E & C Counselling in IB Diploma, Chiropracty, Free Coaching for IAS and other competitive exams, Foreign Languages

E & C Counselling in IB Diploma, Chiropracty, Free Coaching for IAS and other competitive exams, Foreign Languages


The IB diploma  

What is the IB programme in India all about? Does it have any value in India? 
   Subodh Motwani

The IB diploma — a demanding pre-university course of study in the last two years of high school — qualifies students for 'credits' and advanced standing at several colleges and universities around the world. Not based on the requirements of any specific high school or country, the curriculum is an advanced international programme for 'students of the world' who want a global perspective on people, cultures, history, and events while meeting the academic requirements of college-bound students. However, some educationists also feel that the IB is more focused on humanities. While students excel in language and literature, they face problems in coping with maths and science. 

   In India, in the last couple of years, it has become 'fashionable' to attend an IB programme. Given its substantially higher fees and the relatively fewer number of schools that offered the programme, the IB programme has acquired an aspirational value and has become a 'status symbol.' For rich, upwardly mobile Indians it became the 'in-thing' to send their kids to IB schools. Hordes of parents across the country sought to admit their kids into the IB programme with scant thought to its relevance in the Indian context, or the ability of schools to effectively deliver and teach the IB programme. 

   Schools smelled the opportunity and sought to cash in on it. Suddenly schools were sprouting up in all parts of the country calling themselves 'world schools' and 'international schools.' Eager to satisfy the increasing demand, several elite schools also started offering the IB programme. So from a handful of schools 10 years ago that essentially catered to kids of diplomats and the expat community, you now have nearly a hundred of schools offering the IB programme in India. Offering the IB programme and delivering it well are two very different things, as several parents and students discovered, much to their detriment. The rigorous IB curriculum is quite demanding on both teachers and students. Moreover, the approach to learning and teaching is dramatically different from the CBSE and CISCE system that our students and teachers are accustomed to until class X. It's not an easy curriculum to teach and demands great passion and creativity from teachers. 

   They have to undergo special training to be IB-certified. Most schools simply send their existing senior teachers for training, who then in turn 'train' other teachers in their respective schools. As with any education programme, it takes several years for the system to mature and capabilities to improve across the board. And by no means is it an easy transition for students. Students, who till then, have been used to rote-learning and formulaic memorisation, have to adapt to independent thinking and reasoning, analysing and critiquing, and research-based writing. Students who have gone through the programme claim they have to put in significantly more effort to maintain decent grades. Also, so far the academic achievement at majority of IB schools is byand large mediocre. 

   The main reason for this is that most children at these IB schools left their previous school on account of poor academic performance. Add to this, the stress and pressure involved in needing to re-learn how to study, prepare and give exams. The good IB schools in India continue to be older established ones such as Kodaikanal lnternational School, American Embassy School, The International School, Bangalore, Canadian School of India, Bangalore, Mahindra United World College, Pune, Dhirubhai Ambani International School, Mumbai, Mercedes Benz International School, Pune. The IB is recognised by the AIU (you'll have to get an equivalence certificate from them to get a percentage equivalent) and several universities. So it's accepted for admission to Delhi University, JNU, etc, but since the exams are held in May, students are usually late for admission to Indian colleges. To further aggravate matters, the manner in which most Indian universities calculate percentage equivalent to IB grades leaves most students worseoff given the prevailing cut-throat admission cut-offs. 

   The IB grade is converted to the mid-point of the indicated range. For example, where grade 6's corresponding range is 89 to 95, the marks equivalent shall be taken as the mid point, which is 92.5. Similarly, for a grade of 5 where the range is 83 to 88, the equivalent is 85.5. Further, the varied subject choice of the IB doesn't help either, as Indian universities are quite rigid in the subject combinations they accept. 

   Also, if you're looking to appear for competitive entrance exams for engineering or medicine, then the IB curriculum isn't of much help. You will still need to attend after school coaching classes for the exams that are based on the CBSE/CISCE syllabi. The IB's appeal and value essentially continues to be for students looking to go abroad for undergraduate studies. A good IB score may not only help in getting admission into good universities and colleges in the US & UK, it can also earn you credits that will exempt you from entry level courses — thereby saving you some time and money in completing your graduation.

ALTERNATIVE TREATMENT : What is Chiropracty, where is it taught? 

