This document outlines an undergraduate education policy that aims to promote student success through competency-based learning. It defines the structure of undergraduate degree programs, which includes general education requirements, major requirements, interdisciplinary courses, field experience, and a capstone project. The policy covers bachelor's and associate degrees across various fields. It provides details on the objectives, types of degrees, credit hour requirements, and components of undergraduate programs.
This document provides guidelines for the logical format and structure of a scientific thesis. It discusses the basic principles of clear, correct, complete, concise, consistent, and common sense scientific writing. It then outlines the typical sections of a thesis, including the cover page, abstract, introduction, literature review, methods, results, discussion, conclusions, references, appendices, tables, and figures. For each section, it provides details on the purpose and recommended content. The document is intended as a reference for students and researchers on how to organize and present their work in a standardized scientific format.
This document discusses different types of language tests and testing, including proficiency tests, achievement tests, diagnostic tests, placement tests, direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, objective and subjective testing, and computer adaptive testing. It provides details on the purpose and characteristics of each type of test.
This document defines academic writing and outlines its key characteristics. Academic writing is the process of presenting ideas in a rational, organized, and logical way by breaking down concepts analytically. It is used in documents like essays, research reports, theses, and academic journals. There are three main types: descriptive writing, which depicts how something looks/feels; narrative writing, which tells a story; and persuasive writing, which aims to convince readers. Academic writing is formal in tone, precise in language, takes a third-person point of view, uses deductive reasoning, and requires planning and outlining ideas before drafting.
This document provides information about assessing reading for English language learners. It begins by examining the differences between reading in a first and second language. It then provides steps for assessing reading with ELLs, including instructional activities and ways to document observations. Suggestions are made for using assessment results to inform instructional placement and improve teaching. The document emphasizes using authentic assessment methods like discussions, comprehension questions, think-alouds and reading portfolios.
This presentation is an introduction to reading skills based on our book the "Study and Thinking Skills Towards English Proficiency for College Students. Hope this can help :)
The document provides information about the PTE Academic test, including test structure, item types, and testing procedures. It consists of three parts: Speaking and Writing, Reading, and Listening. Part 1 focuses on Speaking and Writing skills and contains items like personal introductions, reading aloud, describing images, and answering short questions. It also includes writing summaries and essays. Parts 2 and 3 test Reading and Listening skills respectively through multiple choice questions, reordering paragraphs, fill in the blank exercises, and other item types. Testing procedures like timing and recording guidelines are also outlined.
Alternative Assessment Techniques In Educationsara sadiq
The document discusses various assessment techniques used in education including diagnostic assessment, formative and summative assessment, observational techniques, peer appraisal, self-report, student portfolios, and anecdotal records. It provides details on each technique such as how to conduct classroom observations, interviews, questionnaires, sociometric assessments, and collecting anecdotal records. The document emphasizes that diagnostic assessment can identify student strengths and needs, while formative and summative assessments provide different perspectives on student learning.
The document discusses integrating listening and speaking skills in teaching English. It provides examples of activities to develop these skills together or separately, including having students draw pictures based on spoken instructions or asking questions for clarification. It also discusses the relationship between listening and speaking, different types of listening, and tips for teaching listening and speaking to young learners.
This document provides guidelines for the logical format and structure of a scientific thesis. It discusses the basic principles of clear, correct, complete, concise, consistent, and common sense scientific writing. It then outlines the typical sections of a thesis, including the cover page, abstract, introduction, literature review, methods, results, discussion, conclusions, references, appendices, tables, and figures. For each section, it provides details on the purpose and recommended content. The document is intended as a reference for students and researchers on how to organize and present their work in a standardized scientific format.
This document discusses different types of language tests and testing, including proficiency tests, achievement tests, diagnostic tests, placement tests, direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, objective and subjective testing, and computer adaptive testing. It provides details on the purpose and characteristics of each type of test.
This document defines academic writing and outlines its key characteristics. Academic writing is the process of presenting ideas in a rational, organized, and logical way by breaking down concepts analytically. It is used in documents like essays, research reports, theses, and academic journals. There are three main types: descriptive writing, which depicts how something looks/feels; narrative writing, which tells a story; and persuasive writing, which aims to convince readers. Academic writing is formal in tone, precise in language, takes a third-person point of view, uses deductive reasoning, and requires planning and outlining ideas before drafting.
This document provides information about assessing reading for English language learners. It begins by examining the differences between reading in a first and second language. It then provides steps for assessing reading with ELLs, including instructional activities and ways to document observations. Suggestions are made for using assessment results to inform instructional placement and improve teaching. The document emphasizes using authentic assessment methods like discussions, comprehension questions, think-alouds and reading portfolios.
This presentation is an introduction to reading skills based on our book the "Study and Thinking Skills Towards English Proficiency for College Students. Hope this can help :)
The document provides information about the PTE Academic test, including test structure, item types, and testing procedures. It consists of three parts: Speaking and Writing, Reading, and Listening. Part 1 focuses on Speaking and Writing skills and contains items like personal introductions, reading aloud, describing images, and answering short questions. It also includes writing summaries and essays. Parts 2 and 3 test Reading and Listening skills respectively through multiple choice questions, reordering paragraphs, fill in the blank exercises, and other item types. Testing procedures like timing and recording guidelines are also outlined.
Alternative Assessment Techniques In Educationsara sadiq
The document discusses various assessment techniques used in education including diagnostic assessment, formative and summative assessment, observational techniques, peer appraisal, self-report, student portfolios, and anecdotal records. It provides details on each technique such as how to conduct classroom observations, interviews, questionnaires, sociometric assessments, and collecting anecdotal records. The document emphasizes that diagnostic assessment can identify student strengths and needs, while formative and summative assessments provide different perspectives on student learning.
The document discusses integrating listening and speaking skills in teaching English. It provides examples of activities to develop these skills together or separately, including having students draw pictures based on spoken instructions or asking questions for clarification. It also discusses the relationship between listening and speaking, different types of listening, and tips for teaching listening and speaking to young learners.
Critical reading involves the active examination of a text by analyzing language choices, connecting to prior knowledge and experiences, evaluating evidence, and questioning both the text and one's own interpretations. When reading critically, readers aim to understand an author's argument and main ideas, organize information, make judgments and opinions, and gain a deeper understanding of what was read. Some benefits of critical reading are discovering an author's perspective, organizing topics, aiding comprehension of difficult materials, and developing opinions based on evidence.
Analyzing observational data during qualitative researchWafa Iqbal
This document discusses qualitative data analysis methods. It explains that qualitative data analysis explores and interprets complex data from sources like interviews and observations to generate new understandings without quantification. The generic process of analysis involves organizing, reading, and coding the data by assigning labels to chunks of information to develop themes and descriptions. Coding is a primary element of analysis and allows the researcher to summarize and synthesize the data. Developing themes is also part of the analysis process and involves discovering core and peripheral elements of themes from the data.
Teaching Listening Skill to Young LearnersMyno Uddin
Teaching Listening Skill to Young Learners sometimes tough for the teachers as they do not want to listen anything Properly. Here are some Tips to Teach Listening Skill to Young Learners.
This document summarizes and evaluates a textbook for grade 10 English. It provides details about the textbook's contents, including 4 units that cover listening, speaking, reading, writing and grammar lessons. The summary notes that the textbook includes dialogues, descriptions of grammar concepts like conditional sentences, and exercises for practicing skills. It also analyzes strengths like providing expressions and examples, and weaknesses like a lack of introductory guidance and pictures.
