specified for a degree awarding institution in the
Page 1
2. Guidelines/Criteria for establishment of a university/degree awarding institution
approved by the Federal Cabinet. (Schedule-II)
iii) Type – III A campus entirely administered, managed and operated by a foreign
university in Pakistan and award of degree by a foreign university identical to degrees
given to on-campus students at principal seat.
The foreign Universities which want to operate in Pakistan through their offshore
campus in Pakistan, such institutions would be required to get approval of Ministries of
Foreign Affairs and Interior, respective Provincial Government and apply to HEC for
NOC. Such universities would be required to fulfill all the pre – requisites of HEC
approved campus criteria. (Schedule-III)
2. Definitions
2.1 In this criteria anything repugnant on the subject or context used hereinafter:
a) ‘collaborative arrangement’ means any mode of collaborative arrangement as specified in
para 1.3;
b) ‘institution’ means franchised institution of higher education seeking collaboration with
foreign university;
c) ‘Commission’ means Higher Education Commission;
d) ‘foreign university’ means franchising foreign university or educational institution, whose
degree is to be offered by local institution;
e) ‘principal’ means the head of the franchised institution;
f) ‘Provincial government’ means higher education department of concerned province where
institution/offshore campus is being opened/operated.
g) all words and expressions used but not defined in this document shall have the same
meaning as in the Higher Education Commission Ordinance 2002.
3. STANDARD OPERATING PROCEDURE (SOPs) FOR COLLABORATION
3.1 The procedure for collaborative arrangements of foreign universities with Pakistani
institutions/universities is outlined below:
3.2 Completion of legal formalities
3.2.1 No foreign university, other than accredited/chartered in its country and recognized by the
Higher Education Commission, would be allowed to operate through any mode as specified herein.
Page 2
3. 3.2.2 Franchising university must carry specific provision/permission for its operation overseas
through any of the above modes and sponsors of local institutions would be required to submit
proof of such a legal provision.
3.2.3 The local institution located in provincial territorial jurisdictions would be required to get
themselves registered with provincial government and provide proof of registration to the
Commission. After the registration with provincial government the local institution would be
required to apply to HEC for formal NOC.
3.2.4 No Pakistani institution shall be allowed to conduct course of studies in anticipation of
NOC from HEC and execution of formal agreement.
3.2.5 NOC / Permission to run the collaborative degree programme will be granted separately
for each physical location where the programme is to be conducted.
3.2.6 The ownership of the local institutions collaborating with foreign university/institution
shall vest in a body corporate and not in individual(s) or family. It shall be registered under the
relevant laws of companies ordinance/societies registration act/trust act as a foundation/society/
trust. This shall not be required in case the institution is in the Government sector.
3.2.7 All those local institutions, which do not have its own Charter/degree awarding status,
desiring to have such collaborative arrangements shall NOT be allowed to use the name of
“University” with its name.
3.2.8 As per the Government regulations, local institutions would be required to get their
sponsoring society/trust evaluated and certified by an independent certification agency approved
by the Federal Board of Revenue (FBR), Govt. of Pakistan.
3.3 Application for collaborative arrangement
3.3.1 After completion of legal requirements, the sponsors of local institution would submit an
inclusive proposal, accompanying prescribed fee in favour of Higher Education Commission as
evaluation fee. The overseas partner shall certify after satisfying itself from HEC that the Pakistani
institution fulfills the required physical, human, financial resources and that due regard has been
given to assure quality and standards of degree programme.
3.3.2 The Commission shall scrutinize the proposal submitted by sponsors to ascertain as to
whether it fulfills the specified basic requirements or not. If the Commission finds that there is a
prima facie case for further consideration, the feasibility report shall be thoroughly scrutinized by
Page 3
4. HEC. HEC will assess the application and may ask for additional information or recommend the
case for inspection of the institution by a panel of experts.
3.4. Site Inspection
3.4.1 On fulfillment of mandatory requirements in shape of academic, financial and physical
infrastructure, physical inspection of institution will be carried out by an inspection committee
nominated by HEC to determine that the institution has the potential to run collaborative
programmes.
