Faizan Khalid was awarded a Master of Science degree in Business Economics and Finance from London Metropolitan University in October 2006. He successfully completed a one to six year program, earning passing grades in several required courses. A reference letter from 2007 describes Khalid as a conscientious student who participated keenly in class and enjoyed sports in his free time. His transcript lists the courses taken and grades received to fulfill the requirements for his Master's degree.

1. • • •• ••• •• ••• • •
•• •
••·0 ••.
LONDON o
e.•
metropolitan O· •
university • ••• •
FAIZAN KHALID
has been awarded the degree of
Master of Science
having successfully completed the approved postgraduate programme in
Business Economics and Finance
Vice-Chancellor
~. A· Ro(au­and Chief Execmive
DireCLOr of Academ.ic
i2'::J £'~~ -~Adminislration
Dated 25th October 2006
324192540
Tht u..-...yo! NOo1~ lo<don _1.OI'oIlo<! WIdPIoCI ~ .. ,..,.. ~'-"
.., I.oncb1 M.tt"l"'"""" 1JoO........ly..... .....tt d . ~OI' I ""iI'" =

2. • ••••• ••• • ••
.•."• •.
. ..­LONDON :-.
metropolitan : 0. -.
university . •
Department of Economics, Finance and
Intemational Business
84 Moorgale
london EC2M 6SQ
Telephone 0207320 1685
Facsimile 020 7320 1414
www.londonmet.ac.uk
To whom it may concern
12 March 2007
Re: Faizan Kbalid
Dear Sir or Madam:
You have requested a reference in connection with Mr. Faizan Khaild. I am happy to provide
one.
Mr. Khalid was a student at London Metropolitan University and followed the MSc Business,
Economics and Finance programme during the 2003/06 academic sessions. My contact with
him during the academic sessions has been as lecturer and tutor on the Financial Risk
Management module where he succeeded in obtaining a good pass. Mr. Khalid proved to be a
conscientious and enthusiastic student
Development Finance 50% Pass
Economics ofIndustrial Structure 62% Pass
Quantitative Research Methods 50 % Pass
Business Economics 50% Pass
Financial Risk Management 5'P1o Pass
Corporate Finance 50 % Pass
Dissenation 56% Pass
Mr. Khalid is a keen sportsman and plays cricket and badminton in his free time.
At London Metropolitan University he was well liked by his fellow students and staff and
participated keenly in tutorials and computer workshops. His English is very good and I
recommend him to you.
Yours sinc'~ere~~----
Brian A Eales ~
Academic Leader in Financial DeilVatives

3. - - - - -
• • •• 'O . . . .
................
Name of Student
University Reference
NQF level
Date of Birth
HESA Reference
Teaching Institution
Awarding Institution
Course 01Study
Professional or Statutory Body Accreditation
Language(s) of Instruction
Record ofLearnillg and Achievement
2003/4
! CP016C Deva lopaent financ ~
aCP017e !conomic~ of rndU3 tri~1 Structure
BCP02'C BU5ine• • Economics
ECPOl2C rio.ncia l Ri .~ M~n.gement
BCPOJ3C Quantita tive Me thod. for Finance
BCPO l5C corpor.t. Finane.
2004/5
ECFOJJC Quantitative M~thod5 for Pi n~nCQ
BCFO JSC Ccrporat. Fin.nee
2005 /~
ECJ 03SC Corporate Finanee
ECJ054C OU~ti tet 1 v e Re.earcb ~thod~
ECPPJ4C l1dn••• &con....1cs iOnd Fin"nCQ Oi.,...n .. tton
.- ---.LONDON ;_.
metropolitan : ." ...
university ••
Cr.dl~
er.dit
Cadit
Faizan Khalid
0302634811
Masters
16/Sep/1979
0312025081 185
london Metropolitan University
London Metropolitan University
Business Economics and Finance
www.londonmet.ac.uk
English
U"el
,
,
,
,
><
><
rAvel
,
,
Leyel
><
><
,
><<<, Grade
"
,
,
" ,
" ,
"
" ,"
"
~" Gr..d.
,
" ,
"
~" Gr..d.