Learning literature through English Language TeachingIfrad Mahbub
ELT or 'English Language Teaching' indicates to teaching of English to people whose first language is not English. In the process of learning literature, teaching of English comes forward as the most powerful tool in the school bag. The larger portion of people learn English for practical rather than ideological reasons in non-native English speaking nations.
How to conduct systematic literature reviewKashif Hussain
The slides show how to conduct systematic literature review (SLR) in any field of research. It is highly important that any SLR should ultimately highlight potential future directions and research gaps so that prospect researchers may focus on those particular areas.
The document provides tips for scoring high in the PTE Listening section. It recommends paying close attention to all parts of the test and not taking the listening test for granted. It also suggests making notes in an erasable notepad, managing your time effectively, being careful of negative marking, paying attention to frequently used words, noting keywords in questions, and skimming texts before recording begins. Following these tips can help ensure success on the PTE Listening section.
Thesis Proposal Master of Arts in English Language, 9 ĐIỂM
This study aims at analyzing the use of Quizlet in supporting students to learn English vocabulary at the context of UK Academy. The following are specific objective of the research:
1. To examine the effect of the Quizlet Application on sixth-grade students’ English Vocabulary learning at UKA.
2. To find out the sixth-grade students’ attitudes towards the use of Quizlet as a vocabulary-learning tool.
Currently most reading is either of the printed word from ink or toner on paper, such as in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays, such as computer displays, television, mobile phones or e-readers. Handwritten text may also be produced using a graphite pencil or a pen. Short texts may be written or painted on an object.Often the text relates to the object, such as an address on an envelope, product info on packaging, or text on a traffic or street sign. A slogan may be painted on a wall. A text may also be produced by arranging stones of a different color in a wall or road. Short texts like these are sometimes referred to as environmental print.Sometimes text or images are in relief, with or without using a color contrast. Words or images can be carved in stone, wood, or metal; instructions can be printed in relief on the plastic housing of a home appliance, or myriad other examples
1. The document discusses technology in language teaching and focuses on multimedia/ICT resources for language learning.
2. It outlines three phases of how teachers can use technology: as a tool to teach, for students to search for information, and for students to create and publish content.
3. A variety of free online tools and resources are presented that teachers can use, including images, audio, video, games, and worksheets to incorporate technology into their lessons.
Teaching Reading Extensive vs intensive reading, and reading sequenceRizky Amelia
This document discusses teaching reading strategies, including extensive and intensive reading. Extensive reading involves rapidly reading large amounts of material for general understanding, while intensive reading involves reading shorter texts in detail to develop specific skills. The roles of the teacher in each type of reading are also described. Finally, reading sequences are proposed as a strategy that involves multiple language skills, such as speaking, reading, and writing, to give students practice with skills like skimming and scanning.
This document provides an overview of the Conversation Skills program for developing children's conversation abilities from ages 3-4. It includes an introduction to conversation skills, an initial screening process to assess children's abilities, checklists of skills to target, classroom interventions including small group work and informal interactions, guidance on lesson planning, teaching methods, vocabulary work, monitoring progress, and links to literacy development. The program is intended to take about a year to complete and aims to help children gain the language skills needed for school.
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
This document discusses important writing skills. It defines writing as a way to communicate ideas and arguments through organized text. Good writing skills include researching, outlining, editing, and time management. There are four main types of writing: informative, descriptive, persuasive, and narrative. Informative writing explains facts without opinions, descriptive writing communicates visual details, persuasive writing aims to change views, and narrative writing tells stories. The document advises considering audience and format, creating outlines, avoiding errors, and proofreading work.
The document provides descriptors for 9 bands that are used to assess English language fluency and ability based on observations of speaking skills. Each higher band is described as demonstrating skills and abilities with increasing fluency, coherence, vocabulary range, grammar accuracy, and pronunciation relative to the lower bands. For example, Band 9 is described as speaking fluently with rare hesitation and fully developing topics, while Band 4 is described as speaking slowly with frequent repetition and only conveying basic meanings.
The document provides information about the PTE Academic test. It discusses the different modules in the test including speaking, writing, reading, and listening. For the speaking module, it outlines the different tasks including read aloud, repeat sentences, describe image, retell lecture, and answer short questions. It provides details about the timing, scoring, and things to remember for each speaking task. Templates and strategies are suggested for describing images, retelling lectures, and answering short questions.
This document provides an outline for a course on testing for language teachers. It covers various topics related to language testing including the purposes of different types of tests, approaches to testing, ensuring validity and reliability, and achieving beneficial backwash effects. The key points covered are the types of tests (proficiency, achievement, diagnostic, placement), approaches to testing (direct vs indirect, discrete point vs integrative), factors of validity and reliability, and how to design tests that motivate effective teaching practices.
This document outlines Pakistan's Undergraduate Education Policy that is effective from Fall 2023. The policy aims to promote student success through competency-based learning, balancing breadth and depth of knowledge, emphasizing applied knowledge and creativity. It defines different types of undergraduate degree programs including 4-year, 5-year, and 2-year associate degrees. It outlines the framework for undergraduate programs, including general education, major/disciplinary, and interdisciplinary requirements along with field experience and capstone projects. Finally, it provides details on the general education requirements across various domains like arts/humanities, natural sciences, social sciences, and functional skills.
This document discusses merging curriculum and skills for productive education. It defines skills as the level of performance on a particular task or the ability to perform a job well. Skill development is the process of improving specific skills to be more effective in the workplace. Skills can be classified as soft skills like communication and teamwork, or hard skills like technical abilities. A componential flexible curriculum is proposed that breaks the curriculum into modular components to allow for personalized learning pathways and connections across disciplines. This approach fosters engagement and relevance while allowing continuous improvement.
Critical reading involves the active examination of a text by analyzing language choices, connecting to prior knowledge and experiences, evaluating evidence, and questioning both the text and one's own interpretations. When reading critically, readers aim to understand an author's argument and main ideas, organize information, make judgments and opinions, and gain a deeper understanding of what was read. Some benefits of critical reading are discovering an author's perspective, organizing topics, aiding comprehension of difficult materials, and developing opinions based on evidence.
Analyzing observational data during qualitative researchWafa Iqbal
This document discusses qualitative data analysis methods. It explains that qualitative data analysis explores and interprets complex data from sources like interviews and observations to generate new understandings without quantification. The generic process of analysis involves organizing, reading, and coding the data by assigning labels to chunks of information to develop themes and descriptions. Coding is a primary element of analysis and allows the researcher to summarize and synthesize the data. Developing themes is also part of the analysis process and involves discovering core and peripheral elements of themes from the data.
Teaching Listening Skill to Young LearnersMyno Uddin
Teaching Listening Skill to Young Learners sometimes tough for the teachers as they do not want to listen anything Properly. Here are some Tips to Teach Listening Skill to Young Learners.
This document summarizes and evaluates a textbook for grade 10 English. It provides details about the textbook's contents, including 4 units that cover listening, speaking, reading, writing and grammar lessons. The summary notes that the textbook includes dialogues, descriptions of grammar concepts like conditional sentences, and exercises for practicing skills. It also analyzes strengths like providing expressions and examples, and weaknesses like a lack of introductory guidance and pictures.
Learning literature through English Language TeachingIfrad Mahbub
ELT or 'English Language Teaching' indicates to teaching of English to people whose first language is not English. In the process of learning literature, teaching of English comes forward as the most powerful tool in the school bag. The larger portion of people learn English for practical rather than ideological reasons in non-native English speaking nations.
