Student can easily take information about Central university of jharkhand prospectus 2016 17 educationiconnect.com 7862004786 Central university of jharkhand
This document provides an overview of Pakistan's education system from pre-primary to university level education. Some key points:
- Education is overseen by the federal and provincial governments. It is provided in 6 main levels from pre-primary to university.
- Primary education enrolls over 17 million students in grades 1-5, with 66% in public schools. Middle school is grades 6-8 and secondary is grades 9-10.
- Higher secondary school is grades 11-12 when students prepare for board exams. University education includes bachelor's and advanced degrees.
- Vocational education and teacher training institutions also play a role. Issues in the system include lack of quality teachers, funding gaps,
This document is the prospectus for Jawaharlal Nehru University for 2015-2016. It outlines the objectives and structure of JNU.
The key objectives of JNU are to promote national integration, social justice, secularism, and scientific thinking. It aims to establish departments for studying Indian languages, arts, and culture. JNU also seeks to facilitate participation from all over India and prepare students to fulfill social needs.
JNU is structured around multi-disciplinary Schools of Studies rather than single-discipline departments. Schools are composed of various Centers that conduct inter-disciplinary teaching and research. JNU follows a semester system and uses credits to measure academic work. Admission is based on merit and aims
The educational system of Taiwan is overseen by the Ministry of Education and follows a 6-3-3-4 structure comprising preschool, elementary school, junior high school, senior high school/vocational school, university, and graduate studies. Education is highly valued in Taiwan and enrollment rates are over 90% across all levels of compulsory education. The government places emphasis on reforming the educational system to promote lifelong learning, internationalization, and improving accessibility and quality of education.
The K to 12 Program implements 12 years of basic education in the Philippines, consisting of Kindergarten, 6 years of primary education, 4 years of junior high school, and 2 years of senior high school. It aims to better prepare students for tertiary education, employment, and entrepreneurship by providing more time to master concepts and skills. Key aspects of the program include the addition of senior high school, enhanced and specialized curriculum across all grade levels, and alignment of the basic education system with college and workforce requirements.
Report in assessment of learning senior high school (k-12)Jewell Ann Manabat
The document discusses the implementation of the K-12 program in the Philippines, which will involve adding two years to basic education, resulting in 12 years of schooling before university. This is being done to better prepare students and make their qualifications more recognized internationally. The new program includes a senior high school component with specialized tracks for students' final two years, including academic, technical-vocational, and sports/arts tracks. The senior high school aims to provide career guidance and opportunities for immersion experiences in students' chosen fields.
The document provides an overview of the K-12 education system in the Philippines. It discusses the key features and new curriculum of K-12, including the vision for graduates. It outlines the implementation plan, with junior high starting in SY 2012-2013 and senior high starting in SY 2016-2017. It will be fully implemented by SY 2018-2019, at which time 12 years of education will be required for college. The benefits discussed include improved skills, job preparation, higher earnings, and economic growth. Lists of public and non-DepEd schools offering senior high programs in various areas are also included.
1. The National Education Policy 2020 is India's third education policy approved in July 2020, replacing previous policies from 1968 and 1986.
2. Over 2 lakh public suggestions were received during the policy's formulation led by a committee headed by Dr. K. Kasturirangan.
3. The policy outlines a new school education structure of 5+3+3+4, higher education reforms including multidisciplinary universities, and establishes new regulatory bodies to oversee higher education in India.
Cuba and the Philippines were compared on several key education metrics:
- Cuba has a population of 11 million people and the Philippines has over 103 million. Both are predominantly Catholic and have Spanish and local languages.
- Education is free and compulsory through 9th grade in Cuba and through high school in the Philippines. Cuba has a literacy rate of 99.8% while the Philippines is 97.5%.
- Higher education in Cuba is through 64 universities with over 112,000 students enrolled in undergraduate programs lasting 4-6 years. In the Philippines, there are over 600 public and private universities.
- Cuban education emphasizes linking study to work through internships and research projects accounting for 30% of the curriculum. Univers
This document provides an overview of Pakistan's education system from pre-primary to university level education. Some key points:
- Education is overseen by the federal and provincial governments. It is provided in 6 main levels from pre-primary to university.
- Primary education enrolls over 17 million students in grades 1-5, with 66% in public schools. Middle school is grades 6-8 and secondary is grades 9-10.
- Higher secondary school is grades 11-12 when students prepare for board exams. University education includes bachelor's and advanced degrees.
- Vocational education and teacher training institutions also play a role. Issues in the system include lack of quality teachers, funding gaps,
This document is the prospectus for Jawaharlal Nehru University for 2015-2016. It outlines the objectives and structure of JNU.
The key objectives of JNU are to promote national integration, social justice, secularism, and scientific thinking. It aims to establish departments for studying Indian languages, arts, and culture. JNU also seeks to facilitate participation from all over India and prepare students to fulfill social needs.
JNU is structured around multi-disciplinary Schools of Studies rather than single-discipline departments. Schools are composed of various Centers that conduct inter-disciplinary teaching and research. JNU follows a semester system and uses credits to measure academic work. Admission is based on merit and aims
The educational system of Taiwan is overseen by the Ministry of Education and follows a 6-3-3-4 structure comprising preschool, elementary school, junior high school, senior high school/vocational school, university, and graduate studies. Education is highly valued in Taiwan and enrollment rates are over 90% across all levels of compulsory education. The government places emphasis on reforming the educational system to promote lifelong learning, internationalization, and improving accessibility and quality of education.
The K to 12 Program implements 12 years of basic education in the Philippines, consisting of Kindergarten, 6 years of primary education, 4 years of junior high school, and 2 years of senior high school. It aims to better prepare students for tertiary education, employment, and entrepreneurship by providing more time to master concepts and skills. Key aspects of the program include the addition of senior high school, enhanced and specialized curriculum across all grade levels, and alignment of the basic education system with college and workforce requirements.
Report in assessment of learning senior high school (k-12)Jewell Ann Manabat
The document discusses the implementation of the K-12 program in the Philippines, which will involve adding two years to basic education, resulting in 12 years of schooling before university. This is being done to better prepare students and make their qualifications more recognized internationally. The new program includes a senior high school component with specialized tracks for students' final two years, including academic, technical-vocational, and sports/arts tracks. The senior high school aims to provide career guidance and opportunities for immersion experiences in students' chosen fields.
The document provides an overview of the K-12 education system in the Philippines. It discusses the key features and new curriculum of K-12, including the vision for graduates. It outlines the implementation plan, with junior high starting in SY 2012-2013 and senior high starting in SY 2016-2017. It will be fully implemented by SY 2018-2019, at which time 12 years of education will be required for college. The benefits discussed include improved skills, job preparation, higher earnings, and economic growth. Lists of public and non-DepEd schools offering senior high programs in various areas are also included.
1. The National Education Policy 2020 is India's third education policy approved in July 2020, replacing previous policies from 1968 and 1986.
2. Over 2 lakh public suggestions were received during the policy's formulation led by a committee headed by Dr. K. Kasturirangan.
3. The policy outlines a new school education structure of 5+3+3+4, higher education reforms including multidisciplinary universities, and establishes new regulatory bodies to oversee higher education in India.
Cuba and the Philippines were compared on several key education metrics:
- Cuba has a population of 11 million people and the Philippines has over 103 million. Both are predominantly Catholic and have Spanish and local languages.
- Education is free and compulsory through 9th grade in Cuba and through high school in the Philippines. Cuba has a literacy rate of 99.8% while the Philippines is 97.5%.
- Higher education in Cuba is through 64 universities with over 112,000 students enrolled in undergraduate programs lasting 4-6 years. In the Philippines, there are over 600 public and private universities.
