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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 University of Iowa College of Education may soon offer a shorter, three-week program to education majors who would like to fulfill their student-teaching requirement abroad.

Margaret Crocco, the dean of the education school, said the standard study-abroad program offered to education majors is seven or eight weeks long — roughly half of the 15-week student-teaching period required. She has recently looked into creating a shorter program because the eight-week commitment is a long period of time and quite costly.

“We want to see if there is a way if we might create a shorter term of student teaching or observing in the classroom that would be available in May or June as little as three weeks,” Crocco said. “We think it is so important — we want to give people a taste of teaching and living overseas.”

Spending some time teaching abroad is beneficial for education majors, Crocco said. Sixty-five students in the college have studied abroad as part of their student-teaching requirement in the last five years.

“It’s not common that those numbers are small, because we place a couple hundred people in student teaching each year,” she said. “We’d like to see more people get involved.”

Mary Heath, a UI Office of Education Services official, said students who teach abroad pay a full semester’s tuition. The cost last year for in-state residents was $4,028, $12,139 for nonresidents.

Jennifer O’Hare, a recent graduate from the UI elementary-education program, volunteered at an elementary school in Costa Rica for a few weeks one summer but has never officially studied abroad through the university.

“I think that the more teaching experience that varies from one another, the better,” she said. “You will be more prepared when thrown into a new teaching position where the environment may not be familiar.”

Crocco said students generally focus on English-speaking countries, and the school has had students teach in Ireland, England, New Zealand, and Australia. However, small number of people have taught in countries with different native languages, including Spain and Switzerland.

“We’re placing people in local public schools, so they need to speak the public language,” she said.

Based on the feedback from both students and employers, Crocco said, when students put studying abroad on their résumé she feels it’s an enhancement to a job application.

“Students who go to another country and teach effectively must be independent, mature people,” she said.

A study-abroad expert at Michigan State University agreed with Crocco, noting experience matters when applying for a job.

“The words ‘study abroad’ on a résumé alone does not help a student get a job,” said Linda Gross, an associate director of career services at Michigan State. “What matters is the experience and the skills [they learned while abroad].”

Gross has worked with education majors who have studied abroad at Michigan State University through workshops where she teaches them how to “unpack” their study-abroad experience. A lot of students do not feel what they learned in another country is relevant in America schools, she said.

“One of my favorite questions to ask them is ‘how would you bring your study-abroad experience into the classroom [in America]?’ ” she said. “It’s not necessarily going to get them the job alone, it’s really how they talk about their entire preparation.”

source by AMY SKARNULIS, The Daily Iowan

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Going to a foreign land in pursuit of further study has enticed many with its offer of worldly experiences and opportunities. Three individuals speak about what it is really like studying abroad.

Anthony Michael

Becauseof its worldwide recognition and long history, Anthony chose the Royal Melbourne Institute of Technology to pursue his interior design course.

Having studied previously at a local institution, Anthony says that the learning programme at RMIT was more structured.

“I found the head of department and lecturers more approachable. There was more of a friendship than a strict student-lecturer relationship, which made it easier to seek assistance from them. The programme co-ordinator also set up regular one-to-one meetings to review student progress and for students to voice out concerns.”

According to Anthony, studying in a foreign university will give students international exposure as they mingle with both students and staff from other parts of the world. For a design student, he adds, this is particularly important.

He says those planning to pursue their education at an overseas institution should carry out extensive research beforehand on the chosen university and country. And whilst there, he advises them to make the best of the education offered and find time to join social groups on campus.

Of course, studying in a foreign land comes with challenges and Anthony was not spared. He says having to cope with the changing seasons, especially winter was rather difficult.

“Also because you are not at home, you are not in your comfort zone and being away from your family and friends can be rather tough at times.”

But studying overseas, Anthony continues, taught him to be more independent. For example when pocket money was running out, he took on part-time jobs that included telemarketing and leaflet-distribution to help sustain his lifestyle.