How to conduct systematic literature reviewKashif Hussain
The slides show how to conduct systematic literature review (SLR) in any field of research. It is highly important that any SLR should ultimately highlight potential future directions and research gaps so that prospect researchers may focus on those particular areas.
The document provides tips for scoring high in the PTE Listening section. It recommends paying close attention to all parts of the test and not taking the listening test for granted. It also suggests making notes in an erasable notepad, managing your time effectively, being careful of negative marking, paying attention to frequently used words, noting keywords in questions, and skimming texts before recording begins. Following these tips can help ensure success on the PTE Listening section.
Thesis Proposal Master of Arts in English Language, 9 ĐIỂM
This study aims at analyzing the use of Quizlet in supporting students to learn English vocabulary at the context of UK Academy. The following are specific objective of the research:
1. To examine the effect of the Quizlet Application on sixth-grade students’ English Vocabulary learning at UKA.
2. To find out the sixth-grade students’ attitudes towards the use of Quizlet as a vocabulary-learning tool.
Currently most reading is either of the printed word from ink or toner on paper, such as in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays, such as computer displays, television, mobile phones or e-readers. Handwritten text may also be produced using a graphite pencil or a pen. Short texts may be written or painted on an object.Often the text relates to the object, such as an address on an envelope, product info on packaging, or text on a traffic or street sign. A slogan may be painted on a wall. A text may also be produced by arranging stones of a different color in a wall or road. Short texts like these are sometimes referred to as environmental print.Sometimes text or images are in relief, with or without using a color contrast. Words or images can be carved in stone, wood, or metal; instructions can be printed in relief on the plastic housing of a home appliance, or myriad other examples
1. The document discusses technology in language teaching and focuses on multimedia/ICT resources for language learning.
2. It outlines three phases of how teachers can use technology: as a tool to teach, for students to search for information, and for students to create and publish content.
3. A variety of free online tools and resources are presented that teachers can use, including images, audio, video, games, and worksheets to incorporate technology into their lessons.
Teaching Reading Extensive vs intensive reading, and reading sequenceRizky Amelia
This document discusses teaching reading strategies, including extensive and intensive reading. Extensive reading involves rapidly reading large amounts of material for general understanding, while intensive reading involves reading shorter texts in detail to develop specific skills. The roles of the teacher in each type of reading are also described. Finally, reading sequences are proposed as a strategy that involves multiple language skills, such as speaking, reading, and writing, to give students practice with skills like skimming and scanning.
This document provides an overview of the Conversation Skills program for developing children's conversation abilities from ages 3-4. It includes an introduction to conversation skills, an initial screening process to assess children's abilities, checklists of skills to target, classroom interventions including small group work and informal interactions, guidance on lesson planning, teaching methods, vocabulary work, monitoring progress, and links to literacy development. The program is intended to take about a year to complete and aims to help children gain the language skills needed for school.
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
This document discusses important writing skills. It defines writing as a way to communicate ideas and arguments through organized text. Good writing skills include researching, outlining, editing, and time management. There are four main types of writing: informative, descriptive, persuasive, and narrative. Informative writing explains facts without opinions, descriptive writing communicates visual details, persuasive writing aims to change views, and narrative writing tells stories. The document advises considering audience and format, creating outlines, avoiding errors, and proofreading work.
The document provides descriptors for 9 bands that are used to assess English language fluency and ability based on observations of speaking skills. Each higher band is described as demonstrating skills and abilities with increasing fluency, coherence, vocabulary range, grammar accuracy, and pronunciation relative to the lower bands. For example, Band 9 is described as speaking fluently with rare hesitation and fully developing topics, while Band 4 is described as speaking slowly with frequent repetition and only conveying basic meanings.
The document provides information about the PTE Academic test. It discusses the different modules in the test including speaking, writing, reading, and listening. For the speaking module, it outlines the different tasks including read aloud, repeat sentences, describe image, retell lecture, and answer short questions. It provides details about the timing, scoring, and things to remember for each speaking task. Templates and strategies are suggested for describing images, retelling lectures, and answering short questions.
This document provides an outline for a course on testing for language teachers. It covers various topics related to language testing including the purposes of different types of tests, approaches to testing, ensuring validity and reliability, and achieving beneficial backwash effects. The key points covered are the types of tests (proficiency, achievement, diagnostic, placement), approaches to testing (direct vs indirect, discrete point vs integrative), factors of validity and reliability, and how to design tests that motivate effective teaching practices.
This document outlines Pakistan's Undergraduate Education Policy that is effective from Fall 2023. The policy aims to promote student success through competency-based learning, balancing breadth and depth of knowledge, emphasizing applied knowledge and creativity. It defines different types of undergraduate degree programs including 4-year, 5-year, and 2-year associate degrees. It outlines the framework for undergraduate programs, including general education, major/disciplinary, and interdisciplinary requirements along with field experience and capstone projects. Finally, it provides details on the general education requirements across various domains like arts/humanities, natural sciences, social sciences, and functional skills.
This document discusses merging curriculum and skills for productive education. It defines skills as the level of performance on a particular task or the ability to perform a job well. Skill development is the process of improving specific skills to be more effective in the workplace. Skills can be classified as soft skills like communication and teamwork, or hard skills like technical abilities. A componential flexible curriculum is proposed that breaks the curriculum into modular components to allow for personalized learning pathways and connections across disciplines. This approach fosters engagement and relevance while allowing continuous improvement.
- The document outlines the curriculum for the first and second semesters of the B.E. Manufacturing Engineering program at Anna University, Chennai.
- The first semester includes courses in mathematics, physics, chemistry, programming, and English, along with their corresponding laboratories. The total credits for semester 1 are 21.
- The second semester continues with additional courses in these topics, along with courses in electrical engineering, graphics, and an NCC credit course. The total credits for semester 2 are 22.
- Details are provided for some sample courses, including course objectives, topics covered, and assessment methods. The document provides an overview of the subjects and credits covered in the first year of the manufacturing engineering program.
This document outlines the curriculum and syllabus for the first and second semesters of the B.Tech Information Technology program at Anna University, Chennai.
The program aims to develop graduates who can demonstrate technical competence and analytical skills, exhibit leadership and entrepreneurship, and pursue lifelong learning. Core courses cover topics in programming, mathematics, physics, chemistry, and engineering. Laboratory courses complement the theoretical components.
The first semester includes courses in matrices and calculus, engineering physics, chemistry, programming with Python, and related labs. The second semester focuses on programming in C, statistics, electrical engineering, engineering graphics, and additional labs. An induction program also orients new students to university facilities and resources.
This document outlines the curriculum and syllabus for the first and second semesters of the B.Tech Information Technology program at Anna University, Chennai.
The program aims to develop graduates who can demonstrate technical competence and analytical skills, exhibit leadership and entrepreneurship, and pursue lifelong learning. Core courses cover topics in programming, mathematics, physics, chemistry, and engineering. Laboratory courses complement the theoretical components.