•" •
" •
"
Result
,
,
,
,
,
,
R••ult
,
,
R••ult
,
•
•
Cudit
.,
.,"
"•
•
er"dit
•
•
er. dit
.."
"
,~,
"
"
"
"
•
•
=
,•
ECTS
"
"
'"
Qua,ifiC8lion Awarded Master of Science
Classification Pass
Award Tille Business Economics and Finance
C'assificalion Average 54.33
Total Cred its Gained 180
Date of Award 25 Oct 2006 Date Transcript Issued 30 Oc12006
To check the va lidity of this tranSCript email transcripts@londonmetac.ukand quote transcript number 03026348/1.

4. •••••
•
-.:
..• •.'.' • •
•...LONDON .6 ••
metropolitan .•
' •.RUBRIC
university • •
Lovel ~ r.d . t'on 'x Pre~ar~ Qry Year
~her r"'al>ooal Di~IO<Tl;1Ic..rMca te
Ul!dergradu.te GerIJr.o;:ale L<l"'cl
Unde'~radla l~ Aoj'vJ"ced Level
C/11Y,!;)r 1 U~ec r9 ra duatc Cer1; ~ catc Lcvel1-lND Ce rMC<lt~ (Ye.r I Le..-el
1121Y'!;), 2 U!l<!ellf!ool>ate l~te!!lle<J ia ,e L~ ""L-M N D Intermediate (Ycar 21 Level
Hl3/Yea, 3 U~e'~Fadja!e H:<10U" L e v~1
i VG/PG Postgr<lduale
M SA MeA
0'" 0.",
M¥k Till, i. tne nl;lf<'nCrn;:><¥. out of 100, Th e ~ J~S mark fe< yndc!G'l!6".tc moduleS i. 40, Ie< ;x).I~'aeu ate 'I'~ 5(1 ,
Crodi! St ~n<J~'d lJ""e,... ,,,a~ ,.e rnO<luleS J'e '.•'C<tn 15 etedi:. (7.5 ECTS Cre;!its)
$tanenro ?c ~t~a<lUale mocluies a' e wonh 20 Gre ~lt. (1 0 EelS CredilS)
U neCfgr3d 'J~te Grading
Pass ".Pas~ 60.69
Pass 50· ~9
Pass ~ 3 · ~9
~G · ~ 2
F,. 25 · JS
(Cfed", ;)w~cec "-"tin Ica,~", ,,',.,,,, O~ ;:M~ nity)
F~~ 25·3'
(Cledit a"<lr~c ~ ~e' re;nses.rr.e<l :Jl.e" C< !;l?sed)
Fall () ·2~
(no cree:: J 'Na!CtC ,~;tlo reassessment op;x:<tunlly)
F2IN2 Fa~ 0 · 24
(1)0 oed:: J ....... '~ed "'Ill reassessment taken c< lapsed)
Compensate!! :>as,
Deferred dedsoon
Cler;fit awarded
"'"
Postgraduato Grading
P Pass
R ;:J:I. ~.i:h 1"l3»essmer,: o~;>ont.m ,ty
F Fail, ,';,:h re a.s e. , m~nl taken Of tapse-::
OF DeO$iOO Ilc!crrec
X C'edit a,",>lnad
PostgrJdual<> G..d i n ~ IMudenis . ta,lir.g cour.e berom Feb 2003)
A PJ.. 7{)'
B P3» 60·059
C Pa .~ SO · 59
"'
o PitSS ~ O ·~ S
Fa:r 0 ·3S
....assessment iX'rmi~ed all<:! a~ 35s@S,menhasbeen
~tlemp:"",
Fatr. re,,»e ssm ~n: !3tr,,~ Of not ta~en
F3~ . '~as.se.smenl pe:mltteC 3s ~It a ,~c ssmcnl has not t>een
3~e n
'''~ Incomplete. module " 'aded IR nOoN failed due to
,eassessment no! la~~ n
OItd$iQ"l ~f"'re<l
C,edi: aW~lee-o
UndersrodYatc Honours Cla••i~caIJon
l r>e th,,,,h:>rd Ie< eaell Cias,ilk.:>tion bar>(! sh ~n ~e 35 follOWS_
Wh<!'e .. stween: '. ,,;1I1ln 3~ Of a boull<:!¥ y tMe ~ may be upgraded
If al leaSI ~~~ lI".e mar~s a~ If tile h~l'ter class,
70% and aOOV<! Forst Class Honours Slllndald
6{)% ·69 %% Seoond Class Hc<>ours (UpOW' (i;"';$IQn) <taMard
50% . 59~% SeCO<10 Cta..,; Horw)l'S {Lower ()r.oisb ,) standard
·~O% · 49.99% fl'l!": CbSS HOfIours sla~arcl
