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Posts Tagged ‘Canada’

Many of us often have the qualities and knowledge , we even familiar with Canadian society and surely can contribute to the Canadian economy after 4 years of studies and graduated in Canada.

Now the good news to share is that you can make a successful transition from temporary to permanent residence. You should have knowledge of English or French and qualifying work experience.

Applying to stay in Canada permanently in your case is simple. You can do this under the Canadian Experience Class. Check out all the guides, information and forms you need to apply here at http://www.cic.gc.ca/english/immigrate/cec/index.asp

Wish all you the best. Please leave us a comment or share with us your good news.

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The new ranking of National Higher Education 2012 :

  1. United State
  2. Sweden
  3. Canada
  4. Finland
  5. Denmark
  6. Switzerland
  7. Norway
  8. Australia
  9. Netherlands
  10. United Kingdom

The ranking is based on research at the Melbourne Institute of Applied Economic and Social Research (University of Melbourne) on 20 different measures critical to what makes a ‘good’ Higher Education system, grouped under four umbrella headings:

  • resources (investment by government and private sector),
  • output (research and its impact, as well as the production of an educated workforce which meets labour market needs),
  • connectivity (international networks and collaboration which protects a system against insularity) and
  • environment (government policy and regulation, diversity and participation opportunities).

The ranking is organised by Universitas 21, a global network of research universities.

source: The Guardian, Universitas 21

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As a third-year commerce student at Simon Fraser University’s Beedie School of Business, Marcel Glaesser spent an academic semester at the University of Mannheim last year. After completing his studies in Germany, he decided to stay longer and landed a six-month contract with BMW in Munich.

A worker puts an emblem on a BMW 5 series car at the plant in the Bavarian city of Dingolfing.

“The coolest thing is that I got to do so many things,” he recalls, citing marketing-related assignments that included preparations for the company’s annual meeting held in a stadium, complete with a display of prototype cars.

His experience typifies a growing trend among undergraduate and graduate business students to study and work abroad while earning their business degree. For Mr. Glaesser, Germany held appeal because he was born there before his family came to Canada 10 years ago. He took his classes in English at Mannheim, but had to brush up on his German to work at BMW.

His advice to other students is “go abroad, go abroad. It will set you apart.”

The same message comes from Canadian business schools, some with formal and informal arrangements to promote international experience opportunities for students before they graduate.

For example, Beedie recently signed an agreement with the British Columbia and Caribbean branches of the Certified General Accountants for an accounting student to spend a work term in Barbados every year.

“We feel it is a great opportunity for students because they get to work and learn,” says Andrew Gemino, associate dean of undergraduate programs. “We would love to do more,” he adds. “It is a matter of finding those opportunities and working on them.”

About 1,700 Beedie commerce undergraduates – about half of the enrolment – are at one stage or another of the school’s co-op program, either completing a prerequisite semester, applying for a placement or actually on the job. Every semester, between 170 and 240 students are actually working, with about five per cent choosing to go abroad.

“Through a variety of different ways, the students are becoming more comfortable and more interested in working internationally,” says Shauna Tonsaker, co-op education program director.

Her office provides financial and other assistance to students before, during and after their work stint. Prior to departure, all students complete an online course to minimize culture shock. This summer, students have chosen placements with major firms in half a dozen countries, including China, Japan and Germany.

“They get the experience of working in a culturally diverse work environment, gain experience for the first time of living on their own and get a global perspective,” she says. “It is of huge value when they are out there to apply for careers, locally and internationally, and can bring that [experience] to the workplace.”

Now completing his fourth year at Beedie in business marketing, Mr. Glaesser says the biggest bonus of working abroad was his new level of confidence. “It was the first time working in any big organization and seeing how it works from the inside,” he recalls. “For me, it was really valuable.”

excerpt from The Globe and Mail, by JENNIFER LEWINGTON

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Each new student to be assigned an enrolment specialist and to develop a learning plan.

First-year students entering the University of British Columbia’s Vancouver campus this fall can expect a more personal touch, thanks to changes the university is making to its enrolment procedures. The enrolment changes are among several UBC is implementing in admissions and student-support services for undergraduates.

All new undergraduate students at UBC Vancouver will be assigned to an enrolment services professional, or ESP, who can answer questions and help students resolve problems involving financial planning, eligibility for bursaries and scholarships, emergency funding, registration and a host of other services.

“This represents a radical change for our organization,” said Lisa Collins, associate registrar and project director for the new enrolment-services model. The program, dubbed Names Not Numbers, aims to establish a stronger relationship between the university and its students and will “bring the small campus experience to what is a large campus here at UBC Vancouver,” said Ms. Collins. It will also help alert university officials should a student run into trouble, she added.

