The document discusses admissions into higher institutions in Nigeria, outlining the history, trends, challenges and recommendations. It notes that admissions were previously decentralized but the Joint Admissions and Matriculation Board (JAMB) was established in 1977 to centralize and regulate the process. Key points include: rapid increase in applications outpacing available spaces resulting in high rejection rates; focus of candidates on universities; issues of quality assurance for JAMB; and recommendations to adopt computer-based testing to address challenges around malpractices and efficiency.
The Economic Impact of International Students Around the World. Presentation by Jason Baumgartner (Indiana University Bloomington), Julie Chambers (Institute of International Education), Robert Gutierrez (Institute of International Education) at the NAFSA 2010 Annual Conference
Professor Sue Trinidad, Director of the National Centre of Student Equity in Higher Education at Curtin University, spoke at the Albury-Wodonga Forum on Regional and Rural Higher Education on Monday 2 February 2015 at La Trobe University's Albury-Wodonga campus. Professor Trinidad emphasised the wonderful work taking place within the universities across Australia and reiterated the importance of regional education and the need to continue investing in Australia's regions.
Kyambogo University in Uganda has established an Open, Distance and e-Learning (ODeL) center to expand access to teacher education. ODeL offers a Bachelor of Education degree through distance learning using resources like online modules, email and limited face-to-face support. The program is funded through a partnership between the African Virtual University and the African Development Bank. It aims to increase the number of qualified teachers through convenient, flexible education and support Uganda's goal of universal secondary education. The distance program faces challenges regarding infrastructure, cost and learner support but shows promise in improving teacher education.
The document discusses trends in postgraduate education in the UK. It notes that while the total number of postgraduate students has grown 36% since 1997, much of this growth can be attributed to an increase in international students. The three most popular subject areas for masters degrees in the UK are business, social sciences, and engineering. The document also examines motivations for postgraduate study and barriers to participation like cost and debt.
This document summarizes Simon Marginson's presentation on globalization and higher education. Marginson discussed early expectations of globalization in higher education, how it has actually played out, and the new spatiality in higher education. Some key points include the rise of research and higher education capacity in East Asia, particularly China, South Korea, Singapore and other countries. While expectations of a fully integrated global higher education market did not come to pass, cultural globalization and the spread of the research university model have progressed significantly.
This document outlines the goals and activities for a course that will (1) discuss emerging technologies and their biological and social impacts, (2) use virtual simulations to experimentally analyze how virtual experiences are changing human beings, and (3) assess the policy implications of technological advances, culminating in a virtual simulation and report applying theories of embodied cognition to experiences of different virtual worlds.
This document provides information about writing for and submitting articles to Perspectives, a quarterly journal aimed at higher education managers and administrators. It discusses the objectives of the session which are to encourage writing submissions and discuss what makes a good article. It also summarizes what Perspectives is, including that it is peer-reviewed, published by Routledge, and aims to be of practical use to practitioners in higher education management and policy. The document gives examples of common themes addressed in the journal and outlines the structure and review process for submitted articles.
This document discusses the role of professional behaviors and leadership at the Royal Veterinary College (RVC). It provides background on the historical origins of the RVC and describes its current facilities and student/staff composition. The document advocates for using a Professional Behaviors Framework to promote reflection, resilience, and flexible thinking among teams in order to help the RVC adapt to a changing environment. It also discusses the importance of leadership and motivation among RVC staff and students.
The Economic Impact of International Students Around the World. Presentation by Jason Baumgartner (Indiana University Bloomington), Julie Chambers (Institute of International Education), Robert Gutierrez (Institute of International Education) at the NAFSA 2010 Annual Conference
Professor Sue Trinidad, Director of the National Centre of Student Equity in Higher Education at Curtin University, spoke at the Albury-Wodonga Forum on Regional and Rural Higher Education on Monday 2 February 2015 at La Trobe University's Albury-Wodonga campus. Professor Trinidad emphasised the wonderful work taking place within the universities across Australia and reiterated the importance of regional education and the need to continue investing in Australia's regions.