0% ·3U 9'l, f all
Undo'~ ra d u at" G(~di nQ (s :artin(j bofore Feb 2004)
North C"mpu5
A Pass 70~
e FaH 8) · 69
C Pass 5O · 5Q
D PiI$' ,o ·49
RF Fail. ru...es . m e~ i permftt&d and all ~
atlernp:ed
F FaY, reassessment lail...~ 0' nOllllken
..e"ment M ' t>een
IR Fa~ . reB$S~S"ment pt lmilted as all 3sse~SN>e~t has not been
Ia~en
Fai; Incomplele. mc<luic 'iI,aded IR 10"•• ' failed due to rea$S"ssmen:
r.ot laken
, Deferred d ec!w~
Credit 3".ar<:!e<:i
4 · 15 Passing G'a<:les
F a~ i<1g gra:es0-'
,,
, Reasse= en: p;lrmilted e,g, JR
C Fa::um whi<;h has been compensated e,1_2C
Pus.lng QrMe achie,e<! ~It~ r ;eanenmen: e.~ , ,p
Fa;I,ng ~fade adlieved alte, rea$,essment c , ~ . 3F
Rea~se ssmeol no: laken e _~ 2N
"00 Celened ced1ioo
, Cree,: aWJraed
HNClO G'~ d!ng
o~,
MiME
Pi?AlPC
,­,
"
FIFA
DFiOD
,
Distinct:on
Io.'.erll
Pass
P:l1S after 'eassessmen: la""n
F3~ , 'eaSS<l~.m e""t permitted
Fai. fus.sessment pecm;1ed alld all assessment has ~een laken
Fa~ , rea~ s~s~m ~.'t fa'ied 0' nO; ta~en
Dedsict'l cefer."'ed
CeM,: 3wa:;:ee
Miscell.".ous
Exce~ent
'G" Very Good
G Goo<
, Pass
F Fail
A ~.'J~te(~ d e}l'~e v.1ln ~.eril . shall be aW3rU ~ to a ~t~d c[1 who has ach'eved an aY"r:l~ mark 01 at le~st65% overall Of an average mark of 64.5%
Jn~ ~t least 65~~ '" JT'I06Jlcs eQUIvalent 10 120 Cled:B,
A 1.1aste(s dltll'<le w,:h Cistinl;tiOf' ~~atl b<l" awardee to a stuoonl ~o has ac~ieve<l 2.1 ave:age mark of atleasl 70% overall or and average mark of
6S_5% anc Dtlust 70% it, m,",uies equL...~ ic"~ to 120 Cled't._

5. • • •.." .
• • .o.o . . . .
DIPLOMA SUPPLEMENT • •; -:••
LONDON ;'.
metropolitan :., '.
university ••
The Bologna Process is an intergovernmental initiative which aims to create a European Higher Education Area (EHEA) by
2010 and to promote the European system of higher education worldwide. The broad objectives of the Bologna Process are to
remove the obstacles to student mobility across Europe. to enhance the attractiveness of European higher education
worldwide, to establish a common structure of higher education systems across Europe, and for this common structure to be
based on two main cycles, undergraduate and graduate.
The Diploma Supplement is a documenll0 be issued to students by their higher education institutions on graduation. It aims to
describe the qualification they have received in a standard format thai is easy to understand and easy to compare. It also
describes the content of the qualification and the structure of the higher education system within which it was issued. II is not a
curriculum vitae and simply acts as a supplementary explanation of the qualification rather than a substitute for it.