What is Chiropracty, where is it taught? 
   Manoj Dutta

Chiropractic therapy is part of the alternative system of treatment. This 5,000-year old noninvasive, non-surgical approach to managing ortho-neuro-skeletal disorders, problems of the spine and other chronic disorders by restoring normal body function is quite popular in advanced countries like the US (where it is taught in 30+ medical colleges), UK, Australia and Germany. Circumventing surgery (in most cases) cuts down recovery time and costs by half. Chiropractic therapy is remarkable successful in conditions such as slip disc, cervical/lumbar spondylitis, golfer's elbow, tennis elbow, carpal tunnel syndrome, whiplash, sciatica, frozen shoulder, knee, ankle and hip joint problems etc, where normally surgery (entailing fair amount of hospitalisation) is recommended. 

   Ancient Chinese texts on Kung Fu and our Vedas and Puranas contain references to this form of treatment (merudand or marmabindu chikitsa). Incidentally, NK Sharma, Sr Consultant, VIMHANS was the first doctor in India to introduce this practice of chiropracty in the country.

FREE COACHING for IAS and other competitive exams for SC/ST students? 

Could you please suggest names of institutions that offer free coaching for IAS and other competitive exams for SC/ST students? 
   Mehar Singh 

The government of NNCT of Delhi's department for the welfare of SC/ST/OBC/minorities pre-examination coaching centre offers free pre-examination coaching to SC/ST/OBC/minorities communities who wish to appear in (1) Common written exam conducted by the Institute of Banking Personnel selection of probationary officers/management trainees in 19
public sector banks and (2) SSC combined All India Open Exam for stenographer grade 'C' and grade 'D' (see advert in Employment News from July 23-29 and July 16-22 respectively). Coaching is offered for a maximum period of three months or till the preceding day of the exam. Your parents' total income from all sources should not exceed Rs 2 lakh per-annum and you should be residing in Delhi for the last five years. 

   Free application forms are available at the pre-examination coaching centre. Fill it in and submit it along with attested copies of testimonials, documents and two passport size photographs by August 8 for both exams. 

   Selection will be on the basis of a written test on August 9 and 17 respectively. Selected candidates will be provided free coaching to prepare for the forthcoming competitive exams. Similarly, Jamia Millia Islamia's residential coaching academy offers free coaching and hostel accommodation (without food) to minorities, SCs, STs and women for civil services (prelims & main 2012). Application deadline is August 25.

LANGUAGE NO BAR  : Learning Foreign Languages

I am doing my BArch. I would like to pursue higher studies in a country like France or Spain to get international exposure but I can't speak either French or Spanish. Is that a deterrent? What are the specific professional courses that are popular in these two countries? Could you tell me about the job prospects? 
  Deepti Vaida

Being able to speak the local language is not a mandatory requirement in most of the well-known professional programmes in France or Spain, as they are now taught in English. Most universities in Western Europe are located in towns, where the ambience is cosmopolitan and a large number of natives speak a fair amount of English, though relatively few in France. Still, it's always better to have some knowledge of the language of the region, not for the course, but to interact with the locals. In addition to business management, among the popular professional courses are fashion studies and engineering in France, and tourism, hotel management and information technology in Spain. While some students prefer to come back to India, some others do manage to find jobs there. France now even offers a six-month window for foreign students to hunt for jobs. If you manage to get one, you qualify for a two-year work permit, which is renewable. 

Sunil Sharma

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Undergraduate Studies in US

Undergraduate Studies in US

In a new trend, more Indian students are going to the US to pursue their undergraduate studies.

 

   In the last couple of years, the Indian higher education sector has been going in for a makeover, trying to work towards an international model. From introducing the grading and semester system to adopting an interdisciplinary approach, Indian colleges and universities are also re-examining their curricula to suit the changing needs of a 21 ^st Century generation. 

   However, despite radical steps and bold decisions, more Indian students are leaving for the US to pursue their undergraduate studies. While the US has always been the first choice for Indian students, it was usually at the Master's or research level. Till yesterday, going to America for one's undergraduate studies was rare. While colleges were tight-fisted about funding, it was a given that you complete your Bachelor's in India and then move on to the US for a niche specialisation. 

   Things have changed. This year, Venkata Shiva Mandala, who is going to the Oberlin College in Ohio for a Bachelor's in biology and computer science, has received a scholarship from the university to the tune of Rs 16 lakh per-year, equivalent to 75% waiver of the fee. 