- Cuban education emphasizes linking study to work through internships and research projects accounting for 30% of the curriculum. Univers
This document provides an overview of the K-12 educational reform program implemented in the Philippines. It discusses the historical background that led to the reform, including various studies highlighting inadequacies in the previous 10-year basic education system. The K-12 program extends basic education to 13 years and introduces several changes like universal kindergarten, strengthening the curriculum, and establishing a senior high school program with different tracks. It provides details on the new curriculum structure, learning areas, time allotments, and senior high school tracks for business, STEM, humanities, and TVET. In the end, it lists several references for additional information on K-12.
This document outlines the different tracks and subjects available in senior high school under the K-12 program in the Philippines. There are four tracks that students can choose from: academic, tech-voc, sports, and arts and design. The academic track has four strands: general academic strand, humanities and social sciences strand, science and mathematics strand, and business and management strand. Each strand has different specialized subjects that students can take in grades 11 and 12 to prepare for their intended post-secondary education or career path.
Senior high school curriculum palawan pafte 18 oct 2013ooneenoo
This document outlines proposed reforms to the Philippines' senior high school curriculum under the K-12 educational system. Key points include:
- The curriculum would be revised from the current core subjects to 31 proposed 80-hour subjects across core, common track, and specialization subjects for Grades 11-12.
- Common track subjects are designed to allow students time to decide on career options and switch tracks without penalties.
- Proposed academic, technical-vocational, and specialization subject options are provided for different tracks and strands.
- The goals are to prepare students for college and make the curriculum more aligned with CHED and TESDA standards and requirements.
K to 12 means Kindergarten and the 12 years of elementary and secondary education. K12 implemented by Deped in the Philippines
Presented During the opening of Casa Del Nino Science Highschool. www.casans.edu.ph
This document provides information about the implementation of the K to 12 Basic Education Program in the Philippines. It begins with an introduction from the Secretary of the Department of Education. It then provides a comparison of the old curriculum and the K to 12 curriculum. The core elements and structure of the K to 12 program are described, including the addition of Senior High School. Details are given about the different tracks available in Senior High School and how they relate to further education and careers. The document concludes with a discussion of how the K to 12 program aims to develop students with 21st century skills and prepare them for the future.
The K to 12 program in the Philippines reforms the basic education system from 10 to 12 years. It aims to provide students with sufficient time to master concepts and skills, develop lifelong learning abilities, and adequately prepare graduates for employment, entrepreneurship or higher education. The key aspects of the K to 12 program include enhancing the curriculum, implementing a senior high school phase, ensuring quality teaching through teacher training, and facilitating students' transition to employment through partnerships with industry.
The document summarizes the key aspects of the K-12 curriculum implemented in the Philippines according to the Enhanced Basic Education Act of 2013. It includes 1 year of kindergarten, 6 years of elementary education, and 6 years of secondary education divided into 4 years of junior high school and 2 years of senior high school. The goals are to equip students with 21st century skills and mastery of basic competencies, as the previous 10-year program was insufficient. It also aims to improve performance in international exams and prepare students for employment, higher education or technical-vocational livelihood. The core subjects taught at each level are described.
The document summarizes the state of higher education in Region IV-A of the Philippines. It describes the three governing bodies for the education sector in the country - the Commission on Higher Education (CHED) for tertiary education, the Department of Education for basic education, and the Technical Education and Skills Development Authority for technical/vocational education. It provides data on enrollment, graduates, faculty, accredited programs across various disciplines for higher education institutions in Region IV-A. It also identifies issues like poor licensure exam performance, non-compliance with standards by some schools, and challenges like improving quality and employability of graduates.
The document summarizes the key aspects of the K to 12 Basic Education Program in the Philippines. It covers:
1) The K to 12 Program extends basic education from 10 to 12 years, adding two years of Senior High School. This is to provide more time for skills mastery and better prepare students for tertiary education or employment.
2) The new curriculum strengthens early childhood education, ensures learning is relevant to students' lives, builds language proficiency, and provides a seamless integrated education from Kindergarten through Senior High School.
3) Senior High School allows students to choose from different career tracks including business, STEM, and technical-vocational to gear them up for the future.
This document provides information on the education systems of 7 countries - Australia, China, Japan, South Africa, United Kingdom, United States, and New Zealand. It details the main levels of education for each country, including primary/elementary education, secondary education, and higher education. The typical ages, durations, and compulsory nature of each level is outlined, along with the core subjects taught at each stage.
The document outlines proposed reforms to the senior high school curriculum in the Philippines, including:
- 16 core subjects covering areas like languages, humanities, mathematics, sciences, and social sciences.
- Common track subjects to allow flexibility to change tracks without penalty. Tracks include academic, technical-vocational, sports, and arts.
- Specializations within each track aligned with college programs or TESDA qualifications. For example, the technical-vocational track includes specializations in agriculture, industrial arts, and information technology.
- 2,480 total hours over grades 11-12, with 1,200 hours in core subjects and 1,280 hours in track subjects.
The reforms aim to
This document outlines key provisions of the Enhanced Basic Education Act of 2013 in the Philippines. It establishes a mandatory Kindergarten plus 12 years of basic education (6 years of elementary education and 6 years of secondary education comprising 4 years of junior high school and 2 years of senior high school). It aims to develop productive citizens equipped with life skills through a learner-centered curriculum using the students' mother tongue in early grades and transitioning to Filipino and English in later grades. It also provides for teacher training programs to prepare educators for the new curriculum and allows the hiring of non-education graduates and technical-vocational graduates to address teacher shortages in specialized subjects.
This study examined the learning styles of multi-ethnic students’ in four
selected universities in Klang Valley in terms of gender, program of studies and
iv
academic achievement levels. Using a modified Honey and Mumford learning
Style Questionnaire, 291 valid responses from two public and private
universities were subjected to further quantitative analyses of the study.
The document provides information about the K to 12 program in the Philippines. It discusses that K to 12 covers 13 years of basic education, with Kindergarten to Grade 10 constituting basic education and Grades 11-12 as senior high school. It also notes that the Philippines was one of the last countries in Asia to implement 12 years of basic education. Further, it summarizes that the Department of Education has been preparing for full implementation of K to 12 through curriculum development, building classrooms, hiring teachers, and more.
This document summarizes the key points of Republic Act 10533, also known as the K to 12 Law, and its Implementing Rules and Regulations (IRR). Some of the main points covered include:
1. The objectives and scope of the K to 12 enhanced basic education program.
2. Requirements for private schools to comply with DepEd standards to adopt the K to 12 program.
3. Establishment of the Curriculum Consultative Committee to oversee curriculum development.
4. Provisions for teacher qualifications, training, and professional development to support the new program.
5. Expansion of the Government Assistance to Students and Teachers in Private Education (GASTPE) program
This document provides a historical overview of studies conducted on the Philippine education system from 1925 to 2012, which found inadequacies in the basic education curriculum. It then outlines the key features and implementation timeline of the K-12 basic education reform launched in 2012, which extended the K-6 elementary and 4-year high school system to include 2 additional years of senior high school. The reform aims to enhance the curriculum, offer specializations, and better prepare students for higher education or the workforce. However, some argue the reform will increase financial burden on families and government without necessarily improving education quality.
The document provides an overview of the National Higher Education Research Agenda 2 (NHERA-2) for 2009-2018 in the Philippines. It outlines the following key points:
1. NHERA-2 aims to improve research capabilities and productivity in higher education institutions to generate knowledge needed for national development and advance learning.
2. It identifies three goals - improving research capabilities, enhancing research productivity, and generating new knowledge for higher education advancement and national development.