Family Name KhaJid
Given Name Faizan
Student 10 03026348/1
Main field(s) of study Economics
l evel of qualifICation Masters
Official length of programme One to si)( years depending on mode of study
Access requirements www.londonmel.ac.ukJpgprospectusJcourses
Full and Part-time
Mode of study
http://inlranet.londonmel.ac.ukJpostgrad-line
Programme requiremen ts
www. londonmel.ac.uk
Additional information
www.naric.org.uk
Further information sources
Of R.1y Smith
Directo( of Academic Administration

6. • ••• • •
•• •
.•."• •
.• • : 0 • •
LONDON : ••
Description of Higher Education in England, Wales and Northern Ireland metropolitan : 0, '.
In En~land. Wales and Nor'.hern Ileland ', Higher EduC3hOn
institutions are Independent. self-governing I)oc!I4tS active In
teaching. research and scholalShlp and eSlabhsl'l&d by Royal
Chaner or IegislatlC)I'I Most are pan-lunceO by government
HIgher Education (HE) is provide<! by many different types of
il'lSlllullOn. In additIOn 10 universitIes an<! university colleges.
whOse Charters and statutes are made through IMe Privy
Council which advises the Queen on the granting of Royal
Charters and incorporation of unJVersillas. there are a number
of publicJy-designated and autonomous Institullons wl!hln the
higher education secter. About len per cent of higher
education provision is availaole in colleges of further
education by the authority of another duly empowered
InstllUllOn Teaching 10 prepare students for tne award of
h.gher education qualifications can be conducteO in any
hlg~r education ItlStituoon Of fl.lrther educabon QOlIege
Oege. rrwardinq powers and the tille lrl!V!llIjy'
All the universities and many of the higher education colleges
have legal power to develop their own courses and award
their own degrees. and delermine the conditions on which
(hey are awarded: some HE oolleges and specialist
Institutions without these powers offer programmes. with
varying extents of devolved authority, leadIng to the degrees
of an institution whICh does have them. All universities in
eXIstence before 2OQ5 haYe the power to award degrees Oil
the basis of completion of taught courses and the power to
awarO re,earen degrees. From 2005, institullons in England
and Walu that award o.,1y laught degrees ('first' and ·secofld
cycle') and whICh meet certaIn nl.lmerical critena, may also be
permined 10 use the tiUe 'universll)" Hl9her ed ucation
institutIOns thai award only taughl degrees but which do not
meet the numerical criteria may apply ttl use Ihe title
·university college'. although nO( all choose to do so.
All of these institutions are subject to the same regulatory
quality assurance iJnd fund ing requirements as universities;
and all institutions decide for themselves which students to
admit and whIch staff to appoint
Oegrt<es and other higher education qualifications ere legally
owned by Iha awarding instItution. no: by :he stale.
The names 01 instilutlons with their own degree awarding
powers r Recognised Bodies') are set out at
ht1P:J.w-.oles.gov IJkIrecogrised~artnel<".shtml
Institutions able 10 offer courses leading to a degree of a
recognised body ('listed Bodies") are listed by the English,
Welsh and Nonhern Irish aulhorities. The list may be found at
hIlPJ"-.dles·OOV·l,j;lrocogtlisedukdegreesianne~.sI1tm1.
qua1ffications awarded by higher education
at sub-degree and undergraduate (first cycle) and
poslgr..duale level (second and IImd cycles) are described in
!he FramewOft for Higher Education QuaLIfICations fot in
Eng~nd. Wales and Northern Ireland (FHEQ). incloding
quatiflClltions descnptOl'S. develope<! with tTle sector by the
Quality Assufilnce Agency (QM - establi$hed in 19'97 as an
inctependent UK-wiDe body 10 moniter Ihe standard of higher
education provl$lon - www.Qaa.ac.uk). The Qualifications and
Curriculum Authority (QCA). the QualifICatiOnS Curriculum and
•no. VI{ 11M I ,~_ 01 d_~ ~......~. h<:""""i lorIlIQ"'" edue.ion.