   Also, students today are more mature and focused. In fact, Mrinalini Sinha, all set to go to New York University (NYU), had decided to go abroad for her college while she was in school. So she did her 'A' levels instead of taking the Indian exams. It is a four-year Bachelor's programme, and Mrinalini is majoring in economics. The course gives her the opportunity to spend two years in London and two years in New York. 

   An early awareness comes from the fact that several schools in metros are going for student exchange programmes and overseas tie-ups. "Hence, students get a taste of overseas academics and start planning way ahead. Also, education loans have made things easier for parents, who want to give the best education to their children," says Vibha Shah, a parent.

> FLEXIBLE APPROACH

According to Open Doors: Report on International Educational Exchange, published annually by IIE (Institute of International Education), in 2009/10, 104,897 students from India were studying in the US, with 14.5% of them going for undergraduate studies. 

   While the numbers can be attributed to a rise in income and high aspirations, there is more to it. As overseas counsellors point out, it is also a question of flexibility and unconventional course combinations. 

   For instance, Medha Dutt, who scored 93% in class XII, is going to Parsons The New School for Design in New York to study design. With a range of interests such as design, music, drama and writing, she wants to build on them. "At Parsons, I can choose my own courses," she says. 

   Another student, Alessandro Saini, is all set to pursue a Bachelor's in music with a major in music performance and a minor in audio production at the Musicians Institute College of Contemporary Music in Hollywood, California. "The course suits me not just because I am interested in music but because California is known as an entertainment hub. It will provide me with an interesting combination — I can make my own music as well as work in a studio," he says. As to the new trend, Renuka Raja Rao, country co-ordinator, Education USA Advising Services with USIEF, (United States-India Educational Foundation), says, "Indian undergraduate programmes are fraught with a few pitfalls — dependence on a single exam, stiff competition, and stereotype courses, which in comparison, is radically different in the US. Not every 17/18 year-old can decide what he/she wants to study for the rest of his/her life. The US system recognises this and students have to 'declare a major' only in the second year." 

   Finally, as Mallika Seth, ready to join the Georgia Institute of Technology to pursue a Bachelor's in aerospace engineering, says, "Above all, a holistic and stimulating learning environment is likely to be more challenging." 

Sunil Sharma

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Education USA: advice to student's on code of conduct to follow in foriegn campus.

In the fall of every year, Indian students wing their way in all directions, seeking educational opportunities. The cross-cultural experience can be fraught with landmines. Students who wish to study in foreign countries need to understand and appreciate the differences in culture and academic systems, so that their educational and living experience is pleasant and enjoyable. 

ACADEMIC

PLAGIARISM:

Intellectual honesty is imperative. The case of Kaavya Vishwanathan, the teenage author of How Opal Mehta got kissed, got wild, and got a life comes to mind. With allegations about plagiarism soon after publication of the book, the unfortunate Indian-American at Harvard University became famous for ‘How Kaavya Viswanathan got rich, got caught, and got ruined.’

CLASS PARTICIPATION:

Questions and a curious mind are the hallmarks of an intelligent person, so shed your inhibitions and do not be afraid to ask ‘stupid questions.’

EXTRA-CURRICULAR ACTIVITIES:

Foreign institutions believe in a wellrounded educational experience, and campuses abroad offer opportunities for personal enrichment and enhancement, so students should make the time to explore and benefit from the opportunities outside of the classroom.

FRIENDLY AND INFORMAL FACULTY:

Faculty members and officials at most educational institutions tend to be relatively more informal and relaxed than in India — in fact, several of them ask students to address them by name. Students should not construe this as licence to be familiar with faculty.

LEGAL

STAY IN LEGAL STATUS:

Students are admitted to foreign countries on specified student visas. Students should be careful with their legal status and make sure there is no violation of their status.

WORK ONLY AS PERMITTED BY YOUR VISA STATUS:

Apply for CPT/OPT well in advance. Students should attend orientation programmes for foreign students and familiarise themselves with the procedures for employment.

HIGH ALERT:

Most foreign campuses are safe and are equipped to deal with eventualities. However, whenever students step outside their campuses, they should take all precautions to ensure their safety and well-being.