Kyambogo University in Uganda has established an Open, Distance and e-Learning (ODeL) center to expand access to teacher education. ODeL offers a Bachelor of Education degree through distance learning using resources like online modules, email and limited face-to-face support. The program is funded through a partnership between the African Virtual University and the African Development Bank. It aims to increase the number of qualified teachers through convenient, flexible education and support Uganda's goal of universal secondary education. The distance program faces challenges regarding infrastructure, cost and learner support but shows promise in improving teacher education.
The document discusses trends in postgraduate education in the UK. It notes that while the total number of postgraduate students has grown 36% since 1997, much of this growth can be attributed to an increase in international students. The three most popular subject areas for masters degrees in the UK are business, social sciences, and engineering. The document also examines motivations for postgraduate study and barriers to participation like cost and debt.
This document summarizes Simon Marginson's presentation on globalization and higher education. Marginson discussed early expectations of globalization in higher education, how it has actually played out, and the new spatiality in higher education. Some key points include the rise of research and higher education capacity in East Asia, particularly China, South Korea, Singapore and other countries. While expectations of a fully integrated global higher education market did not come to pass, cultural globalization and the spread of the research university model have progressed significantly.
This document outlines the goals and activities for a course that will (1) discuss emerging technologies and their biological and social impacts, (2) use virtual simulations to experimentally analyze how virtual experiences are changing human beings, and (3) assess the policy implications of technological advances, culminating in a virtual simulation and report applying theories of embodied cognition to experiences of different virtual worlds.
This document provides information about writing for and submitting articles to Perspectives, a quarterly journal aimed at higher education managers and administrators. It discusses the objectives of the session which are to encourage writing submissions and discuss what makes a good article. It also summarizes what Perspectives is, including that it is peer-reviewed, published by Routledge, and aims to be of practical use to practitioners in higher education management and policy. The document gives examples of common themes addressed in the journal and outlines the structure and review process for submitted articles.
This document discusses the role of professional behaviors and leadership at the Royal Veterinary College (RVC). It provides background on the historical origins of the RVC and describes its current facilities and student/staff composition. The document advocates for using a Professional Behaviors Framework to promote reflection, resilience, and flexible thinking among teams in order to help the RVC adapt to a changing environment. It also discusses the importance of leadership and motivation among RVC staff and students.
This document provides key education statistics for China, intended to help international educators understand the Chinese education market. It notes that from 2000-2010, China saw extraordinary growth in higher education participation, with the number of students growing from 9.3 million to over 33 million. However, with declining school age cohorts, only modest further increases in higher education capacity will be needed to accommodate students through 2020. While the number of students studying abroad continues to rise, domestic options are expanding as well. The report aims to help international partners position themselves successfully amid these changing dynamics in China.
China Education Statistics for international educatorsEIC Group China
This document provides key education statistics for China, including participation rates in secondary and higher education that have grown substantially from 1990 to 2010. It also shares statistics on the increasing number of Chinese students studying abroad and applying to graduate programs, with significant unmet demand remaining. While higher education capacity has expanded rapidly, growth is slowing as school age cohorts decline in size.
This document summarizes higher education issues in South Korea. It outlines the rapid growth of the Korean economy and higher education system. It then discusses major issues like dominance of prestigious universities, lack of specialization, and disconnect between academia and industry. The government's efforts to reform include corporatizing national universities, quality assurance measures, funding programs to promote specialization, internationalization, and equity. Overall, the document provides an overview of the development, current status, challenges and reform efforts regarding higher education in Korea.
This document summarizes statistics related to education in South Africa. It provides data on private higher education institutions, pass rates for matric exams, applications to universities exceeding available spaces, skills training programs, and unemployment rates. The goal of bringing together these sectors through a new alliance is highlighted to collectively address South Africa's education and skills challenges at a larger scale than any individual organization can achieve alone.
1) The document discusses access, success, and equity in higher education in South Africa using Central University of Technology (CUT) as a case study.