The first semester includes courses in matrices and calculus, engineering physics, chemistry, programming with Python, and related labs. The second semester focuses on statistics, physics for information science, electrical engineering, engineering graphics, programming in C, and additional labs. An induction program also orients new students to university facilities and
1122018 General Academic Information and Policies Ashford .docxmoggdede
1/12/2018 General Academic Information and Policies | Ashford University
https://www.ashford.edu/general-academic-information-policies.htm#catalog11207 1/68
University Program Offerings
Associate’s, Bachelor’s and Master’s online programs are administered by the Forbes School of Business & Technology at Ashford
University and three colleges: the College of Education, the College of Health, Human Services and Science and the College of Liberal
Arts. For more information about on-time completion rates, the medial loan debt of students who complete each program listed
below, and other important information, please visit www.ashford.edu/pd <http://www.ashford.edu/pd.>.
General Education Curriculum
Philosophy and Purpose
The higher education offered by the University and other colleges and universities differs from other forms of postsecondary
education in the belief that education involves preparation for living life as a whole rather than simply training a student for a
specific job. Typically, colleges and universities have sought to provide such preparation by requiring that students devote a
substantial portion—often about one-third—of their coursework to General Education programs that provide sufficient breadth of
education and mastery of essential learning skills to enable them to understand and to adapt to a changing world as well as to
contribute to its betterment. While virtually all institutions of higher education have some sort of General Education requirements,
there is much variety, and the pattern that a college's General Education program takes says a great deal about its values, its view of
the world, and its personality.
The University's General Education requirements are grounded firmly in the University's mission statement, which places the
University squarely within the liberal arts tradition of higher education. It speaks of intellectual growth and of a shared search for
truth within a community that values diversity in ways of learning and forms of knowledge as well as in terms of the people the
University seeks to serve.
In crafting a General Education program that reflects the mission statement, the faculty believed that students graduating from the
University should first of all possess certain competencies that define a college-educated person. In curricular terms, this takes the
form of a competency block in which students must demonstrate proficiency in applied ethics, information technology, critical
thinking, mathematics, and written and oral communication.
These learning skills are valuable in and of themselves and, doubly so, when used as means to realize the intellectual growth and
shared search for truth of the mission statement. They are also skills much in demand by employers.
A liberal arts education is rooted in the idea of preparing a person for life as a citizen in a free society and, so, demands breadth. In
structuring this part of the General Education program, the faculty formulated eight gen ...
General Academic PoliciesUniversity Program OfferingsAssociate.docxhanneloremccaffery
General Academic Policies
University Program Offerings
Associate, Bachelor’s and Master’s online programs are administered by the Forbes School of Business & Technology at Ashford University and three colleges: the College of Education, the College of Health, Human Services and Science and the College of Liberal Arts. For more information about on-time completion rates, the medial loan debt of students who complete each program listed below, and other important information, please visit www.ashford.edu/pd.
General Education Curriculum
Philosophy and Purpose
The higher education offered by the University and other colleges and universities differs from other forms of postsecondary education in the belief that education involves preparation for living life as a whole rather than simply training a student for a specific job. Typically, colleges and universities have sought to provide such preparation by requiring that students devote a substantial portion—often about one-third—of their coursework to General Education programs that provide sufficient breadth of education and mastery of essential learning skills to enable them to understand and to adapt to a changing world as well as to contribute to its betterment. While virtually all institutions of higher education have some sort of General Education requirements, there is much variety, and the pattern that a college's General Education program takes says a great deal about its values, its view of the world, and its personality.
The University's General Education requirements are grounded firmly in the University's mission statement, which places the University squarely within the liberal arts tradition of higher education. It speaks of intellectual growth and of a shared search for truth within a community that values diversity in ways of learning and forms of knowledge as well as in terms of the people the University seeks to serve.
In crafting a General Education program that reflects the mission statement, the faculty believed that students graduating from the University should first of all possess certain competencies that define a college-educated person. In curricular terms, this takes the form of a competency block in which students must demonstrate proficiency in applied ethics, information technology, critical thinking, mathematics, and written and oral communication.
These learning skills are valuable in and of themselves and, doubly so, when used as means to realize the intellectual growth and shared search for truth of the mission statement. They are also skills much in demand by employers.
A liberal arts education is rooted in the idea of preparing a person for life as a citizen in a free society and, so, demands breadth. In structuring this part of the General Education program, the faculty formulated eight general goals in the areas of cultural and aesthetic awareness, literature, science, history, diversity awareness, social and personal awareness, political science, and humani ...
Curriculam, & credit framework of Ug & Pg level.pdfTaniaShaw8
The document outlines the key aspects of the new Curriculum and Credit Framework for Undergraduate Programmes (CCFUP) formulated by the University Grants Commission of India in accordance with the National Education Policy 2020. The CCFUP incorporates a flexible choice-based credit system, multidisciplinary approach, and multiple entry and exit options to provide flexibility and opportunities for students. The main features of the CCFUP include flexibility to change disciplines and institutions, choice of courses from all disciplines, and options for UG certificate, diploma or degree based on credits earned.
The document is a course syllabus for the subject "Building Bridges Across Social Science Disciplines" at Palawan State University. It outlines the following:
- The university's vision and mission as well as the college's goals and objectives that the course aims to support.
- An overview of the course description, outcomes, format, and topics to be discussed across 6 weeks including introductions to different social science disciplines like history, geography, politics and their relevance to social studies.
- A proposed learning plan detailing topic coverage, learning activities and assessments for each week with relevant resources and references.
This document describes a Postgraduate Certificate and Postgraduate Diploma in Lifelong Learning in the Digital Age offered by the University of Strathclyde. The program focuses on debates around lifelong learning and how it can help address economic, social, and environmental challenges. It also examines the role of new technologies in lifelong learning. The certificate can be completed in 2 years through part-time online or blended courses. The diploma requires additional courses. Courses cover topics like technology-enhanced learning, online communities, and designing curriculum with technology.
This document outlines the regulations for the Master of Science in Social Sciences in Management of Creative Business Processes program at a university in Denmark. The 2-year program qualifies graduates to analyze complex social and business issues related to creative industries. The program provides theoretical and practical understanding of creative business management, strategy, marketing, and intellectual property law. Coursework covers topics like creative processes, managing innovative organizations, and a final master's thesis. The program aims to give students analytical skills to address strategic problems in creative companies.
This document provides information about the best app for Anna University students. The app allows students to get instant notifications about university news, check results quickly, view internal marks, download exam timetables, access the student portal, view notes, syllabus, important questions and question banks. It also has a CGPA calculator. The app aims to keep students connected to Anna University.
The document also contains regulations and curriculum details for the first two semesters of the Electronics and Communication Engineering program at Anna University. It lists the program educational objectives, program specific outcomes, list of courses and syllabus for semesters 1 and 2. The course objectives and outcomes of some courses like Professional English I, Matrices and Calculus
This presentation shoows a detailed outline of CHED Memo No. 30, complete with the competencies for Teacher Education programs. Please give credit when copied or used for other academic affairs.
This document provides an assessment report of course outcomes and program outcomes for the Faculty of Applied Science at Inverities University. It begins with an introduction to outcome-based education and its importance. It then outlines the university's and applied science department's visions and missions. It describes the different levels of outcomes, including course outcomes, program outcomes, program specific outcomes, and program educational objectives. Finally, it discusses course outcome attainment and assessment methods.
This document provides information about a training organized for Higher Diploma Program candidates at Wolkite University in Ethiopia. It outlines the expectations, management, and objectives of the program.
The key expectations of candidates are to actively participate in all sessions, complete assignments demonstrating reflective thinking, and prepare documents like action research projects and session plans. Program management details attendance requirements and consequences for incomplete work.