3.5 NOC and Recommendation
3.5.1 On satisfactory report by the Inspection Committee, the sponsor/s shall submit the
negotiated draft agreement with the overseas partner/s to the HEC for approval. The HEC may call
for additional information about the collaboration. A draft MOU/agreement between local partners
and foreign university needs to be submitted to Commission for approval.
3.5.2 Once the HEC is satisfied with the arrangement, the institution concerned will be allowed
to enter into agreement with a foreign institution and for this purpose the NOC/recommendation
letter will be issued to offer foreign degree programmes. The approval will be initially for three
years.
3.5.3 The validity period of permission will initially be for three years and subsequently would
be extended to the next term after a positive report from the Inspection Committee.
3.6 Extension in NOC
3.6.1 After three years, the approval can be extended subject to a satisfactory report of the
Inspection Committee about smooth functioning and substantial progress. During the period of
operation the Institution shall be shall be governed by all the rules, regulations of HEC issued from
time to time.
4. CONDITIONS GOVERNING FOREIGN COLLABORATION
4.1 The provisions for collaborative degree arrangement/functioning of offshore campus shall
be governed by the following:
Page 4
5. 4.2 Institutional and academic
i. The agreement shall be executed in Pakistan in accordance with Pakistani laws. No
arbitration clause shall be included in the MOU/agreement, and in case of litigation if any,
the jurisdiction shall be a court in Pakistan;
ii. Local institution and foreign university shall have joint responsibilities to safeguard the
interests of students and provisions for quality assurance and maintenance of standards of
quality education;
iii. This policy would cover degree programs at undergraduate level only involving 16 years
of education and Master’s degree programs involving 18 years of education, which requires
intermediate/equivalent 12th
grade qualification for undergraduate program and
Bachelors/sixteen (16) years/equivalent as per Pakistani Qualification Framework for
Master’s program as entry requirements. In case, the 12th
grade qualification is obtained
from abroad, equivalence of Inter Board Committee of Chairmen (IBCC), Pakistan would
be mandatory before granting admission into the respective foreign undergraduate
program.
iv. Local institution and awarding body/foreign institution shall work together to develop a
mechanism that enables verification of published information before it is released and no
misleading information should be published;
v. The awarding institution is ultimately responsible for ensuring that the academic standards
and quality of learning opportunities offered through a collaborative arrangement are
adequate to enable a student to achieve the academic standard required for its award.
vi. The degree awarded to students at local institution will be identical to the degrees awarded
to on-campus students;
vii. The institutions shall be responsible to provide accurate, reliable information on all aspects
of educational provisions;
viii. An up-to-date and authoritative record of the collaborative arrangements should be
publically available.
ix. Students at local institution will be enrolled in principal seat of franchising university. They
would be eligible to all rights and privileges including right of transfer to main campus
abroad upon closure of local institutions for any reason and to all other rights as are
admissible to students at principal seat.
x. The institution shall be governed by the rules and regulations framed by the franchising
university from time to time regarding general scheme of studies, duration of courses,
medium of instruction, detailed curricula, examination and assessment pattern, the
conditions under which students shall be admitted to the examination of university etc;
xi. Admission of students for a course of study, examination and assessment of requirements
should be equivalent to comparable programmes delivered by the awarding institution.
xii. Degree awarded in a professional field should be accredited/recognized by the relevant
professional bodies of both the countries i.e Pakistan and the foreign country.
Page 5
6. xiii. Policies and procedures should ensure that there are adequate safeguards against financial
or academic interests of students.
xiv. The site selected for the institution must be suitable from academic point of view and possess
sustainable financial and physical viability, civic facilities like provision of water,
electricity, fuel gas, telephone, internet with appropriate bandwidth etc;
xv. The institution has framed proper rules/regulations regarding efficiency and discipline of
its students, staff and other employees.
xvi. At least 10% of students be granted fee exemptions and scholarships on need basis;
xvii. The institutions shall be responsible to provide accurate, reliable information on all aspects
of educational provisions;
xviii. In case student/s at local institution are unable to continue with degree programme due to
any reason, they will have right of transfer to the main campus.
xix. The sponsors would provide career counseling and job search services to students
xx. That the policies for appeals and complaints shall be brought to the attention of students at
the start of each academic year.