3. Strategies include strengthening graduate programs, providing research funding, recognizing outstanding researchers, establishing a journal accreditation service, and networking higher education institutions.
Understanding the k 12 basic education program updated 042312 copy - copyLeeboy Morales
The document discusses the K-12 education program in the Philippines. It aims to address long-term problems in the country by reforming basic education. The key points of the reform are expanding basic education to include two additional years, for a total of 12 years of basic education (K-6-4-2 system). This will better prepare students for employment or higher education and make them more competitive internationally. It will also implement a new curriculum from kindergarten to grade 12 with specializations like STEM, arts and technical-vocational tracks in the later years.
Science Curriculum Specifications Form 4Yip Cheng Yue
This document provides an overview of the Malaysian secondary school science curriculum. It outlines the aims to develop well-rounded students who can contribute to society through acquiring scientific knowledge and skills. The objectives include developing thinking skills, scientific attitudes and problem-solving abilities. Scientific skills such as process skills and manipulative skills are emphasized. Thinking skills like critical thinking, creative thinking and thinking strategies are also detailed. The curriculum aims to produce active learners through hands-on activities and the inquiry approach.
This document provides an overview of the K-12 curriculum in the Philippines, including:
- The learning areas covered from Kindergarten to Grade 12, such as languages, arts, sciences, mathematics, and technology.
- How subjects are taught differently across grade levels, with some only starting in later elementary grades or in secondary education.
- Details on the exploratory and specialization components of Technology and Livelihood Education (TLE) in junior high school.
- An outline of the proposed core subjects and specializations available in senior high school to prepare students for career paths or further education.
Admission Brochure For Regular (Full-Time) ProgrammesRenee Lewis
This document is an admission brochure for graduate programs at the University of Cape Coast for the 2017/2018 academic year. It provides information on the university profile, vision, mission and structure. Details are given on entry requirements and application procedures for PhD, MPhil, and Masters programs. The brochure also lists the graduate programs offered in each college and department, including programs in the College of Humanities and Legal Studies, College of Education Studies, College of Agriculture and Natural Sciences, and College of Health and Allied Sciences.
The document provides information about Mohanlal Sukhadia University in Udaipur, Rajasthan, India. It discusses the vision, mission, and establishment of the university. It provides details about the authorities, officers, faculties, departments, programs offered, student enrollment, teaching and evaluation processes, research promotion, and infrastructure of the university. The document aims to give an overview of Mohanlal Sukhadia University to peer team members visiting the institution.
This document provides an overview of the K-12 educational reform program implemented in the Philippines. It discusses the historical background that led to the reform, including various studies highlighting inadequacies in the previous 10-year basic education system. The K-12 program extends basic education to 13 years and introduces several changes like universal kindergarten, strengthening the curriculum, and establishing a senior high school program with different tracks. It provides details on the new curriculum structure, learning areas, time allotments, and senior high school tracks for business, STEM, humanities, and TVET. In the end, it lists several references for additional information on K-12.
This document outlines the different tracks and subjects available in senior high school under the K-12 program in the Philippines. There are four tracks that students can choose from: academic, tech-voc, sports, and arts and design. The academic track has four strands: general academic strand, humanities and social sciences strand, science and mathematics strand, and business and management strand. Each strand has different specialized subjects that students can take in grades 11 and 12 to prepare for their intended post-secondary education or career path.
Senior high school curriculum palawan pafte 18 oct 2013ooneenoo
This document outlines proposed reforms to the Philippines' senior high school curriculum under the K-12 educational system. Key points include:
- The curriculum would be revised from the current core subjects to 31 proposed 80-hour subjects across core, common track, and specialization subjects for Grades 11-12.
- Common track subjects are designed to allow students time to decide on career options and switch tracks without penalties.
- Proposed academic, technical-vocational, and specialization subject options are provided for different tracks and strands.
- The goals are to prepare students for college and make the curriculum more aligned with CHED and TESDA standards and requirements.
K to 12 means Kindergarten and the 12 years of elementary and secondary education. K12 implemented by Deped in the Philippines
Presented During the opening of Casa Del Nino Science Highschool. www.casans.edu.ph
This document provides information about the implementation of the K to 12 Basic Education Program in the Philippines. It begins with an introduction from the Secretary of the Department of Education. It then provides a comparison of the old curriculum and the K to 12 curriculum. The core elements and structure of the K to 12 program are described, including the addition of Senior High School. Details are given about the different tracks available in Senior High School and how they relate to further education and careers. The document concludes with a discussion of how the K to 12 program aims to develop students with 21st century skills and prepare them for the future.
The K to 12 program in the Philippines reforms the basic education system from 10 to 12 years. It aims to provide students with sufficient time to master concepts and skills, develop lifelong learning abilities, and adequately prepare graduates for employment, entrepreneurship or higher education. The key aspects of the K to 12 program include enhancing the curriculum, implementing a senior high school phase, ensuring quality teaching through teacher training, and facilitating students' transition to employment through partnerships with industry.
The document summarizes the key aspects of the K-12 curriculum implemented in the Philippines according to the Enhanced Basic Education Act of 2013. It includes 1 year of kindergarten, 6 years of elementary education, and 6 years of secondary education divided into 4 years of junior high school and 2 years of senior high school. The goals are to equip students with 21st century skills and mastery of basic competencies, as the previous 10-year program was insufficient. It also aims to improve performance in international exams and prepare students for employment, higher education or technical-vocational livelihood. The core subjects taught at each level are described.
The document summarizes the state of higher education in Region IV-A of the Philippines. It describes the three governing bodies for the education sector in the country - the Commission on Higher Education (CHED) for tertiary education, the Department of Education for basic education, and the Technical Education and Skills Development Authority for technical/vocational education. It provides data on enrollment, graduates, faculty, accredited programs across various disciplines for higher education institutions in Region IV-A. It also identifies issues like poor licensure exam performance, non-compliance with standards by some schools, and challenges like improving quality and employability of graduates.
The document summarizes the key aspects of the K to 12 Basic Education Program in the Philippines. It covers:
1) The K to 12 Program extends basic education from 10 to 12 years, adding two years of Senior High School. This is to provide more time for skills mastery and better prepare students for tertiary education or employment.
2) The new curriculum strengthens early childhood education, ensures learning is relevant to students' lives, builds language proficiency, and provides a seamless integrated education from Kindergarten through Senior High School.
3) Senior High School allows students to choose from different career tracks including business, STEM, and technical-vocational to gear them up for the future.
This document provides information on the education systems of 7 countries - Australia, China, Japan, South Africa, United Kingdom, United States, and New Zealand. It details the main levels of education for each country, including primary/elementary education, secondary education, and higher education. The typical ages, durations, and compulsory nature of each level is outlined, along with the core subjects taught at each stage.
The document outlines proposed reforms to the senior high school curriculum in the Philippines, including:
- 16 core subjects covering areas like languages, humanities, mathematics, sciences, and social sciences.
- Common track subjects to allow flexibility to change tracks without penalty. Tracks include academic, technical-vocational, sports, and arts.
- Specializations within each track aligned with college programs or TESDA qualifications. For example, the technical-vocational track includes specializations in agriculture, industrial arts, and information technology.
- 2,480 total hours over grades 11-12, with 1,200 hours in core subjects and 1,280 hours in track subjects.
The reforms aim to
This document outlines key provisions of the Enhanced Basic Education Act of 2013 in the Philippines. It establishes a mandatory Kindergarten plus 12 years of basic education (6 years of elementary education and 6 years of secondary education comprising 4 years of junior high school and 2 years of senior high school). It aims to develop productive citizens equipped with life skills through a learner-centered curriculum using the students' mother tongue in early grades and transitioning to Filipino and English in later grades. It also provides for teacher training programs to prepare educators for the new curriculum and allows the hiring of non-education graduates and technical-vocational graduates to address teacher shortages in specialized subjects.