2) It examines key points in learner progression such as matriculation pass rates, university admission requirements, participation and graduation rates.
3) Only a small percentage of African learners who write the matric exam meet CUT's admission requirements, hindering access to university education in the Free State province.
This document contains data and performance targets for DepEd Zambales across several key areas:
- Reading proficiency data from pre-Covid shows many students reading below grade level. Enrollment increased across programs but declined in some grades and programs.
- Efficiency indicators like promotion and completion rates increased from 2018-2021 while dropout and repetition decreased.
- Access targets forecast steady increases in net enrollment and completion rates for JHS and SHS through 2025.
- Quality targets predict increases in proficiency levels at Key Stages 3 and 4 through 2025.
- Resiliency targets aim for 100% achievement across indicators of rights, preparedness, and safety through 2030.
1) The National Institute of Open Schooling (NIOS) operates a 3-tier vocational education system comprising its headquarters, regional centers, and accredited vocational institutes (AVIs) to deliver vocational courses.
2) NIOS offers 96 vocational courses across 10 sectors, including engineering, business, health, agriculture, and computer science. Courses are integrated with academic qualifications at secondary and senior secondary levels.
3) NIOS collaborates with organizations to deliver vocational courses through their training centers, jointly developing curricula and providing practical training, placement assistance, and certification. It aims to expand access to vocational education through greater use of information and communication technologies
ENCORE Fayette - Southern Crescent Technical College OverviewMatt Forshee
Southern Crescent Technical College serves nine counties in central Georgia. It has two main campuses and three centers, offering 100 technical certificates, 38 diploma programs, and 29 associate's degree programs. In fiscal year 2012, the college enrolled over 5,000 credit students, with over half attending full-time. The college aims to provide workforce training and promote economic development through traditional and online education programs. It has partnerships with local schools and universities to help students continue their education after completing programs at Southern Crescent Technical College.
The document summarizes the state of higher education in South Korea. It discusses how higher education has expanded from an elite system to a mass system. It notes the dominance of prestigious universities and intense competition to get into them. It also points out issues like regional concentration of universities, lack of differentiation among universities, skills mismatches, and weak connections between academia and industry.
The document discusses the challenges facing higher education in Africa due to declining public funding, including political interference and brain drain. It examines responses such as international capacity building initiatives and partnerships between African and foreign universities. The case study of the University of Ghana highlights strategies they are employing to deal with inadequate funds, such as public-private partnerships, fundraising, and international collaborations.
The document discusses the history and current state of Addis Ababa University (AAU) in Ethiopia. It provides background on AAU's establishment and evolution over time. Key details include that AAU currently has over 34,000 students across 15 campuses and 10 colleges. While AAU strives to be among the top universities in Africa, it faces challenges due to limited autonomy. The document argues that increased autonomy would allow AAU to better achieve its mission of providing quality education and conducting impactful research.
This document provides an overview of Pakistan's education sector reforms efforts. It includes statistics on literacy rates, the number of educational institutions and enrollment by gender and location. It also details missing facilities at public institutions, the medium of instruction used, and vocational/technical training programs. Budget allocations for education have increased in recent years. Reforms undertaken include making education free up to matriculation, introducing English from Class 1, revising curriculums and textbooks, improving teacher status, and establishing regulatory authorities for public and private institutions.
Fundamental physics and accelerator science in developing countriesChristine Darve
APS2020
Session M19: Physics for Development
Abstract: Education and industrialization are essential to promote positive developments in the least developed countries. The recent evolution of technologies and ICT open the doors to innovative way to support education in developing countries. To enhance the existing African School of Fundamental Physics and Applications (ASP), Massive Open On-line Courses (MOOC) have been prepared and implemented to teach accelerator physics and technologies.
The goal of those initiatives is to catalyze the development of world-class institutions through the production of high–quality scientists and engineers to stimulate economic growth and employment creation. Pursuant to this goal, the objective is to produce the next generation of African scientists and engineers by training them in the necessary technical, entrepreneurial and leadership capacities to solve African problems thus contributing to economic and social transformation.