YOUR RIGHTS:

Students in foreign lands should not feel reticent about lodging complaints in cases of harassment, molestation or discrimination. However, they should be able to differentiate between harmless fun and serious offences. The Indian government has consular offices in most of the countries where students go for higher education. It is worth the effort to register with the foreign mission office and keep the phone numbers of the local Indian consular office handy. This website provides country-wise information: http://india.gov.in/overseas/indian_%20missions.php

SOCIAL ETIQUETTE

INTERACTION WITH PEERS AND SOCIAL GATHERINGS:
Students should learn to respect the private space of their peers and classmates — for example, while it is acceptable in India to ask a new acquaintance about exam scores, scholarship amounts, such questions are considered inappropriate abroad. Speaking and laughing loudly or poking fun at other people is incorrect.

EATING, DRESSING, DRINKING, GAMING:

Most Indians eat with their fingers — nothing wrong with that — but they have to adapt and be adept at using cutlery. Making negative comments about the local food and eating habits is inappropriate. Students should try and blend in with the rest of the community, including in appearance. Ethnic clothes and jewellery should be reserved for special occasions. Students should be wary of trying alcohol. Drugs and online-gaming are to be strictly avoided.

RELATIONSHIPS:

Students should stay focused on their mission and should not get derailed by romantic involvements. Remember that young people in many foreign countries don’t marry the first person they get romantically attracted to — even if they are ‘going steady.’

CHECKLIST

• Carry all transcripts and certificates, medical records, electronic confirmation of enrolment (eCOE) /letter of acceptance from university
• Avoid arriving on a weekend as university and student offices are closed and there will be no assistance
• Be mentally prepared to do all your work by yourself
• Carry a traveller’s cheque and avoid carrying too much cash
• Attend your college orientation session and remember there is nothing like a ‘stupid question’

Sunil Sharma

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A NEW ONE-PLANET MBA PROGRAMBY UNIVERSITY OF EXETER BUSINESS SCHOOL, UK

A PLANET-MINDED LEADER

UNIVERSITY OF EXETER BUSINESS SCHOOL, UK, IS REPLACING ITS TRADITIONAL MBA COURSE WITH A NEW ONE-PLANET MBA PROGRAMME IN SEPTEMBER.

 

(Students will learn how environmental impact can be incorporated into financial reporting)

HOLISTIC FOCUS A key strength of the One Planet MBA programme, feels Kirkup, is that sustainability is embedded throughout the programme, and is not a ‘bolt-on.’ In accounting, for example, he explains, the focus initially is on training students to understand financial statements and accounts and how to evaluate the performance of companies in financial terms. “We then extend their knowledge and skills by exploring how environmental impact, social impact and governance can be incorporated into financial reporting.”
   The programme will be offered in partnership with WWF, which will be contributing in terms of teaching a number of modules and bringing technical expertise on environmental management and sustainable solutions into the classroom. Secondly, Kirkup adds, “WWF has extensive contacts with some of the largest multinational companies around the world and will help students to find placements and projects with these companies.”

   Traditional MBA needs to be changed to reflect the realities of the global challenges that businesses now face. Future business leaders need to be more planet-minded and trained in how to develop more sustainable strategies. Hence, in keeping with the times, University of Exeter Business School, UK, is going to offer the One Planet MBA programme instead of its traditional MBA course. Says Malcolm Kirkup, director of the One

Planet MBA, “We have replaced the traditional MBA with the One Planet MBA because we feel that business leaders need to face up to the new global challenges, take a longer term and more responsible view and go beyond shareholder value to focus on shared value.”

   The full-time One Planet MBA starts at the end of September 2011 and is 12 months in duration. The cost of the tuition fees is £19,000 (Rs 1,371,828 approx), but a number of scholarships valued at £5000 are on offer from several major companies. Exeter is currently running a pilot course called the Innovation Cohort, where 40 students are from around 22 countries and the average age is 33.

ELIGIBILITY CRITERIA Applicants need to have a minimum of three years work experience (ideally in a managerial capacity). They need to have a good degree, with a minimum of 60% (first class) and a high proficiency in English (equivalent to IELTS 7.0).
   For Indian students interested in pursuing the course, will they be able to apply the learning in a developing country like India where issues of sustainability concern a range of realistic issues? Yes, absolutely, says Kirkup, adding, “We understand the challenges of introducing sustainable approaches in developing countries where, for many, the first priority is to obtain work and ensure their families are provided for.” However, all businesses in every part of the world must adapt and be more sustainable as soon as possible. “If we deplete the natural resources of the world too quickly then there will be no resources on which to base business. So it is everyone’s responsibility to find more sustainable ways of living and more sustainable ways of doing business,” says Kirkup. For more log on to :  http://www.exeter.ac.uk/

Sunil Sharma
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Hospitality Management program in Scotland

Scottish colleges launch Indian initiative

 

SCOTLAND'S Colleges International (SCI) has announced its first Indian initiative with the launch of its Higher National Diploma in Hospitality Management (HND) programme. 