This study examined the learning styles of multi-ethnic students’ in four
selected universities in Klang Valley in terms of gender, program of studies and
iv
academic achievement levels. Using a modified Honey and Mumford learning
Style Questionnaire, 291 valid responses from two public and private
universities were subjected to further quantitative analyses of the study.
The document provides information about the K to 12 program in the Philippines. It discusses that K to 12 covers 13 years of basic education, with Kindergarten to Grade 10 constituting basic education and Grades 11-12 as senior high school. It also notes that the Philippines was one of the last countries in Asia to implement 12 years of basic education. Further, it summarizes that the Department of Education has been preparing for full implementation of K to 12 through curriculum development, building classrooms, hiring teachers, and more.
This document summarizes the key points of Republic Act 10533, also known as the K to 12 Law, and its Implementing Rules and Regulations (IRR). Some of the main points covered include:
1. The objectives and scope of the K to 12 enhanced basic education program.
2. Requirements for private schools to comply with DepEd standards to adopt the K to 12 program.
3. Establishment of the Curriculum Consultative Committee to oversee curriculum development.
4. Provisions for teacher qualifications, training, and professional development to support the new program.
5. Expansion of the Government Assistance to Students and Teachers in Private Education (GASTPE) program
This document provides a historical overview of studies conducted on the Philippine education system from 1925 to 2012, which found inadequacies in the basic education curriculum. It then outlines the key features and implementation timeline of the K-12 basic education reform launched in 2012, which extended the K-6 elementary and 4-year high school system to include 2 additional years of senior high school. The reform aims to enhance the curriculum, offer specializations, and better prepare students for higher education or the workforce. However, some argue the reform will increase financial burden on families and government without necessarily improving education quality.
The document provides an overview of the National Higher Education Research Agenda 2 (NHERA-2) for 2009-2018 in the Philippines. It outlines the following key points:
1. NHERA-2 aims to improve research capabilities and productivity in higher education institutions to generate knowledge needed for national development and advance learning.
2. It identifies three goals - improving research capabilities, enhancing research productivity, and generating new knowledge for higher education advancement and national development.
3. Strategies include strengthening graduate programs, providing research funding, recognizing outstanding researchers, establishing a journal accreditation service, and networking higher education institutions.
Understanding the k 12 basic education program updated 042312 copy - copyLeeboy Morales
The document discusses the K-12 education program in the Philippines. It aims to address long-term problems in the country by reforming basic education. The key points of the reform are expanding basic education to include two additional years, for a total of 12 years of basic education (K-6-4-2 system). This will better prepare students for employment or higher education and make them more competitive internationally. It will also implement a new curriculum from kindergarten to grade 12 with specializations like STEM, arts and technical-vocational tracks in the later years.
Science Curriculum Specifications Form 4Yip Cheng Yue
This document provides an overview of the Malaysian secondary school science curriculum. It outlines the aims to develop well-rounded students who can contribute to society through acquiring scientific knowledge and skills. The objectives include developing thinking skills, scientific attitudes and problem-solving abilities. Scientific skills such as process skills and manipulative skills are emphasized. Thinking skills like critical thinking, creative thinking and thinking strategies are also detailed. The curriculum aims to produce active learners through hands-on activities and the inquiry approach.
This document provides an overview of the K-12 curriculum in the Philippines, including:
- The learning areas covered from Kindergarten to Grade 12, such as languages, arts, sciences, mathematics, and technology.
- How subjects are taught differently across grade levels, with some only starting in later elementary grades or in secondary education.
- Details on the exploratory and specialization components of Technology and Livelihood Education (TLE) in junior high school.
- An outline of the proposed core subjects and specializations available in senior high school to prepare students for career paths or further education.
Admission Brochure For Regular (Full-Time) ProgrammesRenee Lewis
This document is an admission brochure for graduate programs at the University of Cape Coast for the 2017/2018 academic year. It provides information on the university profile, vision, mission and structure. Details are given on entry requirements and application procedures for PhD, MPhil, and Masters programs. The brochure also lists the graduate programs offered in each college and department, including programs in the College of Humanities and Legal Studies, College of Education Studies, College of Agriculture and Natural Sciences, and College of Health and Allied Sciences.
The document provides information about Mohanlal Sukhadia University in Udaipur, Rajasthan, India. It discusses the vision, mission, and establishment of the university. It provides details about the authorities, officers, faculties, departments, programs offered, student enrollment, teaching and evaluation processes, research promotion, and infrastructure of the university. The document aims to give an overview of Mohanlal Sukhadia University to peer team members visiting the institution.
Central university of haryana prospectus 2016 17 educationiconnect.com 7862...00007123
Student can easily take information about Central university of haryana prospectus 2016 17 educationiconnect.com 7862004786 Central university of haryana
The University of Hong Kong (HKU) seeks to be a pre-eminent international university in Asia through outstanding teaching and world-class research. It aims to produce well-rounded graduates with lifelong learning abilities and leadership skills. HKU has over 400 international academic partnerships and hosts over 3,300 international students. It is committed to cultivating internationalism and mobility. HKU leads Hong Kong universities in securing competitive research funding and publishing in high-impact journals. It plays a key role in international research collaborations to tackle issues like infectious diseases.
The Commission on Higher Education has approved a new general education curriculum for colleges and universities to implement for students graduating from the K-12 program. The new GE curriculum will be completed in one year instead of two and many current GE subjects will have been covered in senior high school. This has prompted disciplines like engineering to shorten their degree programs from five to four years. Technical panels from each discipline will decide how to adjust their individual curricula. The new GE curriculum consists of 12 subjects including Filipino history and culture. It also allows students to choose three elective subjects. The implementation of the K-12 program and shortened GE has raised issues around the impact on GE teachers and colleges over the next two years with fewer students.
This document provides information about Sanskriti University located in Mathura, India. It discusses the university's vision, facilities, courses offered, faculty, and goals. Specifically, it mentions that Sanskriti University aims to provide world-class education across various fields including engineering, management, hospitality, sciences, and more. It highlights facilities like laboratories, classrooms, libraries, hostels, and transportation. The document also discusses the university's focus on placements, research, and holistic student development to create skilled and employable graduates.
Guru jambheshwar university of science and technology prospectus 2016 17 ed...00007123
We provide university prospectus student can check all prospectus in any slide Guru jambheshwar university of science and technology prospectus 2016 17 educationiconnect.com 7862004786 Guru jambheshwar university of science and technology
China has become one of the most popular study abroad destinations for international students
because of its exciting culture and state-of-the-art learning resources.
In 2012, more than 320,000 students from over
180 countries came to China to study for either
degree or non-degree programs.
Hand Book of Information 2023-24_12052023_Version6 (1).pdfprishita2
The document is a handbook providing information about Punjabi University, Patiala for the academic year 2023-2024. It includes highlights of the university, contact details of key functionaries, academic programs offered, admission procedures and rules, reservation policies, fees, scholarships and more. Punjabi University is a premier institution established in 1961 to promote Punjabi language, literature and culture. It caters to thousands of students through various undergraduate, postgraduate and doctoral programs.
The document discusses several agencies involved in distance education in India including the Distance Education Council (DEC), University Grants Commission (UGC), Indira Gandhi National Open University (IGNOU), and Tamil Nadu Open University (TNOU). It also outlines the roles of these agencies and learning centers in providing distance education, such as developing programs, setting standards, and supporting learners. Learning centers help facilitate interaction between learners, instructors, and course content to enhance the distance education experience.