UBC is in the process of hiring 23 ESPs who will be assigned to students in June as they register for fall classes. Each ESP eventually will oversee about 300 students for the duration of their undergraduate careers. UBC expects to hire some 65 ESPs by June 2013, as the program is rolled out to include all undergraduate students at UBC Vancouver.

UBC’s enrolment services estimates that it has about 200,000 interactions with its students and prospective students each year, many of which take place online. For many students, that will continue to be the case; they may opt to meet with their ESP just once or twice over the course of their undergraduate experience, Ms. Collins said. “But for those students who would really benefit from an ongoing relationship with an ESP, we want that to be there for them.”

The project is part of a broader UBC initiative aimed at enhancing student engagement. The changes include a shift to broad-based admissions that the university announced earlier this year and a proposal to introduce a “learning plan” for all first-year students.

Learning plan in the works

The faculties of arts and sciences and the school of kinesiology already have piloted several versions of a learning plan for some of their students. UBC’s campus-wide strategy would see the program expanded to include all-first year students within the next year.

A learning plan is an organizational tool that students use to establish their learning goals. As currently configured, the UBC learning plan is divided into three parts: active learning and scholarly engagement; degree planning and career exploration; campus life and community engagement. Students are encouraged to select various workshops, seminars and activities that UBC offers throughout the year to help them meet their goals and to enter those into their learning plan.

“We give them a way of thinking about three parts of their life as an undergrad and ask them to establish some goals in these areas, to look ahead and see how they might achieve those goals,” said Paul Harrison, associate dean for students in the faculty of science.

Starting this fall, all first-year science students will receive a learning plan template as part of their orientation package. They will be assigned a peer coach – a senior student who will explain how the learning plan works. Students can refer to it throughout the year when they meet with their peer coach and with academic advisers, professors and other staff, all of whom can help students shape the plan, spot weaknesses and point out opportunities students may have overlooked. Students will be encouraged to update and revise the plan regularly. Dr. Harrison would like to see it become an online tool that students can use throughout their academic careers. Arts students can already access their learning plans online.

The broad-based admissions process that UBC adopted this year for its Vancouver campus requires applicants to UBC to submit, along with their high-school marks, a personal profile. The profile involves answering several questions that are designed to give the university a better understanding of an applicant’s personal characteristics and non-academic strengths. Ms. Collins, the associate registrar, said the transition to the new application process has gone smoothly. “We are learning a lot more about our students,” said Ms. Collins, who acts as one of the readers of personal profiles.

UBC saw a drop of 12 percent in the number of applications it received this year from last, she said, most likely because the new application is more involved and takes longer to complete. Other institutions that have moved to broad-based admissions have experienced similar declines, she noted. UBC receives about 300,000 applications to undergraduate programs a year and last year enrolled 5,900 new first-year students.

“We will be analyzing this year’s admission cycle data to see whether the type of applicant also changed,” said Ms. Collins, but added that UBC is confident that its “applicant pool remains strong and admission is still a highly competitive process at UBC.”

Taken from universityaffairs.ca , Rosanna Tamburri

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Ranking of 48 countries, organized by Universitas 21, looks at various measures of what constitutes a “good” educational system.

While there are any number of well-regarded global rankings of universities and colleges, these don’t reveal anything about national systems of higher education and the environment which different countries provide for their institutions and students. Given the significance of higher education in economic growth and development, it’s important for governments to be able to benchmark their systems. More transparency and clarity is needed to encourage knowledge-sharing, collaboration and development of opportunities for students in all countries.

Today sees the first publication of a new ranking of national HE systems, based on research at the Melbourne Institute of Applied Economic and Social Research at the University of Melbourne into data from 48 countries. The ranking is organised by Universitas 21, an international research network of 24 universities and colleges whose membership works together to encourage international mobility and engagement between staff and students (the network has two Canadian members, the University of British Columbia and McGill University).

The ranking is based on 20 different measures that the researchers believe are critical to what makes a “good” HE system, grouped under four umbrella headings:

  1. resources (investment by government and private sector)
  2. output (research and its impact, as well as the production of an educated workforce which meets labour market needs)
  3. connectivity (international networks and collaboration which protects a system against insularity) and
  4. environment (government policy and regulation, diversity and participation opportunities).

Population size is accounted for in the calculations.

Canada is placed third globally in the ranking, behind only the U.S. and Sweden, and above international competitors for overseas students such as the U.K. and Australia. Its position is based primarily on being ranked first for resources – a reflection of the level of investment into the system – and third for outputs. Canada’s position may have been higher but for lower ratings for environment (29th, a reflection of a relative lack of diversity in terms of types of HE institutions and the composition of the student population) and connectivity (17th, meaning relatively less international collaboration and involvement of overseas students in research).

universitas_1
Source: Universitas 21.