   Christina Potter, principal, Dundee College; Rob Chell, international director, Perth College; and Ian Patrick, project head, Perth College were in India recently to launch the HND programme. 

   SCI, a consortium of colleges across Scotland, is a nodal body providing access to member colleges in order to maximise provisions of high quality services delivered internationally. The consortium, a Scotland government-approved group of further and higher education institutions, has over 50 colleges as its partners. 

   On India as its new destination, Chell said that despite the potential of the hospitality industry and India's educated workforce, there was still "a skill gap that needs to be narrowed." He said: "Through this programme, as well as future ventures, we hope to produce students with internationally recognised certification who are employable anywhere in the world." SCI has tied up with Avalon Academy to offer the programme. 

   The HND programme is an 18-month post class XII diploma programme, wherein students would complete the theory part in India and then travel to Scotland and complete the practical part in association with Adam Smith College, Telford College or Dundee College. Apart from the class XII passing certificate, the candidates will also have to undergo a written test and personal interview. 

   Preeti Malik, head, Avlon, added: "Through this initiative, not only would Indian students get an international qualification, they would obtain the two-year work permit in Scotland and gain international work experience as well." Only four colleges of SCI are involved in this year's pilot run, admissions for which are currently underway. Perth College will not accept applicants this year, while the remaining three would enrol 15 students each. However, from 2009, the programme would be offered to 500 students. 

   Speaking about SCI's long-term vision, Chell said: "In keeping with Britain's Prime Minister Gordon Brown's vision, we are looking at long-term sustainable relationships with international partners." Further, on the 'issue' of offering international programmes in India, Malik said: "Since we are not offering any degree or postgraduate diploma, we are not violating any of the All India Council for Technical Education's (AICTE) norms."

 

   Sunil Sharma

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Design in Business

Incorporating design into business

 

ROTMAN SCHOOL OF MANAGEMENT, UNIVERSITY OF TORONTO, CANADA, HAS BEEN WORKING TOWARDS MAKING BETTER 'DESIGNERS' OF MBAS.

 

THE programme offered by the Rotman School of Management in Canada is unique as it merges the practices of business and design. The school sees great value in the designer's approach to solving problems - the integrative way of thinking and problem-solving that can be applied to all components of business. "By embracing design methods and mindsets, an enterprise cannot only design new products, services and experiences, they can fundamentally drive the design of economics in support of dramatic new growth strategies," said Heather Fraser, director of the Design Initiative at Rotman School of Management, which falls under the Desautels Centre for Integrative Thinking. 

 

  Fraser, who is also an adjunct professor, joined the Rotman School in 2005 after over 25 years in industry. She was in India recently to attend a conference organised by the Association of Indian Management Schools (AIMS). "This is a good time to be in India considering its dynamic economy. There is also great scope to apply business design," informed Fraser. Business design at Rotman is not to be confused with design done by advertising agencies. "It's more in line with the work done by engineers," said Fraser. Great design is characterised by what the school calls 'Integrative Thinking' and the application of these principles to business practices is what they call 'Business Design.' 

   In her role as director of the Design Initiative, Fraser is responsible for leading the development and integration of designrelated initiatives, including collaboration with design schools and practitioners, infusion of design principles into the MBA curriculum, and development of executive/corporate design workshops. She also heads Designworks, an entity dedicated to delivering customised executive workshops, student learning programmes and business design advice to corporations and organisations. 

   She said: "Our MBA students have the option to opt for business design. They do part of it during term-time and during the three months of summer vacation they take up projects with Designworks." Whether the goal is to develop new products or services, create new ways of marketing to customers, or reinvent an entire business model, "design thinking helps get bigger ideas, faster and more efficiently," said Fraser. She added: "By incorporating the design experience into our curriculum, we offer students a unique and valuable opportunity to learn new ways to tackle complex challenges in deeper and more holistic ways." 