The objective of the program is to enable candidates to develop teaching skills, serve as role models, provide high-quality learning for students, and engage in practices like action research. The program consists of 4 modules focused on understanding higher education, teaching and learning, school placement, and action research.
The document outlines the proposed curriculum and credit framework for undergraduate programs under the National Education Policy 2020. Key points include:
- UG programs will have multiple exit options after 1, 2, or 3 years with certificates, diplomas, or degrees awarded. A 4-year program is the preferred option.
- Programs will have flexibility for students to change majors/disciplines, modes of learning, and institutions.
- Students must complete a certain number of credits in their major discipline as well as minor disciplines for breadth.
- The curriculum incorporates courses in humanities, arts, languages, skills, research projects, and internships in addition to the major.
- Grades are awarded
A Minor is an optional secondary area of
study that a student may pursue in addition to their
Major. The requirements for a Minor are determined
by the department offering it.
6
Undergraduate Education Policy 2020 No. 1-32/PERU/UGEPolicy/HEC/2020
10.5. Beyond a Single Major: Students may pursue more than one
Major or a Major and one or more Minors, subject to meeting
the overall credit requirements and with the approval of the
academic advisor.
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requirements, students will have to take a minimum of 12 credits of
courses from outside their Major, distributed as
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HEC Undergraduate Education Policy 2023 .pdf
1.
2. TABLE OF CONTENTS
I. INTRODUCTION
Objectives of the Undergraduate Education Policy
Competency-Based Learning
Balance between Breadth and Depth
Applied Knowledge
Emphasis on Creativity
Terminal Degree
Types of Degrees
Four-Year Degree Programs
Four-Year Degree Programs (requiring Licensure)
Five-Year Degree Programs (requiring Licensure)
Two-Year Associate Degree Programs
II. FRAMEWORK OF UNDERGRADUATE EDUCATION
General Education (Gen Ed) Requirements
Major (Disciplinary) Requirements
Interdisciplinary / Allied Requirements
Field Experience / Internship
Capstone Project
III. GENERAL EDUCATION REQUIREMENTS
Arts and Humanities
Natural Sciences
Social Sciences
Quantitative Reasoning
Functional English and Expository Writing
Quantitative Reasoning
Ideology and Constitution of Pakistan
Islamic Studies
Applications of Information Communication Technologies (ICT)
Entrepreneurship
Civics and Community Engagement
IV. STRUCTURE OF BACHELOR DEGREE PROGRAMS
Nomenclature of the Degree Programs
Credit Hours
General Education Courses
Major Courses
Interdisciplinary / Allied Courses
Minor (Optional)
Offerings
Single Major
Single Major with One Minor
Single Major with Two Minors
Double Majors
Field Experience / Internship
3. Capstone Project
V. STRUCTURE OF ASSOCIATE DEGREE PROGRAM
General Requirements for Launch of Associate Degree Programs
Provision of Launch
Seats of Offering
Statutory Approval
Registration in Pakistan Qualification Register
Semester System
Structure and Academic Requirements for Associate Degree Programs
Credit Hours
General Education Courses
Major Courses
Field Experiences / Internship
CGPA Requirement
Program Duration
VI. ENTRY AND EXIT PROVISIONS
Pathway for Associate Degrees Holders
Pathway for Conventional BA / BSc / Equivalent Degree Holders
Exiting from the Undergraduate / Equivalent Degree Program with an Associate Degree
VII. MISCELLANEOUS PROVISIONS
Minimum Standards
Inclusion of Massive Open Online Courses (MOOCs)
Academic Advisement
VIII. ACRONYMS AND GLOSSARY
4. UNDERGRADUATE EDUCATION POLICY (V 1.1)
1
I: INTRODUCTION
This policy outlines the Undergraduate Education Policy (UEP). The UEP is applicable to the
Associate Degree and Bachelor Degree programs offered by Pakistani universities and Degree
Awarding Institutes (DAIs).
Objectives of the Undergraduate Education Policy:
The primary objective of the policy is to promote the student success which is envisioned as the
ability to comprehend and apply conceptual knowledge, acquire professional skills and
competencies, and act as an individual having strong civic and ethical values of tolerance and
inclusiveness enabling their engagement in community life as socially responsible citizens. The
specific objectives of the policy include the following:
a) Competency-Based Learning: To develop the 21st century outcomes of the learning
process focusing mainly on:
i. Knowledge (disciplinary, interdisciplinary, epistemic, procedural, etc.)
ii. Skills (communication and soft skills, proficient use of ICT, integrated,
analytical and quantitative reasoning, creative thinking, etc.)
iii. Professional Behavior (self-regulation, time management, integrity,
intellectual curiosity, intellectual openness, etc.)
iv. Interpersonal Attributes (empathy, self-efficacy, teamwork, etc.)
b) Balance between Breadth and Depth: To ensure that the undergraduate education
focuses not only on the main field of specialization but also provides exposure to the
interdisciplinary areas of knowledge.
c) Applied Knowledge: To promote application of academic knowledge to effectively
respond to real life, entrepreneurial and industry challenges and requirements.
d) Emphasis on Creativity: To equip students with the sense and ability to demonstrate
creativity, curiosity, exploration and reflective problem solving.
e) Terminal Degree: To design all undergraduate degrees with an objective of making
them sufficient to meet the requirements of the job market. It will however be the
decision of the graduates to seek further education.
Types of Degrees:
There are four categories of undergraduate / equivalent degree programs:
5. UNDERGRADUATE EDUCATION POLICY (V 1.1)
2
a) Four-Year Degree Programs: These include four-year degree programs which do not
require licensure.
b) Four-Year Degree Programs (requiring Licensure): These include four-year degree
programs which require licensure in order to enable graduates practice in the field.
These are mainly offered in disciplines which are regulated by their respective
accreditation or professional councils.
c) Five-Year Degree Programs (requiring Licensure): These include five-year degree
programs which require licensure in order to enable graduates practice in the field.
These are also offered in disciplines which are regulated by their respective accreditation
or professional councils.
d) Two-Year Associate Degree Programs: These include two-year degree programs
offering fundamental academic and working knowledge of a particular field to enable
graduates enter in the job market earlier than those who enter after four-year
undergraduate / equivalent degree programs. These programs generally do not require
licensure unless required by their respective accreditation or professional councils.
II: FRAMEWORK OF UNDERGRADUATE EDUCATION
The structure of undergraduate / equivalent degree programs is designed to balance general
education, disciplinary, interdisciplinary, and practical requirements to enhance the likelihood of
student success. The structure of all undergraduate / equivalent degree programs, irrespective
of field of study, program duration and licensure requirements, is comprised of the following
set of mandatory requirements:
a) General Education (Gen Ed) Requirements: This set comprises of the mandatory
courses of general education aimed to prepare students to refine their scholarly abilities
to reason and communicate clearly and effectively. The provision of general education
courses ensures that every student is acquainted with the broad variety of fields of
inquiry and approaches to knowledge and skills. It offers students an intellectual
foundation for their academic, professional, and personal attributes while focusing on
critical thinking and writing, speaking or quantitative skills. It comprises the courses
under the category of arts & humanities, natural sciences, social sciences, quantitative
reasoning, functional English & expository writing, working knowledge of ICT
6. UNDERGRADUATE EDUCATION POLICY (V 1.1)
3
applications, entrepreneurship, civics & community engagement, religion, ethics and
ideology & constitution of Pakistan. The minimum requirement for general education
segment is 30 credits in all undergraduate / equivalent degree programs including
Associate Degrees. Universities may however add more courses as and when required.