This document outlines a CSR implementation plan for the G-Bam Scholarship. [1] It will award N750 million to 1,000 students over 12 months, with 250 students receiving N750,000 per quarter. [2] The first batch of 250 scholars will be selected from the top 35 institutions, prioritizing federal, state then private universities. [3] Subsequent batches will be more inclusive and selected through an online application process.
The OCWC's Next Frontier - Learning Ecosystems by Gary Matkin, UCIGary Matkin
After three years the OCW movement has achieved “lift off” with over 200 higher education institutions and affiliate OCWC members, resulting in the availability of over 8000 open courses. However, the greatest disappointment in the movement has been the slow response to the actual use of this open material, particularly use that could benefit national systems of higher education in developing countries or under-resourced institutions. This presentation suggests reasons for this slow uptake, offers observations about the underlying dynamics in the wide-scale and impactful use of OCW, and proposes the systematic development of “learning ecosystems”— infrastructures designed to leverage OCW.
The document discusses regional developments and the role of regional university associations. It provides statistics on enrollment trends in tertiary education in Asia and other developing countries from 1990 to 2001. It also shares data on private higher education enrollment percentages in various countries. The document then discusses examples of regional developments in Asian countries like Malaysia, Hong Kong, and China. It outlines statistics on foreign student enrollment globally and in specific developing countries. Finally, it discusses foreign higher education institution campuses abroad and Malaysia's legal framework and qualifications framework for quality assurance in higher education.
SeerPharma and the University of Technology Sydney have partnered to deliver innovative and university-accredited graduate programs in Good Manufacturing Practice (GMP). Unique to Australia and the Asia-Pacific region, the programs are centered around being practice-based and contemporary.
This document provides key education statistics for China, intended to help international educators understand the Chinese education market. It notes that from 2000-2010, China saw extraordinary growth in higher education participation, with the number of students growing from 9.3 million to over 33 million. However, with declining school age cohorts, only modest further increases in higher education capacity will be needed to accommodate students through 2020. While the number of students studying abroad continues to rise, domestic options are expanding as well. The report aims to help international partners position themselves successfully amid these changing dynamics in China.
China Education Statistics for international educatorsEIC Group China
This document provides key education statistics for China, including participation rates in secondary and higher education that have grown substantially from 1990 to 2010. It also shares statistics on the increasing number of Chinese students studying abroad and applying to graduate programs, with significant unmet demand remaining. While higher education capacity has expanded rapidly, growth is slowing as school age cohorts decline in size.
This document summarizes higher education issues in South Korea. It outlines the rapid growth of the Korean economy and higher education system. It then discusses major issues like dominance of prestigious universities, lack of specialization, and disconnect between academia and industry. The government's efforts to reform include corporatizing national universities, quality assurance measures, funding programs to promote specialization, internationalization, and equity. Overall, the document provides an overview of the development, current status, challenges and reform efforts regarding higher education in Korea.
This document summarizes statistics related to education in South Africa. It provides data on private higher education institutions, pass rates for matric exams, applications to universities exceeding available spaces, skills training programs, and unemployment rates. The goal of bringing together these sectors through a new alliance is highlighted to collectively address South Africa's education and skills challenges at a larger scale than any individual organization can achieve alone.
1) The document discusses access, success, and equity in higher education in South Africa using Central University of Technology (CUT) as a case study.
2) It examines key points in learner progression such as matriculation pass rates, university admission requirements, participation and graduation rates.
3) Only a small percentage of African learners who write the matric exam meet CUT's admission requirements, hindering access to university education in the Free State province.
This document contains data and performance targets for DepEd Zambales across several key areas:
- Reading proficiency data from pre-Covid shows many students reading below grade level. Enrollment increased across programs but declined in some grades and programs.
- Efficiency indicators like promotion and completion rates increased from 2018-2021 while dropout and repetition decreased.
- Access targets forecast steady increases in net enrollment and completion rates for JHS and SHS through 2025.
- Quality targets predict increases in proficiency levels at Key Stages 3 and 4 through 2025.