 

  Students learn by means of a process Fraser called the 'Three gears of design.' These are namely user understanding - a deep dive with a broad lens or gaining a much broader perspective of the target audience and the market; concept visualisation - ideation, prototyping and user evaluation; and strategic business design - activity system design and evaluation. The experience, she said, helps create innovative and bigger thinkers who are willing to look and think out-of-the-box. "Something that is applicable and useful all over the world but can be especially beneficial in the Indian context," added Fraser.

 

 

 

 

   Sunil Sharma

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Study in New zealand

A chance to study in the land of the Kiwis

IN its ongoing effort to make New Zealand an attractive educational destination for Indian students, New Zealand Trade and Enterprise (NZTE) in collaboration with Education New Zealand organised its 8th round of the New Zealand Education Fair in New Delhi. In all, 25 institutes including leading universities, governmentfunded polytechnics and private technical education providers participated in the fair. 

   Speaking on the occasion, Paul Vaughan, trade commissioner (South Asia), New Zealand, said: "New Zealand as an education destination is witnessing tremendous growth and the past year saw a gigantic leap in student visa applications. In comparison to earlier years, this year we witnessed a 

133% increase in the number of student visa applications from India." 

   What sets the country apart, he said, is its scenic location and the opportunity to apply for permanent residency. The country for long has had a free trade agreement with Australia, wherein citizens of either can move freely between the two countries. "Considering Australia is a larger economy many of our youth go to Australia and settle there, which is why it is easier for people to apply for permanent residency in New Zealand," explained Vaughan. The country grants students a one-year job search visa upon completion of their studies, regardless of which course they do. Once they get a job, they can apply for two-year work visa, following which they can apply for permanent residency. 

   According to Vaughan, another key factor for the rise in applications from India has been the increasing awareness about New Zealand's study programmes, which are based on UK's education system. Besides, as he pointed out: "The cost of studying and living in New Zealand compares favourably with most other countries." 

   Highlighting common trends in applications, Vaughan added: "Most students apply for our business, IT, engineering, hospitality and marine courses. And till recently, many were also looking to obtain their commercial pilot licence (CPL) from New Zealand, which has reduced following the decline in job opportunities in India. However, we continue to attract a multitude 

of applicants for nursing programmes, especially form Kerala." 

   Besides, the Indian cricket team will also be touring New Zealand in March 2009. Elaborating on the same, Vaughan stated: "We are planning to sponsor two bloggers to come to New Zealand during that time. Not only will they get to see the cricket matches, they would also get to experience the country and its people first-hand."

   www.newzealandeducated.com/india

  

Sunil Sharma

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Australian Visa gets Stricter

Australia introduces stricter student visa regulations

 

AGENTS AND COUNSELLORS PREDICT DECREASE IN STUDENTS APPLYING TO AUSTRALIA AFTER ITS GOVERNMENT INTRODUCES STRICTER VISA REGULATIONS CLASSIFYING INDIAN STUDENTS AS ‘HIGH RISK’ FROM SEPTEMBER.

 

THE Australian government will introduce stricter visa regulations for Indian students from September 1, 2008. Further, the new regulations classify Indian postgraduate research students as level 4 or high risk. India is the only country in the world apart from Nigeria, to fall under this category. 

   The rule change is based on data collected from over four years. According to Lyn Reitano, principal migration officer, Australian High Commission, New Delhi, the data included the outcome of every student visa holder during the period concerned. “The data shows a long-term negative trend in immigration compliance of Indian nationals studying the English Language Intensive Course for Overseas Students (ELICOS), higher education and postgraduate research sectors,” said Reitano. 

   Data from the Australian High Commission shows that there were 47,000 Indian students who were granted a visa between June 2007 and July 2008. Out of these 34,150 students were studying in the higher education sector, 424 were studying in the postgraduate and research sector and 106 went to study English language courses (ELICOS). 

   Ravi Lochan Singh, president, Association of Australian Education Representatives in India, a body set up by Australian Education International that has received support of the Australian government, felt that the changes would affect genuine students. He acknowledged that some students who had applied for visas to pursue degree programmes eventually opted for diplomas once they arrived in Australia or left after completing the diplomas in their packaged programmes. However, he pointed out: “This could have been handled by other means. There is also need for stronger compliance on the part of education providers in Sydney and Melbourne. When we have so many students in Australia, there will be many who have migration in mind.” 