However, the minimum credits and course categories as prescribed in this policy cannot
be reduced. Detail of general education requirements is given as under:
b) Major (Disciplinary) Requirements: A major is the academic discipline or a
specialized area of study in which the degree is offered. The minimum requirement to
complete a single major is 78 credit hours. This is valid for all undergraduate /
equivalent degree programs except for Associate Degrees.
General Education Cluster Courses Credit Hours
Arts & Humanities * 1 02
Natural Sciences * 1 3 (2+1)
Social Sciences * 1 02
Functional English ** 1 03
Expository Writing ** 1 03
Quantitative Reasoning ** 2 06
Islamic Studies ** (OR)
Religious Education / Ethics in lieu of Islamic
Studies only for non-Muslim students
1 02
Ideology and Constitution of Pakistan ** 1 02
Applications of Information Communication
Technologies (ICT) **
1 3 (2+1)
Entrepreneurship ** 1 02
Civics and Community Engagement ** 1 02
Total 12 30
* University may offer any course within the specific broader subject domain /
cluster to meet the given credits.
** HEC designed model courses may be used by the university.
7. UNDERGRADUATE EDUCATION POLICY (V 1.1)
4
c) Interdisciplinary / Allied Requirements: Interdisciplinary courses are those offered
in allied or complementary disciplines to reinforce the notion of interdisciplinary
competency and to support horizon of the major.
d) Field Experience / Internship: Field experience is a professional learning experience
that offers meaningful and practical work experience related to a student's field of study
or career interest. It is an opportunity to apply knowledge gained in the classroom with
practice in the field.
e) Capstone Project: A capstone project allows students to bring together the concepts,
principles and methods that they have learned in their course of study and to apply their
knowledge and acquired competencies to address the real world problems.
Graphical Representation of Undergraduate Degree Programs (except for Associate Degrees)
III: GENERAL EDUCATION REQUIREMENT:
Arts and Humanities: The purpose of introducing Arts and Humanities is to familiarize
students with key concepts in the disciplines such as Philosophy, History, Creative Arts, etc.
These subjects explore how we understand human experience, cultivate an appreciation of the
past, enrich our capacity to meet the contemporary challenges in our lives, and enable
engagement with other cultures and civilizations. Thus, the focus remains on enabling critical
examination of one’s own self, promoting mutual respect and tolerance, instilling cultural pride
and self-confidence, and supporting the development of clear and creative expression.
Undergraduate
Education
(120-144 Cr. Hrs.)
General
Education
(30 Cr. Hrs.)
Disciplinary
or Major
(Min 78 Cr. Hrs.)
Interdisciplinary
Courses
(Min 12 Cr. Hrs.)
Field
Experience
(3 Cr. Hrs.)
Capstone
Project
(3 Cr. Hrs.)
8. UNDERGRADUATE EDUCATION POLICY (V 1.1)
5
Natural Sciences: Natural sciences promote understanding and appreciation of the physical
and the natural world through observation and experimentation. These disciplines introduce
students to theoretical analyses, experimental methods, and pragmatic problem solving. Natural
Sciences provide insight into the physical world and phenomena in nature. The study of Physics,
Chemistry, Geology, Biology, and Ecology, etc. helps develop critical faculties for evaluating
natural phenomena and their impact on society. It teaches students to appreciate the beauty of
the natural and physical worlds often hidden from casual observation but which, once revealed,
lends richness to everyday life.
Social Sciences: Social sciences provide an insight into individual and society. The study of
social sciences prepares students for civic engagement and develops better understanding of
socio-cultural relations in the world around them. Anthropology, Economics, Psychology,
Sociology, Social Work, Political Science, International Relations, etc. help construct our social
identity and appreciate the perspective of others as well as the particularities of society.
Functional English and Expository Writing: The ability to communicate well is one of the
essential skills of an educated person and is indispensable for professional success. Functional
English focuses on functional aspects of English language, such as grammar, communication
skills, vocabulary and using English in authentic context etc. The expository writing course is
designed for improving academic writing skills, essay writing, technical writing, report writing,
etc.
Quantitative Reasoning: In the 21st century, an early exposure to quantitative reasoning has
become essential for professional success in all disciplines, including the Natural and Social
Sciences as well as Arts and Humanities, thus, coping with the ordinary challenges of life in a
technologically infused environment. The study of Quantitative Reasoning shall enable the
students to use quantitative information to make, understand, and evaluate data and reach valid
conclusions in situations influenced by multiple factors.
Ideology and Constitution of Pakistan: The course is intended to introduce students to
historical events shaping the ideology of Pakistan and familiarize them with the Constitution of
the Islamic Republic of Pakistan. It includes the historical, archaeological and anthropological
record of the ancient Mehr Garh, Indus, Harappa and Gandhara civilizations. It also includes
the arrival of Islam in the 8th century, the role of the Sufi saints, the impact of colonial rule,
Pakistan Movement, post-independence history, and the current economic, geographic, and
9. UNDERGRADUATE EDUCATION POLICY (V 1.1)
6
social landscape of Pakistan. At the same time, relevant portion of the constitution of Pakistan
is added to bring awareness about basic rights and duties.
Islamic Studies: A course on Islamic Studies will introduce students with the meaning,
fundamentals and significance of Islam as a universal and practical religion. The course provides
sufficient knowledge to students on faith and pillars of Islam, principles of recitation of Holy
Quran and life of Holy Prophet (Peace Be Upon Him). The main objective of this course is to
enhance knowledge of the students on Islam and their character building. This course also
introduces students to the early history of Islam, the contribution of Islamic societies to
intellectual, scientific, and political developments in the world, and the economic and social
conditions of contemporary Islamic societies. Ethics, in integrated form, is added in the course
to foster universal ethical values among students.
* Alternatively, a university may offer a course on Theology / Religious Studies / Ethics for non-
Muslim students.
Applications of Information Communication Technologies (ICT): This course aims to
introduce applications of Information Communication Technologies (ICT). The core area of
ICT includes all the technologies used to handle Broadcast Media, Telecommunications,
Intelligent Building Management Systems (IBMS), Network-Based Control Systems,
Audiovisual Processing and Transmission Systems, etc. ICT is used in most of the fields such
as E-Commerce, E-Governance, Banking, Agriculture, Education, Medicine, Defense,
Transport, Entertainment etc.
Entrepreneurship: This course will enhance the ability and readiness of students to develop,
organize and run a business enterprise, and to help them start new businesses. The course will
result in creation of employment opportunities, produce skilled workers, bring Innovation,
impact on society and community development, increase standard of living, and support
research and development. Learning components of ‘Financial Literacy’ and ‘Export
Management’ are also included in the learning outcomes of the course to provide students with
a holistic understanding of business in priority areas of the economy.
Civics and Community Engagement: This course is mandated to bring responsible
citizenship and active engagement between Universities / HEIs and local communities. It will
build the capacity of students as leaders and influencers by gaining firsthand experience of
community development while developing skills in leadership, citizenship, communication,
advocacy, network building, and volunteering. These skills will not only enable students to
10. UNDERGRADUATE EDUCATION POLICY (V 1.1)
7
become more responsible and effective citizens but will also empower them to respond to the
nation’s social issues through innovative solutions.
IV: STRUCTURE OF BACHELOR DEGREE PROGRAMS
a) Nomenclature of the Degree Programs: Universities may use either of the nomenclature
i.e., Bachelor of Science or Bachelor of Studies with an abbreviation of BS for
undergraduate / equivalent degree programs depending on nature of the program offered.