Generally, there is a strong relationship between resources and output – illustrating the importance of funding support. Of the top eight countries in output, only the U.K. and Australia are not in the top eight for resources. There is some evidence of groupings of neighbouring countries. The four Nordic countries are all in the top seven; four east Asian countries (Hong Kong, Japan, Taiwan and Korea) are clustered together at ranks 18 to 22; Eastern European countries (Ukraine, Czech Republic, Poland, Slovenia) are together in the middle range; and the Latin American countries (Chile, Argentina, Brazil and Mexico) also cluster together. While many countries don’t feel they can be a world leader, they do want to remain competitive with their neighbours.

Government funding of higher education as a percentage of GDP is highest in Finland, Norway and Denmark, but when private expenditures are added in, funding is highest in the U.S., Korea, Canada and Chile. Investment in research and development is highest in Denmark, Sweden and Switzerland. The U.S. dominates the total output of research journal articles, but Sweden is the biggest producer of articles per capita. The nations whose research has the greatest impact are Switzerland, the Netherlands, the U.S., the U.K. and Denmark. While the U.S. and U.K. have the world’s top institutions in rankings, the depth of world-class higher education institutions per capita is best in Switzerland, Sweden, Israel and Denmark.

The highest participation rates in higher education are in Korea, Finland, Greece, the U.S., Canada and Slovenia. The countries with the largest proportion of workers with a higher-level education are Russia, Canada, Israel, the U.S., Ukraine, Taiwan and Australia. Finland, Denmark, Singapore, Norway and Japan have the highest ratio of researchers in the economy.

universitas_2
Source: Universitas 21.

International students form the highest proportions of total student numbers in Australia, Singapore, Austria, the U.K. and Switzerland. International research collaboration is most prominent in Indonesia, Switzerland, Hong Kong, Denmark, Belgium and Austria. China, India, Japan and the U.S. rank in the bottom 25 percent of countries for international research collaboration. In all but eight countries at least 50 percent of students were female, the lowest being in India and Korea.

We hope the Universitas 21 Ranking will be recognised as an important reference point for governments and everyone involved in HE, as a means of ensuring recognition of the value of HE to economic development and the international standing of a country’s institutions.

Taken from universityaffairs.ca by Ross Williams

Ross Williams is a professor at the Melbourne Institute of Applied Economic and Social Research, University of Melbourne.

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A QUARTER of school leavers plan to study abroad, a new survey has found.

Studying overseas is becoming a popular choice for students and undergraduates, according to Graduate Prospects.

A survey of 500 school leavers and students found 24% plan to study abroad, 73% are strongly interested or considering it and only 4% would rule it out.

The main motivations a desire for adventure or to build an international career (33% and 26% respectively).

Almost one in 10 (8%) said they were unsatisfied with UK study, while nearly one in five (18%) thought getting educated overseas would be cheaper and 16% had considered it because of an institution’s reputation.

When asked where they would consider studying, the most popular destinations were the USA and Canada (34%), while 28% cited Europe.

Graduate Prospects, which offers careers support to students in the UK, also asked school leavers if there was anything that would deter their decision to study abroad.

A third said finance, 27% were worried about not having adequate language skills and 14% thought a qualification from an institution overseas may not be widely recognised by employers.

Mike Hill, chief executive of Graduate Prospects, said: “There has been a lot of speculation around whether increased fees will provoke people to look further afield for their education, but what this study shows is that wanderlust is the biggest motivator and only a small number of people are looking overseas because they have become discontented with what’s on offer in the UK.

“It’s clear that while there is considerable interest in studying overseas, there is limited awareness about what a first degree or postgraduate qualification from a country outside the UK really entails.”

Graduate Prospects surveyed 500 school leavers and undergraduates about study abroad in March

by Gareth Evans, Western Mail

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The Canadian Pre-University (CPU) Programme has experienced its greatest growth in the past few years as it gains popularity. CPU is recognised internationally by universities throughout the world. The programme offers a wide range of subject options, to cater to each student’s unique interests.

Combining the best of Canadian education’s highly interactive and flexible learning approach, the one-year CPU programme is a balanced student-centred curriculum that focuses on building soft skills, aptitude and English-language proficiency.

Students who complete CPU will be awarded with the Ontario Secondary School Diploma (OSSD), the same qualification awarded to students who complete their final high school year in Ontario, Canada.

Entry Requirements: O Levels, WAEC or equivalent – 5 credits including English and Mathematics/Science.

Duration: 1 year

Admission:  Monthly intake

Tuition Fees: RM25,110 (USD8370)

Application Fees: RM2,000 ( USD667)

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