NIOSe is a national institute that provides online education programs from secondary to postgraduate levels. It offers flexible distance learning programs through various affiliated universities and boards under the Ministry of Human Resource Development in India. The courses are designed to meet the needs of diverse learners and allow them to continue their education while developing skills for career growth. NIOSe aims to help learners achieve their career goals and enjoy a wide range of interests through quality education programs. It provides various certificate, diploma, undergraduate and postgraduate courses in fields including IT, management, engineering, science and commerce.
National Education Policy - 2020, National Education Policy by Mr.Narendra Modi government, Modi Governement's National Education Policy, NEP, Modi's NEP
Education is not only the past and present of the society; it plays a major role in structuring the future of the society.
With this in mind, we introduce our latest edition on “India’s 10 Best Universities for 2018”.
For more details, visit: https://theknowledgereview.com/indias-10-best-universities-2018-july2018
Central University of Haryana is a central university established in 2009 located in Haryana, India. It aims to promote excellence in teaching, research, and community outreach. The university has over 27,000 volumes in its library and offers undergraduate, postgraduate, and doctoral programs across various disciplines. It has modern facilities like virtual classrooms, computer labs, auditoriums, and seminar halls. The university also provides hostel accommodation, medical facilities, transportation, sports facilities, and WiFi access on campus.
This document compares the educational systems of Nigeria and Pakistan. It outlines Nigeria's educational structure which includes preschool, primary school, junior and senior secondary school, tertiary education, vocational education, and teacher training programs. The objectives, curriculum, facilities and assessment methods of each level are described. Tertiary education is divided into formal degree programs and vocational training programs. The document then briefly compares some prominent features of education in Nigeria and Pakistan, noting differences in organization, funding support, compulsory education policies, curriculum and language of instruction between the two countries.
This document provides information about Rajarshi Janak Campus (RJC), including:
- RJC offers secondary and higher education programs such as +2 Science, Management, Education, and Humanities as well as bachelor's and master's degrees.
- The principal welcomes new and returning students and faculty and announces new programs including MBS and MEd from Tribhuvan University and BBA from Purbanchal University.
- RJC's vision is to be a center of excellence for science, management, education and humanities and to provide quality education to meet the needs of society.
- Academic programs offered at RJC include secondary education, +2 programs in
The Sixth Form College in Solihull was founded in 1974 and currently has 2,200 students taking A-Level and BTEC courses. It has a diverse student body and historically high pass rates above the national average. The college has a structured leadership with a principal and vice principals overseeing subject divisions. Students are supported by a student council and staff who help with issues and organize enrichment activities. The college has modern facilities for different subjects including science labs, art rooms, and a library. Overall it provides a strong learning environment and continues to achieve high standards and student success.
7 day fdp abstract book 22072020 updated 10112021 211110 123446PARAMASIVANCHELLIAH
This document discusses a 7-day online faculty development program hosted by the Indian Academic Researchers' Association in collaboration with three colleges in West Bengal.
The principals of the three colleges praise the program for engaging teachers and students academically during the COVID-19 pandemic. One participant found the sessions on research methods helpful in broadening their knowledge.
The document highlights the objectives of faculty development programs in improving teaching skills and research quality in higher education. It aims to support government policies and capacity building initiatives.
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This document provides information about Jagadguru Rambhadracharya Handicapped University in response to a proforma from the University Grants Commission. It includes details about the university's legal status, organization, academic activities, admission process, curriculum, teaching and learning processes, and examinations. The university is a private state university located in Chitrakoot, Uttar Pradesh established in 2001 to provide education to students with disabilities.
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Indira Kala Sangit Vishwavidyalaya is a unique university located in Khairagarh, Chhattisgarh dedicated to higher education in music, dance, folk arts and drama. Established in 1956, it is the first and only university in Chhattisgarh to receive an NAAC accreditation of Grade 'A'. The university aims to provide high quality teaching, training and research opportunities in various art forms through its five faculties. It strives to establish a balance between traditional and modern arts while keeping music and folk arts economically vibrant and relevant to society.
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The document discusses the importance of summarization for processing large amounts of text data. Automatic summarization systems aim to generate concise summaries while retaining the most important concepts and entities from the original text. Current state-of-the-art models are based on deep learning and can produce multi-sentence summaries, but more work is still needed to improve summarization accuracy and evaluate summary quality.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
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For more information about PECB:
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
2. vision plan cujvision plan cuj
National conference-
biotechnology & achievement
National conference-
biotechnology & achievement
JOHAR ! Greetings from the Central University of Jharkhand !
The Central University of Jharkhand was established through the Central University Act, 2009 and is fully funded by the Central or
Federal Government. In less than six years of establishment, it has sprouted into a bright and eager institution, willing to taste and test
the world. It offers 5-year integrated (UG/PG) programmes and Ph.D. programmes in almost all its schools/centres of studies. Short
term Certificate and Diploma Courses are being offered in selected centres. Being located in Jharkhand, the study of culture is the
thrust area of the University in the School of Culture Studies and Centre for Indigenous Culture Studies, Centre for Tribal & Customary
Law, Centre for Tribal Folklore, Language & Literature and Centre for Performing Arts. The students of Centre for Business
Administration and Centre for International Relations are also mandated to study any of Chinese, Korean and Tibetan language and
Culture. The CUJ Faculty have been awarded National and International Fellowships, project funding and recognition and are
constantly contributing to the Government Sector, Public and Private Sector organisations through teaching and consulting. The
students have also won accolades in national level academics and extramural. Significantly, this stupendous performance was
demonstrated by the UG level that competed with PG level national institutions.
The CUJ has made discernible progress in terms of international networking following Memorandum of Understanding signed with
seven universities across the world comprising two each in China and Thailand and one each in California (US), South Korea, Estonia
(Europe).
Faculty from Estonia and Thailand have already come here and taught our students under exchange programme. Another five faculty
members from China are scheduled to come as follow up of our exchange of study programme.
Our University also promotes student exchange programme at Yeungnan University, South Korea. The MoU, signed so far, has started
yielding results.
Several foreign Scientists & Professors visit and work at CUJ under International Collaborative projects.
Being in its formative years, the University is open to new ideas in course curricula and research proposals, collaboration, interaction
and capacity building programmes. A 319-acre has been taken over by the University for its permanent campus at Cheri Manatu,
about 10 km off main city. The campus is planned to be matchless in its own right by offering an eco-friendly environment for academic
pursuit among green architecture and designs, which would beckon scholars to its fold. It is my pleasure to invite you to join us in
creating an excellent institution of learning that would enable students and scholars to pursue excellence in their fields of choice with an
open and free sense of inquiry and with respect and pride.
Prof. A.N. Misra
Vice Chancellor (Acting)
Vice Chancellor’s Note
3. The Logo
The Logo Colours
Green
The Motto: Knowledge to Wisdom
Vision
Objectives
The logo occupies a very special place within the whole brand image building process of CUJ.
Respect for traditions is reflected by the curved design around the circles enclosing the name of the
university.
The Banyan tree symbolizes learning, enlightenment and its dissemination to the ever growing
youth of our nation.
The two rocks represent strength of character and unswerving truthfulness. When conjoined, they
stand for steadfast excellence through uprightness.
“Jharkhand” means dense forest regions. The banyan tree symbolizes the inclusiveness in our humanistic approaches to social
contexts of our location.
The three colours of the logo have been chosen with reference to what the ancient Upanishads have to say on colours:
: - stands for vitality and growth
:- symbolises existence and dynamism
:- represents sacrifice and renunciation
At CUJ, sports attendance is compulsory as is wearing uniforms to class; study tours are organised routinely and community projects
are being planned. The attempt is to impart an education that fosters the wish for truth and encourages creativity in order that CUJ
students think differently, act with honour to be global citizens owing allegiance to their country and are useful to mankind, ever
remembering that they need to transform their knowledge into wisdom.