Irrespectively, the nomenclature of the degree programs must be consistent with guidelines
given in the National Qualification Framework (NQF).
b) Credit Hours: The minimum requirement to qualify for the undergraduate / equivalent
degree is 120-144 credit hours with a normal range of 15-18 credit hours in each semester.
The university may however offer maximum of 21 credit hours in a semester where there
is a program specific requirement of the same provided that the total number of credit hours
for the undergraduate / equivalent degree program with a single major must not exceed
beyond 144 credit hours. The range of credit hours for undergraduate / equivalent degree
programs having different combinations of major(s) and minor(s) concentration are
prescribed at Sr. No. (IV) (g) of this policy.
c) General Education Courses: All undergraduate / equivalent degree programs shall be
comprised of a mandatory set of 30 credit hours for general education courses as prescribed
in this policy which must be covered in the first four semesters of the degree program.
d) Major Courses: These courses are specific to the main field in which the degree program
is offered. The requirement to satisfy a single major is minimum of 78 credit hours for the
undergraduate / equivalent degree program.
e) Interdisciplinary / Allied Courses: All the undergraduate / equivalent degree programs
shall be comprised of a mandatory set of minimum 12 credit hours for interdisciplinary /
allied courses. This is valid for all undergraduate / equivalent degree programs except for
Associate Degrees, where the credit hours of interdisciplinary / allied courses may be less
or more than 12 credits. It is also possible that an Associate Degree has no interdisciplinary
or allied course.
f) Minor (Optional): Minor is an optional which comprises of secondary concentration of
courses, ordinarily in an academic discipline that complements the major. The requirements
11. UNDERGRADUATE EDUCATION POLICY (V 1.1)
8
and prerequisites for a minor shall be determined by the concerned department provided
that a minor must not be less than 12 credit hours.
g) Offerings: An undergraduate / equivalent degree program may be offered with a number
of combinations such as (I) a single major; (II) a single major with one minor; (III) a single
major with two minors; or (IV) double majors without any minor. The structure of these
combinations is given below:
a. Single Major: An undergraduate / equivalent degree program with a single major is
focused on one disciplinary specialization and comprises of a minimum of 120 credit
hours other than requirements of field experience / internship and capstone project.
The breakup of credit hours is as under:
i. General education courses: 30 credit hours
ii. Major: minimum 78 credit hours
iii. Interdisciplinary / allied courses: minimum 12 credit hours
b. Single Major with One Minor: An undergraduate / equivalent degree program with
a single major and one minor is focused on one disciplinary specialization and one
secondary but supporting concentration and comprises of a minimum of 132 credit
hours other than the mandatory requirements of field experience / internship and
capstone project. The breakup of credit hours is as under:
i. General education courses: 30 credit hours
ii. Major: minimum 78 credit hours
iii. Interdisciplinary / allied courses: minimum 12 credit hours
iv. Minor: minimum 12 credit hours
Note: Minor will be offered subject to the approval of the concerned statutory body
upon recommendation of the concerned department.
c. Single Major with Two Minors: An undergraduate / equivalent degree program with
a single major and two minors is focused on one disciplinary specialization and two
secondary but supporting concentrations and comprises of a minimum of 144 credit
hours other than the mandatory requirements of field experience / internship and
capstone project. The breakup of credit hours is as under:
i. General Education: 30 credit hours
ii. Major: minimum 78 credit hours
12. UNDERGRADUATE EDUCATION POLICY (V 1.1)
9
iii. Interdisciplinary / allied courses: minimum 12 credit hours
iv. Minor 1: minimum 12 credit hours
v. Minor 2: minimum 12 credit hours
Note: Minors will be offered subject to the approval of the concerned statutory body
upon recommendation of the concerned department.
d. Double Majors: An undergraduate / equivalent degree program with double majors
without any minor is focused on two related or unrelated disciplinary specializations
and comprises of a minimum of 198 credit hours other than the mandatory
requirements of field experience / internship and capstone project. The breakup of
credit hours is as under:
i. General Education: 30 credit hours
ii. Major 1: minimum 78 credit hours
iii. Major 2: minimum 78 credit hours
iv. Interdisciplinary / allied courses: minimum 12 credit hours
Note: A second major will be offered subject to the approval of the concerned
statutory body upon recommendation of the concerned department. Additional
semester(s) will be required to complete the degree requirements in case two majors
are offered provided that the total duration to complete the undergraduate / equivalent
degree program does not go beyond the maximum duration prescribed in HEC
semester guidelines. Where two majors have common courses, a student can get
exemption for maximum of 30 credit hours for the second major, in which case, the
minimum requirement to complete the degree program with double major shall be 162
credit hours other than the mandatory requirements of field experience / internship
and capstone project.
f) Field Experience / Internship: The field experience of six to eight weeks (preferably
undertaken during semester or summer break) must be graded by a faculty member in
collaboration with the supervisor in the field. This is a mandatory degree award requirement
of 3 credit hours for all undergraduate / equivalent degree programs (including Associate
Degrees). However, it is exempted for programs where the credited internship is already
prescribed.
13. UNDERGRADUATE EDUCATION POLICY (V 1.1)
10
a) Capstone Project: A capstone project is multifaceted body of work that serves as a
culminating academic and intellectual experience for students. The capstone project
(preferably undertaken after the fourth semester) must be supervised and graded by a faculty
member as per the protocols prescribed by the concerned department. This is a mandatory
degree award requirement of 3 credit hours for all undergraduate / equivalent degree
programs (except for Associate Degrees).
V: STRUCTURE OF ASSOCIATE DEGREE PROGRAMS
An Associate Degree is a two-year post higher secondary school certificate (HSSC) academic
degree offered by the universities primarily in market-driven subjects based on local and regional
community and industry needs. The immediate link of the Associate Degree with the
requirements of the market place is a core requirement of this program. An Associate Degree
program is structured to be comprised of four regular semesters over a period of two years and
consists of 60-72 credit hours. After completion of the Associate Degree, the qualification
holder will have the option of seeking admission in the fifth semester of a relevant
undergraduate / equivalent degree program through exemption of courses already studied in
the Associate Degree. The courses to be exempted in this case shall be decided by the admitting
university on case to case basis.
General Requirements for Launch of Associate Degree Programs:
a) Provision of Launch: A university can offer Associate Degree programs in any field
of study that is provisioned in its law i.e., Act, Charter and / or Statutes.
b) Seats of Offering: A university may offer Associate Degree programs on its main seat,
campuses and affiliated colleges (in case of a public sector university) provided that the
seat of offering has an owning department duly accredited / approved by HEC.
c) Statutory Approval: All Associate Degree programs must be approved by the relevant
statutory body of the university, separately for each seat of offering.
d) Registration in Pakistan Qualification Register: All Associate Degree programs
must be registered by the concerned university in the Pakistan Qualification Register
(PQR) as maintained by HEC.
e) Semester System: All Associate Degree programs must be structured on the semester
system of examination as per HEC guidelines issued in this regard from time to time.