t~ Sc«1In4. 10 WMI In<! 10 NotII'Ietn !tolen<!. ThI:a d~#I • ~PPf~ ""a b)"
1M H>;n L.""I Po;.q Fc.vn ..t'Iid iI'ICIuClf,S"po'UfilIlIlY.. of In. ~....n:
II>' e_ _ SIUl, (O!£S). Swt:4/1 h KlAivt, Iht We!oh Anerr¢i)'
~ 1M HiIl"'r E d~ Flllllfng Counc.lllior Engt¥1d. Scu.1:Ild and
WlIIIU. !nil Ou~!I;~ ~ Agsnc;~ (OM). Un....tt..ille' UK (UUK). Ihe
S_ng C""'._ 01 ~aI$ ."., ... 19t1Dr1.1 Rl<:OQn~()tI In/otMation
<;erw.1or I/'Ie UIt ItIK NAAlC).
Assessment Aulhortty fOf WaleS (ACCAC) and the coddsiwrsity ' •
Curriculum ExaminatIOn and Assessment (Northern Ireland)
(CCEA) have establisheC the NatIOnal Qualifreations
FrameWOf1t, which Is aligned with tfle FHEQ as shown
owttleill with typical credit varues. These authorities r~ulale a
number of professional statutory and o:ter awarding DOdies
which control Qualifications at HE and other levels.
Foundation degrees. designed 0 create inennediate aWfI.rds
strongly oriented towards SpecifIC employment opportunities,
were introduced in 2001 aM are avaIlable in England, Wales
and Northern Ireland. In terms of the European HE Area they
are 'short cycle· qualifications withm the fitSI cycle.
Qual!ty Assurance
Academic standards are estabkshed and maintained by
higher education insttutions the!Tl$8lves using an extensive
nd sophisticat~ range of shared Quality assurance
approaches and structures. Standards and quality in
inslitutions are underpinned by universal use of external
euminers, ~ standard set of Indicalors and other reports and
by the activilies of ttle OM and in professional areas by
relevant Professio'llll and StoMOI)' Booies. This ensures tllat
institutions meet national expectatIons deSCribed in the FHEQ:
subject benchmark (charac~er) stalements. the Coce of
Pfactice and II system of programme specifications. OM
conducts peer.review based audits and flIvfews of higher
education institutions with the opportul'lity for subject-based
revtew os the need arises. Accuracy and adequacy of quality·
related inlolmation published by lhe higher educafiOn
institutions Is atso reviewed. QM reviews also cover higher
educaUdn programmes taught in further education institutions.
Credit S'f$!ems
There is a national cledit syslem in place in Wales which
embtaces aLI post-1S education. Around 75% of institutions in
Englal'ld and Norttlem Ireland (around 85% of students)
belong to credit systems consortia. There are local credit
sys lems in some other inslitulions. QCA is developing a
system intended for further education in England, the
Framework for AChievement, deslgnad 10 articulate with
higher educalion. Many institutions """ credit points for
students transfemng between programmes or institutions. and
UM ECTS !of transfers within the European area al"ld 10
recognise learning gained by students on excharoge visits with
institutions elsewhere in Europe.
Admission
The most common qua6fication for entry to higher education is
lhe Gan.,.' Certificate 01 Educalion 81 'Advanced' (A)-level
(induding the -advance<! ,upplemen~I)'·). Other QualirlCation!'.
fOI entry are the Advanced vocational Certrlicate of
Education, the kite-marked ACC8SS Cenificate or other
Qualifications locale<! in Ihe National Qualification Framaworx
(NQF) levet 3 Advanced. or the equivalent accord ing to the
Credit and QualifICations Frameworjl: in Wales, including the
Welsh Bacalaureate aod qualificatlofl$ in the Scottish Credit
and Qualifications Frameworl!;. A-levels are normally taken by
students In their 13th year of school or at a cotlege of further
eOucafion and comprise up to three or four specialist subjects
studied in considerable depth. Involving coursework and fInal
examinations. Part·rime alld marure students may enter with
these QualirlCations or alternatives with evidenced equivalent
prior learning alld experiel'lC8. Institulions wlll admIt students
whom they believe to have Ihe pOlenUal to comp~!e their
proglammes successfully. and seltheir requU'emellts for enlry
to par1icular programmes accordingly.
I