Our vision is to create a world class university in every aspect, be it research, teaching, administration or co-curricular activities, to
produce world class students ready to excel in every chosen field with honour and uprightness.
The objectives of the University are to:
® Disseminate and advance knowledge by providing instructional and research facilities in various disciplines
® Make special provisions for Integrated Courses in:
ð Humanities
ð Social Sciences
ð Science & Technology
® Promote innovations in teaching-learning processes and inter-disciplinary studies and research
® Educate and train manpower for the development of the country
® Establish linkages with industries for the promotion of science and technology
® And to pay special attention to the improvement of the social and economic conditions and welfare of the people, their
intellectual, academic and cultural development.
Maroon
Gold
4. A Great Starting Location
About Ranchi
How to reach CUJ
The present campus of the University is located at Brambe, a 25 kilometer drive from Ranchi City. It is a beautiful campus of green trees
and rolling grounds of around 45 acres. We intend to create a vibrant green campus, transforming what we inherit today into a
spectacular environment of colour and quality life within a year or so. The CUJ has started remedial class at City Centre from 14th April
2011.
University Transportation Services complement public conveyance for commuting between the city limits and the campus.
The city of Ranchi is the educational hub of Jharkhand with many prestigious schools, colleges and institutions of higher learning like
the Ranchi University, Birla Institute of Technology-Mesra, National Institute of Foundry Technology, Central Institute of Psychiatry, Birsa
Agricultural University, Indian Institute of Management etc. spread in and around the picturesque capital city.
Jharkhand State Government has allotted 319.28 acres of land on 17.10.2011 and the University has taken the possession on
13.01.2012. We have started building a campus that shall make its students proud, not only at the national level but at the
international level as well. And when the classes are shifted to the new campus, the students too would move out and be a part of history
of a University determined to be one of the best in the world.
0 0Ranchi, the capital city of Jharkhand, is located at 23 .23’ N and 85 .23’ E at a height of 2140 feet above sea level. Winter
o o o o
temperature ranges from 5 C to 25 C and summer temperature varies from 20 C to 42 C. The average annual rainfall is 1530 mm. In
Jharkhand people speak Hindi, English, Nagpuri, Mundari, Oraon and Kurmali etc.
5. I. INTEGRATED M. TECH. PROGRAMMES*
Courses Duration / Seat Eligibility
Water Engineering & Management 10 Semesters (5 Years) +2 or equivalent examination with Mathematics,
Seats: 40 Physics and Chemistry having 55% marks in aggregate.
Energy Engineering 10 Semesters (5 Years) +2 or equivalent examination with Mathematics,
Seats: 40 Physics and Chemistry having 55% marks in aggregate.
Nanotechnology 10 Semesters (5 Years) +2 or equivalent examination with PCM/PCB having
Seats: 40 55% marks in aggregate.
Geo-informatics 10 Semesters (5 Years) +2 or equivalent examination with PCM/PCB having
Seats: 40 55% marks in aggregate.
II. INTEGRATED (UG/PG) MBA PROGRAMME*
Business Administration 10 Semesters (5 Years) +2 or equivalent examination in any discipline having
Seats: 40 55% marks in aggregate.
III. INTEGRATED (UG/PG) M.SC. PROGRAMME*
Applied Physics 10 Semesters (5 Years) 10+2 or equivalent Exam. with Physics, Chemistry and
Seats: 40 in each course Mathematics having 55% marks in aggregate.
Applied Chemistry 10 Semesters (5 Years) 10+2 or equivalent Exam. with Physics, Chemistry and
Seats: 40 in each course Mathematics having 55% marks in aggregate.
Applied Mathematics 10 Semesters (5 Years) 10+2 or equivalent Exam. with Physics, Chemistry and
Seats: 40 in each course Mathematics having 55% marks in aggregate.
th
The CUJ is focused on research and innovative teaching-learning process. The 2015-16 Academic Session shall start from the 29
June 2015. The University offers Five year Integrated Courses, Three year UG Course, Two years PG Courses, Ph.D. Courses and
Diploma & Certificate courses which are carefully designed to meet the multi-disciplinary needs of a Choice-based Credit System
(CBCS) across different semesters. In a CBCS, a student enrolling for a Mathematics degree has a choice of taking an optional paper
(for Credits) in, say, Mass Communication. In principle, a student could opt for a credit course from any other Central University,
subject to availability of seats.
There is an exit option in Five Year Integrated courses after the completion of 6th semesters and the student would be awarded a
B.A./B.Sc./B.B.A. Degree. There is no exit option in Five Year Integrated M.Tech. courses.
Admission to the Five years integrated M.Tech/M.B.A./M.Sc./M.A. courses, Three years Bachelor course, Two-years LL.M./M.Sc./ M.A.
courses and Ph.D. courses will be based on the Central Universities Common Entrance Test (CUCET). Admission to the Certificate &
Diploma courses will be based on Internal Entrance Test.
Marks of the candidates coming from the University of Cambridge will be based on the Association of Indian Universities criteria – in
calculation of overall average percentage of marks of best 5 subjects, such candidates must include the best 5 A-Level subjects taken. If
the number of A Level subjects falls short of 5, the remaining subjects maybe taken from O-Level for aggregating the overall
percentage of marks of best 5 subjects.
There is no exit option in Five Year Integrated M.Tech. courses.
Courses Offered
6. Courses Duration / Seat Eligibility
Life Sciences 10 Semesters (5 Years) 10+2 or equivalent Examination with Biology
Seats: 40 having 55% marks in aggregate.
Environmental Sciences 10 Semesters (5 Years) 10+2 or equivalent examination with 55% marks in
Seats: 40 Science Stream
IV. INTEGRATED (UG/PG) M.A. PROGRAMME*
Mass Communication 10 Semesters (5 Years) 10+2 or equivalent Examination in any discipline
Seats : 40 having 55% marks in aggregate.
English Studies 10 Semesters (5 Years) 10+2 or equivalent Examination in any discipline
Seats : 40 having 55% marks in aggregate.
Culture Studies : Indigenous Cultures 10 Semesters (5 Years) 10+2 or equivalent Examination in any discipline
Seats : 40 having 55% marks in aggregate.
International Relations 10 Semesters (5 Years) 10+2 or equivalent Examination in any discipline
Seats : 40 having 55% marks in aggregate.
Far East Languages 10 Semesters (5 Years) 10+2 or equivalent Examination in any discipline
(Chinese, Korean and Tibetan) Seats : 40 in each having 55% marks in aggregate.
V. INTEGRATED B.ED. PROGRAMME (4 YEAR – 8 SEMESTERS)
B.Sc.-B.Ed. 8 Semesters (4 Years) 10 +2 or equivalent examination in Science stream having
Seats : 50 55% marks in aggregate.
B.A.-B.Ed. 8 Semesters (4 Years) 10 +2 or equivalent examination in any discipline having
Seats : 50 55% marks in aggregate.
VI. BACHELOR'S PROGRAMMES*
Vocal Music / Theatre 6 Semesters (3 Years) +2 or equivalent examination in any discipline having
Seats : 30 45% marks in aggregate. The candidates should not have
completed 20 years of age as on 01.07.2015. Admission
will be based on entrance examination and audition.
VII. M.Sc. PROGRAMMES*
Geo-informatics 4 Semesters (2 Years) i) Bachelor degree in Environmental Sc. / Forestry /
Seats : 20 Geography / Chemistry / Physics / Geology / Geophysics /
Mathematics / Oceanography / Agriculture / Atmospheric
Sciences / Climatology / Information Sc. / Computer Sc. /
Disaster Management / Electronics /Town Planning /Botany
/ Zoology / Allied disciplines with at least 55% marks in
aggregate or, ii) B. Arch. or B.E./B.Tech in any branch of
Engineering with at least 55% marks in aggregate.