- Resiliency targets aim for 100% achievement across indicators of rights, preparedness, and safety through 2030.
1) The National Institute of Open Schooling (NIOS) operates a 3-tier vocational education system comprising its headquarters, regional centers, and accredited vocational institutes (AVIs) to deliver vocational courses.
2) NIOS offers 96 vocational courses across 10 sectors, including engineering, business, health, agriculture, and computer science. Courses are integrated with academic qualifications at secondary and senior secondary levels.
3) NIOS collaborates with organizations to deliver vocational courses through their training centers, jointly developing curricula and providing practical training, placement assistance, and certification. It aims to expand access to vocational education through greater use of information and communication technologies
ENCORE Fayette - Southern Crescent Technical College OverviewMatt Forshee
Southern Crescent Technical College serves nine counties in central Georgia. It has two main campuses and three centers, offering 100 technical certificates, 38 diploma programs, and 29 associate's degree programs. In fiscal year 2012, the college enrolled over 5,000 credit students, with over half attending full-time. The college aims to provide workforce training and promote economic development through traditional and online education programs. It has partnerships with local schools and universities to help students continue their education after completing programs at Southern Crescent Technical College.
The document summarizes the state of higher education in South Korea. It discusses how higher education has expanded from an elite system to a mass system. It notes the dominance of prestigious universities and intense competition to get into them. It also points out issues like regional concentration of universities, lack of differentiation among universities, skills mismatches, and weak connections between academia and industry.
The document discusses the challenges facing higher education in Africa due to declining public funding, including political interference and brain drain. It examines responses such as international capacity building initiatives and partnerships between African and foreign universities. The case study of the University of Ghana highlights strategies they are employing to deal with inadequate funds, such as public-private partnerships, fundraising, and international collaborations.
The document discusses the history and current state of Addis Ababa University (AAU) in Ethiopia. It provides background on AAU's establishment and evolution over time. Key details include that AAU currently has over 34,000 students across 15 campuses and 10 colleges. While AAU strives to be among the top universities in Africa, it faces challenges due to limited autonomy. The document argues that increased autonomy would allow AAU to better achieve its mission of providing quality education and conducting impactful research.
This document provides an overview of Pakistan's education sector reforms efforts. It includes statistics on literacy rates, the number of educational institutions and enrollment by gender and location. It also details missing facilities at public institutions, the medium of instruction used, and vocational/technical training programs. Budget allocations for education have increased in recent years. Reforms undertaken include making education free up to matriculation, introducing English from Class 1, revising curriculums and textbooks, improving teacher status, and establishing regulatory authorities for public and private institutions.
Fundamental physics and accelerator science in developing countriesChristine Darve
APS2020
Session M19: Physics for Development
Abstract: Education and industrialization are essential to promote positive developments in the least developed countries. The recent evolution of technologies and ICT open the doors to innovative way to support education in developing countries. To enhance the existing African School of Fundamental Physics and Applications (ASP), Massive Open On-line Courses (MOOC) have been prepared and implemented to teach accelerator physics and technologies.
The goal of those initiatives is to catalyze the development of world-class institutions through the production of high–quality scientists and engineers to stimulate economic growth and employment creation. Pursuant to this goal, the objective is to produce the next generation of African scientists and engineers by training them in the necessary technical, entrepreneurial and leadership capacities to solve African problems thus contributing to economic and social transformation.
This document outlines a CSR implementation plan for the G-Bam Scholarship. [1] It will award N750 million to 1,000 students over 12 months, with 250 students receiving N750,000 per quarter. [2] The first batch of 250 scholars will be selected from the top 35 institutions, prioritizing federal, state then private universities. [3] Subsequent batches will be more inclusive and selected through an online application process.