DECIPHERING 'LEVEL 4' 

Australia follows an assessment level for granting visas ranging from level one (easiest) to level 5 (most difficult). At present, there is no country classified as level 5. “Assessment levels reveal how difficult and rigorous the visa screening process is going to be,” informed Karan Gupta, a foreign education counsellor based in Mumbai. 

   India, so far, had been considered as high risk (level 4) for diplomas and moderate risk (level 3) for degrees and research/PhDs. However, the new rules would require Indian students to show more documentation. “In order to be granted a visa, students will be required to meet requirements around financial capacity, English language proficiency and educational qualifications,” stated Reitano. 

   Gupta believes these changes will make the visa process harder and more cumbersome. “Make sure that you show all your papers when lodging an application as the chances of your visa being denied will also increase,” he advised. On the other hand, Reitano stated that the Australian government still expected “large numbers of Indian students to receive visas to study in Australia.” 

WHAT'S IN STORE? 

Agents and education counsellors expect a decrease in the number of Indian students applying to Australia. “We expect that the total number of Indian students going to Australia will drop by at least 40%,” stated Singh. He added that students applying to better-known universities, such as the Group of Eight (G8) universities, would be affected most. 

   Bangladesh, for example, was classified as a ‘level 4’ country last year. Speaking about the country's experience, Shamim Hossain, CEO of a major education agency in Dhaka, said there was a “60% drop across all sectors.” He added: “Only a fraction of the population can show the required funding of 20,000 to 96,000 Australian dollars required for the courses (AUD1 = Rs 38 approx). On top of that, sponsors also needed to prove their monthly income.” 

OFFICIAL NOTICE 

Universities in Australia chose to remain tight-lipped over the rule change. Most did not respond to emails from Education Times while RMIT University in Melbourne stated that it was unable to comment. “We have not received any official announcement of this change from immigration,” said Avanti Redkar Sachdeva, regional market coordinator, RMIT University. 

   One private institute in Australia's east, however, had urged all agents to process applications before September 1 to ensure maximum enrolment.

 

 

 

Sunil Sharma

   Moderator

Dil Se Desi Group

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www.dilsedesi.org

Before going to a Foriegn University

No man is an island

 

MOST STUDENTS GOING ABROAD CHOOSE A UNIVERSITY BY ITS RANKINGS, OFTEN NEGLECTING ITS LOCATION, WHICH MAY OR MAY NOT PROVIDE THE RIGHT EXPOSURE. THE SHORTCOMINGS OF SUCH AN APPROACH

 

   Adecade back higher education abroad for Indians quintessentially meant studying in Harvard, Oxford and Cambridge. But the dynamics of education have undergone a paradigm shift today. Firstly countries across the world are investing in education, particularly higher education, with the objective of attracting international students. This is being done with the dual objective of promoting international ties and attracting foreign investment. Universities are also offering innovative schemes in terms of financial aid. 

 

   Secondly, earlier most students who went abroad to pursue their higher education degrees did so for the love of learning and receiving a degree. Hence, earlier it was mostly the exceptionally bright and academically oriented students who went abroad. Today, education is becoming more application-oriented and viewed as an investment in terms of securing a job. Hence, there is a proliferation of students of varying academic calibre who are going abroad to pursue their education. For these students it is not just about getting a good academic degree but getting it in the right environment that makes all the difference, in terms of opening up vistas for personal and professional development. 

 

   Most Indian students feel that studying in a university abroad will give them a multicultural exposure, and this is one of the key reasons they attribute towards their decision to pursue higher education abroad. Ironically though, this objective gets sidelined when they start the application process. "I, like many of my friends, thought that by pursuing my postgraduation in the UK I would have better prospects in terms of industry interface and networking with professionals. Factors which would eventually help me secure a good job in a multinational company," says Rohit Gupta, who pursued his MBA from Nottingham University Business School. 

 

   He adds: "I chose Nottingham University because it is ranked among the 10 best universities in the UK. However, once there, I realised that Nottingham was more of a university town and there was hardly any multinational firms based there. The business landscape in Nottingham is characterised largely by traditional enterprises like dairy and textile weaving. As a result, although I got a good education, I suffered in terms of networking. On the other hand, a friend of mine who attended King's College London got the best of both, education and exposure. This ultimately helped him secure a good job profile at Barclays Bank." Sahil Rajvansh, who is studying at the Notre Dame University in US, echoes similar views. 