VIII. M.A. PROGRAMMES*
Human Rights & Conflict Management 4 Semesters (2 Years) Bachelor degree in Social Sciences with at least 55%
Seats : 20 marks in aggregate. 5% relaxation for SC/ST candidates.
Tribal Law and Governance 4 Semesters (2 Years) Graduation or equivalent degree having 55% marks
Seats : 15 in aggregate.
Folkloristics 4 Semesters (2 Years) Graduation or equivalent degree having 55% marks
Seats : 20 in aggregate.
Vocal Music 4 Semesters (2 Years) Graduation in Music having 45% marks in aggregate with
Seats : 20 additional diploma/prabhakar/sangeet visharad or
equivalent degree in vocal music having 50% marks in
aggregate. Selection will be based on entrance examination
and audition.
7. Courses Duration / Seat Eligibility
Theater Arts 4 Semesters (2 Years) Graduation in Theatre/Performing Arts or Music or any other
Seats : 20 discipline with 45% marks in aggregate+ experience of
active participation in play productions or theatre related
activities. Selection will be based on entrance examination
and audition.
IX. LL.M. PROGRAMME (2 YEARS - 4 SEMESTERS)
Tribal & Customary Law 4 Semesters (2 Years) LL.B. With 55% marks in aggregate.
Seats : 15
X. B.ED. PROGRAMMES (2 YEARS – 4 SEMESTERS)
B.Ed. 4 Semesters (2 Years) Bachelor’s Degree or equivalent examination in Science /
Seats : 50 Social Sciences/Humanity stream having 55% marks in
aggregate. Bachelor’s in Engineering or Technology with
specialization in Science and Mathematics with 55% marks or
any other qualification equivalent thereto.
XI. Ph.D. PROGRAMMES*
Applied Physics Dependent on vacancy Master degree in concerned subject with at least 55% marks.
5% relaxation for SC/ST candidates.
Applied Chemistry Dependent on vacancy Master degree in concerned subject with at least 55% marks.
5% relaxation for SC/ST candidates.
Applied Mathematics Dependent on vacancy Master degree in concerned subject with at least 55%
marks. 5% relaxation for SC/ST candidates.
Life Sciences Dependent on vacancy M.Sc. / M.Phil. in any branch of Life Sciences / Biology /
Biotechnology /Bioinformatics with a minimum 55%
marks in aggregate.
Environmental Sciences Dependent on vacancy M.Sc./M.Tech./M.Sc.(Tech.)/M.Sc. in Environmental Sciences
& Sustainable Development, Earth & Atmospheric Sciences,
Life Sciences, Remote Sensing, Chemistry or Allied Sciences
with at least 55% marks. 5% relaxation for SC/ST candidates.
Mass Communication Dependent on vacancy Master degree in concerned subjects with at least 55% marks.
5% relaxation for SC/ST candidates.
Indigenous Culture Studies Dependent on vacancy Master degree in related subjects with at least 55% marks.
5% relaxation for SC/ST candidates.
English Studies Dependent on vacancy Master degree in concerned subject with at least 55%
5% relaxation for SC/ST candidates.
Tibetan Language Dependent on vacancy Master degree in concerned subject with at least 55% marks.
5% relaxation for SC/ST candidates.
Tribal Folklore Language & Literature Dependent on vacancy Master degree in concerned subject with at least 55% marks.
5% relaxation for SC/ST candidates.
Tribal & Customary Law Dependent on vacancy Master degree in Anthropology/Law/Tribal Studies/Sociology
/ Political Science or any other relevant disciplines of Social
Science with at least 55% marks. 5% relaxation for SC/ST
candidates.
Human Rights & Conflict Management Dependent on vacancy Master degree in any subject in Social Sciences with at
least 55% marks.
Business Administration Dependent on vacancy Master degree in Business Administration / PGDM with at
least 55% marks. 5% relaxation for SC/ST candidates.
8. Courses Duration / Seat Eligibility
Humanities & Social Sciences Dependent on vacancy Master degree in concerned / related subjects in
Humanities & Social Sciences (Economics & Sociology)
with at least 55% marks. 5% relaxation for SC/ST
candidates.
Nanotechnology Dependent on vacancy Master Degree in Science / Engineering / Technology in
relevant discipline with a minimum 55% marks in
Science and 60% in Engineering / Technology.
Water Engineering & Management Dependent on vacancy M.E. or M.Tech. in Civil Engineering / Agricultural
Engineering / Environmental Engineering / Hydrology
Water Engineering and Management / Water Resources
/ Irrigation and Drainage Engineering / Soil and Water
Conservation Engineering/Water Science and
Technology with minimum 60% marks in aggregate
or equivalent CGPA.
Energy Engineering Dependent on vacancy M.E. / M.Tech. in Electrical / Mechanical / Electronics /
Energy Engineering with minimum 60% marks in aggregate
or equivalent CGPA; or M.Sc. in Physics / Chemistry with
minimum 55% marks in aggregate or equivalent CGPA.
Land Resource Management Dependent on vacancy Master degree in Geoinformatics / Geography / Earth
Sciences/Natural Resource Management/ Botany/
Ecology/Forestry/any subject related to RS & GIS with at
least 55% marks in aggregate or equivalent CGPA.
Music Dependent on vacancy Master degree in Music or other related subjects from any
recognised University with minimum 55% marks in aggregate
or equivalent CGPA.
International Relations Dependent on vacancy Master Degree in relevant subjects from any recognized
University with minimum 55% marks in aggregate or equivalent
CGPA.
XII. ONE YEAR DIPLOMA COURSE
Human Rights & Conflict Management Two Semesters (1 year) Graduates in any discipline with 45% in aggregate.
Seats : 40
Korean Language and Culture Two Semesters (1 year) Graduate in any discipline with 50% in aggregate.
Seats : 40
Tibetan Language and Culture Two Semesters (1 year) Graduate in any discipline with 50% in aggregate.
Seats : 40
Geoinformatics Two Semesters (1 year) Graduates in any discipline (except language) with 55%
Seats : 40 marks in aggregate.
XIII. SIX MONTHS CERTIFICATE COURSE
Human Rights & Conflict Management One Semester (Six Months) Higher Secondary (10+2) in any discipline with minimum
Seats : 40 45% in aggregate.
Korean Language and Culture One Semester (Six Months) Higher Secondary (10+2) in any discipline with minimum
Seats : 40 50% in aggregate.
Tibetan Language and Culture One Semester (Six Months) Higher Secondary (10+2) in any discipline with minimum
Seats : 40 minimum 50% in aggregate.
Geoinformatics One Semester (Six Months) Graduates in any discipline (except language) with
Seats : 40 55% marks in aggregate.