14. UNDERGRADUATE EDUCATION POLICY (V 1.1)
11
Structure and Academic Requirements for Associate Degree Programs:
a) Credit Hours: The minimum requirement to qualify for the Associate Degree program
is 60-72 credits hours with a normal range of 15-18 credit hours in each semester. The
university may however offer maximum of 21 credit hours in a semester where there is
a program specific requirement of the same provided that the total number of credit
hours for the Associate Degree must not exceed beyond 72 credits hours.
b) General Education Courses: All Associate Degree programs shall be comprised of a
mandatory set of 30 credits hours for general education courses as prescribed in this
policy.
c) Major Courses: All Associate Degree programs shall be comprised of a mandatory set
of 30-42 credit hours for major or disciplinary courses.
d) Field Experience / Internship: The field experience of six to eight weeks (preferably
undertaken during semester or summer break) must be graded by a faculty member in
collaboration with the supervisor in the field. This is a mandatory degree award
requirement of 3 credit hours for all Associate Degree programs. However, it is
exempted for programs where the credited internship is already prescribed by HEC
through respective National Curriculum Review Committee (NCRC) or by the
concerned accreditation / professional council.
e) CGPA Requirement: The minimum CGPA required for the award of Associate
Degree program shall be 2.00 / 4.00. Universities may however set higher standard in
this regard.
f) Program Duration: The minimum and maximum duration to complete the Associate
Degree program is four (04) and six (06) regular semesters, respectively. In
extraordinary circumstances, and subject to approval of the concerned statutory body
of the university, the maximum duration to complete the degree program may further
be extended to another semester.
VI: ENTRY AND EXIT PROVISIONS:
Pathway for Associate Degrees Holders:
15. UNDERGRADUATE EDUCATION POLICY (V 1.1)
12
a) Students having completed Associate Degrees shall be allowed admission in the fifth
semester of the undergraduate / equivalent degree program offered in the same
discipline without any deficiency course.
b) Where the disciplines of the Associate Degree and the undergraduate / equivalent
degree program are different, students shall be required to complete deficiency courses
through a bridging semester before the fifth semester as determined by the admitting
university.
c) The minimum eligibility for admission in the fifth semester in above cases is 2.00 / 4.00
CGPA in the prior qualification i.e., Associate Degree. The admitting university may,
however, set higher eligibility criteria for the purpose of admission in the fifth semester
of the four-year undergraduate / equivalent degree program.
Pathway for Conventional BA / BSc / Equivalent Degree Holders:
a) Students having completed conventional BA / BSc / equivalent degree programs shall
be allowed admission in the fifth semester of the undergraduate / equivalent degree
program, in which case students shall be required to complete deficiency courses
through a bridging semester before commencement of the fifth semester as determined
by the admitting university.
b) The minimum eligibility for admission in the fifth semester in this case is 45%
cumulative score in the prior qualification i.e., conventional BA / BSc / equivalent
degree programs. The admitting university may however set higher eligibility criteria for
the purpose of admission in the fifth semester of the undergraduate / equivalent degree
program.
Exiting from Undergraduate / Equivalent Degree Program with an Associate Degree:
Students enrolled in the undergraduate / equivalent degree program shall be allowed to exit
from the program with an Associate Degree provided that the following requirements are met:
i. The Student must have completed minimum of 60 credit hours in at least four (04)
semesters of the undergraduate / equivalent degree program including general
education courses comprised of 30 credit hours;
ii. The minimum CGPA is maintained at 2.00 / 4.00;
iii. The name of the subject field on the degree shall remain the same in which a student
was initially enrolled for the undergraduate / equivalent degree program;
16. UNDERGRADUATE EDUCATION POLICY (V 1.1)
13
iv. The case of exit from the undergraduate / equivalent degree program with an Associate
Degree is approved by the concerned statutory body of the university.
v. The option of exit in from the undergraduate / equivalent degree program with an
Associate Degree is not available in disciplines accredited under the following councils
i.e. PM&DC, PNC, PVMC, PEC, PCP, PCATP, PBC, NTC, NCT, NAEAC and NCH.
vi. The option of exit from the undergraduate / equivalent degree program with an
Associate Degree is allowed in disciplines accredited under the following councils i.e.
NCEAC, NBEAC and NACTE.
VII: MISCELLANEOUS PROVISIONS
Minimum Standards:
Guidelines prescribed under this policy are mandatory at minimum level. Universities may
however set higher standards provided that the standards prescribed herein are not
compromised except for guidelines where maximum ranges / limits are already prescribed in
this policy.
Inclusion of Massive Open Online Courses (MOOCs):
MOOCs are available for any student who wishes to enroll in them. They provide an affordable
and flexible way to learn new skills through delivery of quality educational experiences. The
concerned university may endorse a list of MOOCs through its statutory body to enable the
enrolled students get credits as prescribed by the concerned department.
Academic Advisement:
Academic advisement is an integral part of the undergraduate education. Universities are
required to establish an effective Student Advisory System to ensure that the academic advice is
available to every student, as and when needed. Through this system, information must be
adequately made available on university profile and history, offered degree programs, courses,
admission policy, degree completion requirements, university structure including faculties,
departments, affiliated colleges and institutes, application processes, tuition fees, financial aids
& scholarships, hostel / accommodation rules, student services, facilities and contact details.
University shall also be required to address the key issues faced by students related to selection
of major(s), minor(s), fulfilling requirements of interdisciplinary / allied courses, capstone
project and field experience.
17. UNDERGRADUATE EDUCATION POLICY (V 1.1)
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VIII: ACRONYMS AND GLOSSARY
AD: Associate Degree
BA / BSc: Bachelor of Arts / Bachelor of Science. (Discontinued after December 31st 2019).
BE: Bachelor of Engineering
BIC: Business Incubation Centre
EW: Expository Writing
Gen Ed: General Education
HEC: Higher Education Commission
HEI: Higher Education Institution (Universities, Institutes, or other Degree Awarding
Institutions).
ICT: Information and Communication Technologies
MA / MSc: Master of Arts/ Master of Science. (Discontinued after June 30th 2022).
MBBS: Bachelor of Medicine, Bachelor of Surgery
NACTE: National Accreditation Council for Teacher Education
NAEAC: National Agriculture Education Accreditation Council
NBEAC: National Business Education Accreditation Council
NCEAC: National Computing Education Accreditation Council
NCH: National Council for Homoeopathy
NCT: National Council for Tibb
NTC: National Technology Council
ORIC: Office of Research, Innovation, and Commercialization
PBC: Pakistan Bar Council
PCATP: Pakistan Council for Architects and Town Planners
PCP: Pakistan Pharmacy Council
PEC: Pakistan Engineering Council
PM&DC: Pakistan Medical and Dental Council
PNC: Pakistan Nursing Council
PVMC: Pakistan Veterinary Medical Council
QR: Quantitative Reasoning
18. UNDERGRADUATE EDUCATION POLICY (V 1.1)
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TEAM
Engr. Muhammad Raza Chohan Dr. Mahmood-ul-Hassan Butt
Advisor Academics, Curriculum & NAHE Project Coordinator HEDP
Email: rchohan@hec.gov.pk mahmoodulhasanbutt@gmail.com
Ms. Dur-e-Shahwar Aamer Dr. Arshad Bashir
Director Curriculum Consultant Academics HEDP
dshahwar@hec.gov.pk arbashir@hec.gov.pk
Mr. Hidayatullah Kasi Mr. Muhammad Ali Baig
Deputy Director Curriculum Deputy Director Curriculum
Email: hkasi@hec.gov.pk Email: mabaig@hec.gov.pk
CONTACT
Curriculum Division
Higher Education Commission
Sector H-9, Islamabad, Pakistan
Phone: 051-90402100 | www.hec.gov.pk