UNIVERSITY TOWNS 

“Notre Dame is a university town and everything is university-centric. There are hardly any big firms and enterprises. In choosing Notre Dame I was focussing only on its rankings and now I regret my decision. Winters are particularly boring and depressing, as everything shuts down early because of the snow,” shares Rajvansh. 

 

   According to Rajvansh, universities that are not located in upmarket towns and cities should necessarily focus on building a strong placement cell. He elaborates: “There was a time when I was contemplating transfer to another university. However, the fact that Notre Dame University has a good reputation in terms of facilitating placements made me reconcile to my situation and I stayed on.” 

LOCATION WISE 

Reiterating the importance of location, Neha Jain, who pursued her Bachelor's in Finance from San Francisco State University, says her education abroad went beyond the course content owing to the advantage the university enjoys in terms of location. She opines: “A university should be located in a place that has a professional environment.” 

 

   According to Jain, a university’s location can be beneficial in two ways: “Being in the vicinity of corporate firms facilitates easy reckoning for an institute. It then becomes easier for firms to approach the institute in terms of placements and internships. Secondly, if a university is located in a professional hub there is a strong likelihood for students to meet professionals in informal settings.” Jain, for example, managed to secure an internship in CNET Networks, a Fortune 500 company, when she met a senior executive from the company while travelling in a bus in San Francisco. 

EMERGING TRENDS 

“Earlier most students who went to Canada for higher education preferred to study in the universities of British Columbia and York. But there has been a noticeable shift in the recent years with more and more students opting to study in the universities of Nova Scotia and New Finland,” says Hazel Siromani, vice president, CECN Global Schools. 

 

   “Moreover, students are not limiting their options to the MTV (Montreal, Toronto and Vancouver) cities as they are realising that the cost of living is far more economical in smaller towns,” she adds. According to her, it is in fact easier for Indian students to acclimatise themselves in smaller towns, as these towns are more welcoming towards Indian and South East Asian students. Speaking on the criterion of rankings she says that rankings can be a cursory consideration at best. Students can refer to universities, which are highly ranked, but they should necessarily do a thorough background research on the university’s faculty and course content before applying to it. “Canadian universities on their part are not very conscientious about rankings and there are only a few ranking agencies,” she adds. 

SUBJECTIVE DECISIONS 

According to Luna Das, educational advisor for north and northwest India, USEFI, the ranking and brand value of a particular university is a fairly subjective concept. This holds true especially because rankings are done by private agencies. She says that before taking a university’s rankings into account, there are other things students need to consider. “While the location of a university is definitely important, it is equally important to consider the accreditation of the institute and the kind of opportunities it can offer in terms of financial aid,” informs Das. 

She further adds that while most students stress on rankings, they tend to overlook the weightage accorded by the university to the course they are going to pursue. Rashi Mahajan, for example, who pursued her Bachelor's in Political Science at Pisa University-Italy, is a case in point. Rashi admits that while she chose the university on account of its international recognition, she did not bother to learn more about the political science department in particular. 

“Pisa University is known for its computer science courses both, at the Bachelor's and Master's level. And I soon realised that a large part of the university's funds are directed towards research, faculty development and infrastructure building of the computer science department. Although the political science department is one of the relatively older departments at the university, the course is somewhat restrictive and outdated,” says Rashi. 

According to Shikha Mohanty, education and trade manager, Embassy of Ireland, universities in Ireland do not endorse the concept of rankings. Despite this, Ireland is recognised for its technical institutes, which are located across 14 counties. “It is accreditation, location and quality of the course offered in comparison to other universities which should guide students in terms of their selection of a university,” she says. 

KEEP IN MIND 

So, Das stresses that students should talk to current and former students of a particular university/course before enrolling. “In addition, students should also consider the quality of the faculty, level of research fundings and the overall acceptance rate of the university in terms of international students. It is also advisable to check the total enrolment capacity of a university. Some undergraduate universities have huge numbers in one class and thus, students often suffer in terms of individual attention,” advises Das. 

   The climatic condition and social environment of the place where the university is situated are also important. Das adds: “Students from southern and western India should be particularly cautious about choosing universities in very cold places in the US like Pittsburgh, Boston and Chicago.”

  

Sunil Sharma

   Moderator

Dil Se Desi Group

&      www.dilsedesi.org