* 5% relaxation for SC/ST candidates
9. CENTRES UNDER THE SCHOOL
1. School of Mass Communication & Media Technologies Centre for Mass Communication
2. School of Management Sciences Centre for Business Administration
3. School of Natural Sciences Centre for Applied Mathematics
Centre for Applied Physics
Centre for Applied Chemistry
Centre for Life Sciences
4. School of Languages Centre for English Language
Centre for Far East Languages (Chinese, Korean & Tibetan)
5. School of Engineering and Technology Centre for Nanotechnology
Centre for Energy Engineering
Centre for Computer Science
6. School for the Study of Culture Centre for Indigenous Culture Studies
Centre for Tribal & Customary Law
Centre for Tribal Folklore Language & Literature
Centre for Music & Performing Arts
7. School of Natural Resource Management Centre for Water Engineering & Management
Centre for Land Resource Management
Centre for Environmental Sciences
8. School of Humanities & Social Sciences Centre for Human Rights & Conflict Management
Centre for International Relations
Centre for Humanities & Social Sciences
9. School of Education Centre for Education
10. ONE TIME FEES INDIA REMARKS
RECURRING FEES
Admission Fee `. 1,000 Non-refundable
University Registration Fee `. 1,000 Non-refundable
University Caution Deposit `. 2,000 Refundable
Library Caution Deposit `. 1,000 Refundable
Identity Card `. 100 Non-Refundable
Security Deposit (one-time payable) `. 5,000 Refundable
Tuition Fee (payable per semester) `. 2,000 Non-Refundable
Examination Fee (payable per semester) `. 1,000 Non-Refundable
Library Fee (payable per semester) `. 500 Non-Refundable
Medical Fee (payable per year) `. 600 Non-Refundable
Laboratory Fees (payable per semester) `. 7,000 Non-Refundable
ONE TIME FEES INDIA REMARKS
Ph.D. ADMISSION FEE STRUCTUREPh.D. ADMISSION FEE STRUCTURE
* Medical Fee : `. 600/- per annum (likely to increase with facilities). This does not include hospitalization and major diagnostic charges.
* Hostel and Mess Charges shall be communicated at the time of Admission.
* Fees may be revised as per Executive Council (EC) recommendation.
Non-Arts candidates
Sports person
Selection criteria for admission
Hostel admission/ accommodation
Candidates from streams other than Arts shall also be eligible to apply to the Arts streams, subject to fulfilling the criteria and
obtaining at least 55% marks in English.
15% for SC, 7.5% for ST, 27% for OBC candidates and 3% horizontally for Physically Challenged candidates ( 1% for O.H.,
1% for V.I., 1% for H.I.).
Advantage to the candidates under sports quota will be considered as per mentioned below:
CUCET Score+15% of CUCET-2015 score Participation at International level sports
CUCET Score+10% of CUCET-2015 score Participation at national level sports
CUCET Score+5% of CUCET-2015 score Participation at state level sports
*Admission under sports quota shall not be considered for participation below state level.
**Each Centre will admit 01 student under sport quota. Merit list for the sport quota will be prepared Centre-wise.
Admissions in to Integrated M.Tech/MBA./M.Sc./MA Degree courses shall be based on merit index comprising the marks
obtained in CUCET-2015 (70% weightage) and the Qualifying Examination (30% weightage). For the UG course in Music &
Performing Arts the merit index shall be comprising the marks obtained in CUCET-2015 (40% weightage), Qualifying
Examination (20% weightage) and the Audition (40% weightage). In case of candidates having obtained same marks, the
preference shall be given to the candidate securing higher marks in the subject concerned. In case of tie again, the preference
shall be given to the candidate whose age is higher.
Reservations
Uniforms
All efforts will be made to provide hostel accommodation in the University hostels to desiring candidates, however, the hostel
accommodation is not guaranteed.
1. Daily Classes - Plain White: Shirt / T-Shirt / Top / Kurta are compulsory
2. Sports - Colours as per Houses
3. Ceremonial Functions - Full Uniform (Being Designed)
11. ONE TIME FEES INDIA SAARC OTHER COUNTRIES REMARKS
Centre-wise Security Deposit (Refundable)
Recurring per Semester Fees (Non-Refundable)
Lab Fees
Hostel Fees
Admission Fee `. 500 $ 15 US $ 30 Non-refundable
University Registration Fee `. 500 $ 15 US $ 30 Non-refundable
University Caution Deposit `. 2,000 $ 60 US $ 120 Refundable
Library Caution Deposit `. 1,000 $ 30 US $ 60 Refundable
Identity Card `. 100 $ 03 US $ 06 Non-Refundable
Applied Chemistry `. 3,000 $ 90 US $ 180
Applied Mathematics `. 1,000 $ 30 US $ 60
Applied Physics `. 3,000 $ 90 US $ 180
Business Administration `. 3,000 $ 90 US $ 180
Education
Energy Engineering `. 5,000 $ 150 US $ 300
English Studies `. 3,000 $ 90 US $ 180
Environmental Sciences `. 3,000 $ 90 US $ 180
Far East Languages (Chinese, Korean & Tibetan) `. 3,000 $ 90 US $ 180
Human Rights & Conflict Management `. 1,000 $ 30 US $ 60
Indigenous Culture Studies `. 1,000 $ 30 US $ 60
International Relations `. 1,000 $ 30 US $ 60
Land Resource Management `. 5,000 $ 150 US $ 300
Life Sciences `. 3,000 $ 90 US $ 180
Mass Communication `. 3,000 $ 90 US $ 180
Nanotechnology `. 5,000 $ 150 US $ 300
Tribal & Customary Law `. 1,000 $ 30 US $ 60
Tribal Folklore, Language & Literature `. 1,000 $ 30 US $ 60
Water Engineering & Management `. 5,000 $ 150 US $ 300
Tuition Fee `. 2,000 $ 60 US $ 200
Test & Examination `. 1,000 $ 30 US $ 100
Library `. 300 $ 10 US $ 50
Total `. 3,300 $ 100 US $ 350
Applied Chemistry `. 5,000 $ 90 US $ 180
Applied Mathematics `. 2,000 $ 60 US $ 120
Applied Physics `. 5,000 $ 90 US $ 180
Business Administration `. 5,000 $ 90 US $ 180
Education
Energy Engineering `. 7,000 $ 150 US $ 300
English Language `. 5,000 $ 90 US $ 180
Environmental Sciences `. 5,000 $ 90 US $ 180
Far East Languages (Chinese, Korean & Tibetan) `. 3,000 $ 90 US $ 180
Human Rights & Conflict Management `. 2,000 $ 60 US $ 120
Indigenous Culture Studies `. 2,000 $ 60 US $ 120
International Relations `. 3,000 $ 90 US $ 180
Land Resource Management `. 7,000 $ 150 US $ 300
Life Sciences `. 5,000 $ 90 US $ 180
Mass Communication `. 7,000 $ 90 US $ 180
Nanotechnology `. 7,000 $ 150 US $ 300
Tribal & Customary Law `. 2,000 $ 60 US $ 120
Tribal Folklore, Language & Literature `. 2,000 $ 60 US $ 120
Water Engineering & Management `. 7,000 $ 150 US $ 300
Hostel Caution Deposit `. 2,000 $ 60 US $ 120
Room Rent per Semester `. 1,200 $ 40 US $ 100
Total `. 3,200 $ 100 US $ 220
Food Charge / Mess fees shall be charged separately
`. 5,000 $ 150 US $ 300
Performing Arts `. 3,000 $ 90 US $ 180
`. 5,000 $ 90 US $ 180
Performing Arts `. 3,000 $ 90 US $ 180
ONE TIME FEES INDIA SAARC OTHER COUNTRIES REMARKS
Centre-wise Security Deposit (Refundable)
Recurring per Semester Fees (Non-Refundable)
Lab Fees
Hostel Fees
Total . 3,300 $ 100 US $ 350
Medical fee: `. 600.00 per annum (likely to increase with facilities). This does not include hospitalisation and major diagnostic charges.
Note: Limited partial/full freeships are available for students who qualify for admission but come from very low income group.
* Fees may be revised as per Executive Council (EC) recommendation.
UG/PG ADMISSION FEE STRUCTUREUG/PG ADMISSION FEE STRUCTURE
12. Published by: Registrar, Central University of Jharkhand, Brambe, Ranchi - 835205 (India)
www.cuj.ac.in
New Campus at Cheri-Manatu under construction