4.4 Constitutional and Cultural
i). The institution shall be required to strictly comply with and respect the
constitutional provisions, local laws, ideology of Pakistan, cultural, linguistic and
religious sensitivities;
ii). The institution must restrict to teaching, training and co-curricular activities.
Political or other activities detrimental to national, religious, social or local culture
shall not be undertaken;
iii). The institute shall have to work within law or policy framed/amended by HEC
/Government of Pakistan or the concerned provincial government from time to
time.
4.5 Co-curricular & health care facilities
i) The institution may initiate and promote the extra-curricular and recreational
activities of students, and to make due arrangements for promoting their health and
general welfare;
ii). Indoor and outdoor facilities for games should be ensured to provide healthy out-
lets to the youngsters for imbibing the sense of competition and tolerance. The
students should be encouraged to participate at least in one of the games;
4.6 Monitoring & visitation
i). The franchised institution shall furnish such reports, returns and other information
as the Commission/provincial government may require, enabling it to judge
Page 6
7. efficiency and effectiveness of the institution and shall also be subject to monitoring
and visitation as determined by Commission.
4.7 Formal agreement/signing of MOU
i). Pakistani institutions seeking collaboration should ensure that the institution with which
they intend to enter into collaboration is duly accredited and recognized in home country
and by this Commission.
ii). All arrangements of collaboration between institutions should be agreed upon and formally
written down as approved legal agreements and signed by a senior authorized
representative of the institutions. Detailed arrangements for partnership should be set out
clearly in the agreement and memorandum of understanding.
iii). The agreements should take into account the scope of the arrangements, responsibilities,
financial arrangements, quality control mechanism, mode and means of payment, validity
period, procedure for resolution of differences and termination of agreement etc.
iv). The agreements should clearly spell out the provisions for quality control mechanism
including monitoring, assessment procedures and review and visitation. Mechanism should
be provided for ensuring the availability of student support services, library, computer and
laboratory facilities, qualified faculty and financial resources and proper system of
student’s assessment and examination.
v). The agreement should ensure a creditable system of student evaluation and its integrity. It
is advisable that external examiners for franchised programmes are involved in the
assessment of students. Overseas partners should preferably involve their own examiners
in the assessment of students.
vi). Agreements should include provisions for termination in case of breach of the terms by the
overseas or local partner and should include responsibilities of the partners.
vii). The validity period of the agreements should be clearly agreed upon by the parties. Any
provision or extension should specify the requirements for review.
viii). Termination of collaborative link should safeguard the interests of the students and should
be duly notified to the general public and Commission, well ahead of the termination of
such arrangement.
4.8 Disciplinary Measures and Conditions for Withdrawal
i). If a Foreign franchising University / Institution or local franchised institutions fails to
comply with any of the conditions as contained in the above regulations and/or consistently
refrains from taking corrective actions contrary to the advice of the HEC, the HEC may
after giving reasonable opportunity to the concerned franchising University/Institution
through hearing or after making such inquiry as the HEC may consider necessary,
Page 7
8. withdraw the permission granted to such University / Institution to offer their degrees,
diplomas in Pakistan and forbid such Foreign University / Institution to either open
campuses or enter into any collaborative arrangement with any University / Institution in
Pakistan.
ii). HEC may impose financial penalty to such Foreign University/ Institution in such cases
including returning the entire fee collected from students. Such Foreign Institutions shall
not be allowed to open any other Centre/Institution or enter into a collaborative
arrangement in Pakistan.
If any question arises as to the interpretation of these Regulations the same shall be decided
by the HEC.
iii). The HEC shall have power to issue any clarifications to remove any doubt, which may
arise in regard to implementation of these regulations.
Page 8