The OCWC's Next Frontier - Learning Ecosystems by Gary Matkin, UCIGary Matkin
After three years the OCW movement has achieved “lift off” with over 200 higher education institutions and affiliate OCWC members, resulting in the availability of over 8000 open courses. However, the greatest disappointment in the movement has been the slow response to the actual use of this open material, particularly use that could benefit national systems of higher education in developing countries or under-resourced institutions. This presentation suggests reasons for this slow uptake, offers observations about the underlying dynamics in the wide-scale and impactful use of OCW, and proposes the systematic development of “learning ecosystems”— infrastructures designed to leverage OCW.
The document discusses regional developments and the role of regional university associations. It provides statistics on enrollment trends in tertiary education in Asia and other developing countries from 1990 to 2001. It also shares data on private higher education enrollment percentages in various countries. The document then discusses examples of regional developments in Asian countries like Malaysia, Hong Kong, and China. It outlines statistics on foreign student enrollment globally and in specific developing countries. Finally, it discusses foreign higher education institution campuses abroad and Malaysia's legal framework and qualifications framework for quality assurance in higher education.
SeerPharma and the University of Technology Sydney have partnered to deliver innovative and university-accredited graduate programs in Good Manufacturing Practice (GMP). Unique to Australia and the Asia-Pacific region, the programs are centered around being practice-based and contemporary.
This document discusses international student mobility trends and how national policies can impact mobility. It shows that while the UK remains a top destination, mobility is becoming more regional and countries like Australia are increasing as hosts. National policies around visas, internationalization strategies, and post-study work can influence global flows of students by making a country more attractive or restrictive to international students. Short-term programs and transnational education are also changing the landscape of student mobility.
1. National context –are we making our mark?
• The UK National Strategy and Target for Outward Student Mobility
•International context: mobility rates by country
2. Research:
• A picture of participation (who, what, where?)
• Widening participation in outward mobility (findings and current practice)
• The value of outward student mobility: UUKi’sGone International cohort studies
3. The Go International: Stand Out campaign
• activities and how to get involved
This document discusses the importance of co-designing spaces through involving end users in the design process. It notes that while co-design can make projects messier, it significantly improves user satisfaction and productivity. The document outlines some of the unexpected challenges ("gorilla problems") that arose during one co-design project, and how limited resources were allocated to address them. It also discusses how to manage the emotional aspects of change by understanding the stages of reaction and tailoring communication approaches. The key message is that co-design, while complex, ultimately leads to higher morale and better outcomes through increased user involvement and control.
Martha Horler is a Programme Manager for a Digital and Technology Solutions degree apprenticeship with 15 years of experience in higher education. She discussed ways to build an external reputation such as connecting with external organizations in her field, engaging in personal branding activities like setting up an online profile, and getting involved with organizations like submitting conference proposals and writing articles. The document provided tips on researching one's interests and values to develop expertise, using social media platforms, and taking action such as setting up a website or domain name to start building an external reputation.
The lessons learnt through a critical investigation of professional development and career progression for professional services staff and its significance to Strategic HRM: A Case Study at Keele University
Cross departmental effectiveness to improve the student experience: case study – Louise Medlam (Academic Registrar) and Lynn Jones (Deputy Academic Register) – Glyndwr University
AUA Mark of Excellence information session from Amanda Shilton Godwin AUA – including LJMU’s reflections of going for the MoE; John Trantom (Leadership and Development Adviser), LJMU
Professor Brad Mackay explores some of the critical uncertainties posed by Brexit and how they might shape the international competitiveness of the sector in the future.
Dr O’Halloran shares with the network a range of initiatives at the University of Strathclyde, designed to enhance the experience of under-represented groups and demonstrate the University’s core values.
Whether it’s for a job interview, in a team meeting or at the AUA conference, the chances are that you will need to give a presentation at some point in your career. Finding the presentation style that suits you will help you go from death by PowerPoint to creating engaging and memorable sessions for any audience.
This document provides information about becoming an Accredited Member or Fellow of the Association of University Administrators (AUA). It describes the accreditation scheme, which recognizes members' commitment to ongoing professional development. Members can apply for Accredited Member status after accumulating 30 hours of CPD over two years, demonstrating professional knowledge and capability, and submitting a 750-1000 word reflective statement. Fellow status requires 45 hours of enhanced CPD over three years, along with a 1500 word reflective statement relating CPD activities to the AUA's professional behaviors framework. The application process involves review by two assessors and possible moderation. Successful applicants receive accreditation or fellowship valid for three to five years.
Chance and fate in making the connections that ignite the creative spark. At one time or other we all will call on inspiration, support and/or ‘reality checks’ from others with a different perspective, or perhaps wish we had done in hindsight! Some thoughts on how this can happen and how we might help develop an environment to increase the chances of it happening.
We have all been told about the benefits of building a network of contacts, but what can you do if you don’t like ‘networking’? In this talk I will show how I used social media and external organisations to build up my list of contacts and gain a good reputation in HE for my work in data management.
- 2017 was a busy year for UCAS and the higher education sector, with new tools, qualifications reforms, and technological enhancements. UCAS saw double the audience reach of a popular TV show during confirmation and clearing.
- Acceptances were down 1% at the end of the cycle compared to 2016, but clearing was faster this year. Direct clearing acceptances were up 9%, with most going to older UK applicants staying close to home for business and medical programs.
- Looking ahead, UCAS is focusing on qualifications changes in 2018, forecasted declines in UK 18-year-olds but increases in non-EU and mature applicants, the rise of apprenticeships, and refreshing its strategy for 2018-on
The document discusses recommendations for addressing issues related to degree algorithms and contract cheating. For degree algorithms, it recommends ensuring transparency of algorithms and changes, including good practice principles in the Quality Code. It cautions against rules for borderline cases lowering degree thresholds. For contract cheating, it recommends education for students and staff, prevention through authentic assessment and detection tools, and clear regulations and reporting procedures.
More from Association of University Administrators (20)
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
1. ADMISSIONS INTO HIGHER
INSTITUTIONS IN NIGERIA:
ISSUES, TRENDS AND
CHALLENGES
By
Omojola Awosusi, Ph.D.
Registrar, Ekiti State University,
Ado-Ekiti. Nigeria.
Email: jolaawosusi@yahoo.com
Tel: +2348033957175
Being the text of a Paper presented at the AUA Conference held at
the University of Manchester UK 2nd – 4th April, 2012.
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2. 1. Introduction
2. History of Higher Education in Nigeria
3. Distribution of Higher Education in Nigeria
4. Establishment of Joint Admissions and Matriculations
Board and the Issues Involved
5. Admission system in Nigeria Higher Education: The
Trend
6. Quality Assurance system of JAMB
7. Challenges facing Admission system
8. Coping Strategies and the trend
9. Recommendations
2 10. Conclusion
3. Definition of Concepts
What is Admissions?
Shakespeare : “The world is a stage.
It has its entrances and exits”
What is Higher Education Institution?
Citadel of Learning
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8. .
First Generation Universities
1960 – University of Nigeria, Nsukka
1962 – University of Ibadan
University of Ife
University of Lagos
Ahmadu Bello University
1973 - University of Benin
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10. University of Ilorin
Usmanu Dan Fodiyyo University
University of Jos
Bayero University
University of Maiduguri
University of Port Harcourt
University of Calabar
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11. A. State Universities – From 1979
* Rivers State University of
Science and Technology –
1979
* Ekiti State University - 1982
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12. 2.
• Federal Universities of Science and
Technology
• Federal Universities of Agricultures
• State Universities of Science and
Technologies
• State Universities of Education
• National Open University
• Specialized Academies – NDA, Language
Villages etc
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13. • 1993 Decree – National Minimum Standards
and Establishment of Institutions Amendment
Decree
• Deregulation of Higher Education
• Establishment of Private Universities,
Polytechnics and Colleges of Education
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14. Ownership Number Percentage
Federal 36 30.8
State 36 30.8
Private 45 38.4
Total 117 100
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15. Ownership Number Percentage
Federal 22 26.1
State 42 50.0
Private 20 23.9
Total 84 100.0
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16. Ownership Number Percentage
Federal 20 33.33
State 29 48.33
Private 11 18.34
Total 60 100.0
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17. 1977 - Establishment of JAMB
Issues which brought JAMB
* The Northern part of Nigeria less educated than the
South
* Three out of Six Universities in Nigeria existed in the
South West
* Majority of those admitted into Universities were from the
South West
* Incidence of multiple admissions as a result of
concessional examination system
* Need to Unify entrance examination in line with UK
System
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18. * Seven Universities established in 1975 across
the country, but none in South West Nigeria to
create balancing
* Introduction of Centralized Admission Board
named JAMB
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19. 1948 – 1977 Concessional Examination System
1978 - 1990 University Matriculation Examination
(UME)
1990 - 2005 Polytechnics and Colleges of Education
Examination (PCE) added to UME
2005 - Post University Matriculation Examination
introduced
2010 - UME and PCE merged to create Unified Tertiary
Matriculation Examination (UTME)
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20. 1. Organised Structure
HQ, Zonal offices
Test Administration
Admission
ICT
2. Intensive Training & Advocacy
3. Community/Institutional Involvement e.g.
Stakeholders Meetings involving JAMB, NUC, FME
and Heads of Institutions / Registrars of Institutions
4. Multiple Question Types
5. Law Enforcement
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21. Admission Criteria
Lack of Adequate access
Focus of Candidates on Universities alone
Massification
Sharp practices
High Examination cost
Cross border option
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22. Merit
Catchment Areas
Less Educated Developed States
Others
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31. Problems of administering examination to multitudes
• Stampede
• Inability to write exams
• Inadequacy of materials
• Human capital
• Law Enforcement
• Control management
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32. Examination malpractices
Inducement
Impersonation
High Cost of Examination
Application form fee
Transportation
Result checking
ICT Cost
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33. Exodus of Nigerian students abroad to study
Regional – Ghana
Continental – South Africa
Global
a. Europe - UK, Ukraine, Germany, Sweden
b. Asia - Malaysia, China, India, Singapore
c. North America – USA, Canada.
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34. • NUC imposed carrying capacity on HE Providers
• Constant Review of Methodologies by JAMB
• Involvement of HR of Institutions by JAMB to
administer Examinations
• Introduction of Post UME
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35. 1. Enlargement of access to Higher Education
• Improve/Upgrade existing Universities/Colleges
2. Technology to the rescue - Computer Based Testing
(CBT)
What is CBT?
Paperless examination for
Examination delivery
Taking of examination
Scoring of examination
Release of result
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37. Low Exam Delivery Costs
Automated Instant -scoring
Innovative Test Environment
Improved Quality of Information
Reduced cases of malpractices
• No leakages of questions
• No impersonation
Prompt and Immediate Release of Results
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38. • Portal provides 24/7 access to scheduling info,
allowing candidates to choose the most convenient
location to take their exams
• Online scheduling and payment system would be
deployed
• Schedule info would be communicated to the
candidates by email/SMS
Exam Centre
Exam Date
Exam Time slot
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39. Examiners would populate the Question Bank with
large number of questions.
Server uses a sophisticated randomization algorithm
based on question delivery criteria set by examiners
Questions would be randomly delivered to each
candidate from the question bank
Same number of questions from each section of each
subject would be delivered to all candidates
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40. Test/Exam would be scored instantly by computer
Compares the test-taker’s choice to the key set by
examiner
Scoring is done only when the test-takers indicates he
has finished or when exam time elapses
Computer allocates score based on question weight
set by examiners
Scores and answers are uploaded unto the server
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41. Biometric Technology
CCTV
Restriction of access to Question bank
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42. A number of Nigerian Universities have embraced CBT fully
Covenant University
Landmark University
American University
University of Ilorin
University of Lagos
Federal University of Technology, Akure
Many Universities have adopted varying degrees of computer based testing
system.
a) Paper Exam finished with OMR scanner e.g. Ekiti State University
b) Some Universities use e-examination especially for recruitment test e.g.
Federal University Oye – Ekiti.
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