Anthony considered staying on in Melbourne once he graduated but as he was offered a job back in Malaysia, he chose to return home. He has since then moved to London where he works as an interior designer.

If asked to do it all again, Anthony says he would not hesitate in choosing the same institution. “I was very happy with the education I received and the study culture so I will definitely choose the RMIT experience all over again.”

Allan Kwek

The Charles Sturt University in Australia was Kwek’s choice to continue his tertiary education. Kwek studied advertising and says he chose Charles Sturt University because it was linked to his college.

He says that the study culture at the university was different from what he was used to in that people were more willing to participate in classes and were more outspoken, which he found to be good. However, what he found challenging was trying to understand the Australian accent.

Like most students studying overseas, funds were scarce so Kwek had to look for an alternative to supplement his pocket money. “I took on jobs as a chef at a few small restaurants cooking Chinese food. These restaurants allowed me a decent wage for my living expenses,” he says.

After graduating Kwek worked in Australia for two years but soon realised that home is really where the heart is; he decided to come back.

“Even though the wages and the lifestyle is better there, Malaysia is still home to me and I do not regret my decision at all,” Kwek says.

Kwek presently works as an animation producer, working mainly on commercials, TV series and anything that requires graphics or animating and has been in this field for about a year-and-a-half.

In his opinion, employers take higher education seriously but he feels that it does not stop there.

“One must have the passion and knowledge in his chosen field. Take advertising for example, you cannot be an advertiser solely through books as you need the passion for knowledge and selling. You need to be in the mind of consumers and think like them. It’s all about presenting and selling yourself at the end of the day,” he explains.

For those planning to go overseas, Kwek’s advice is to go with an open mind. “It was a good experience for me to wake up to something different and unfamiliar every day. If the opportunity presents itself, leave and come back with knowledge.”

“And when you’re there, never forget your roots.”

Audrey See Tho

A psychology major at the Stony Brook University in New York, See Tho says she chose to study at this university because of its high quality of research and teaching in psychology.

“I also chose the university because it is part of a network of New York state public universities called ‘State University of New York’ and it’s relatively near distance to New York City,” she explains.

See Tho says that everything is discussion-based in class and if you don’t raise your hand and ask questions, you lose out. “Professors are also very willing to mentor students and are always welcoming students to come to their office for questions or just a chat,” she adds.

Studying away from home has helped See Tho attain independence and leadership skills as she had to do everything on her own from grocery shopping to paying the bills. Together with the good, studying abroad brought with it a set of challenges.

“The distance from home also brings various stresses such as homesickness, loneliness and in winter when the sun sets really early, one can easily get depressed,” See Tho says.

She also had to cut down on her spending as she realised she could not just rely on her parents for funds so took up a job in the library as a student assistant.

See Tho says that she would definitely encourage students to study overseas as it has exposed her to so many different people and experiences and she now looks at things from new perspectives.

“New York City has broadened my vision of the world. I have been provided with so many opportunities and have met so many interesting people during my time here,” she elaborates.

Once she graduates, See Tho plans to stay on in the US if she is offered an opportunity. “I do not, however, intend to live here for the rest of my life. Malaysia is my home and I want to bring better changes to my home country with the knowledge I have gained overseas.”

Source by Gregory Basil, New Straits Times MY

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When we signed up for study abroad, we were told in so many words what to expect and what the experience was going to be like. We were told that we would visit historical sites, monuments and museums while also getting the opportunity to experience a different culture while earning college credit.

Well, after embarking on the journey and making it home, I can tell you that those things are true, but what it is more difficult to explain is just how memorable and life changing study abroad can be.

While I’m not going to sit here and say that I suddenly discovered a solution to all my problems while drinking a beer in London or found the meaning of life while sipping on wine in France, I will tell you that the things I saw are something that will stay with me for the rest of my life.

The study abroad I went on was a 10-day trip themed after D-Day, the 1944 Allied invasion of France. Our journey took us over the Atlantic into London, down to Portsmouth, across the English Channel into Normandy and ended in Paris.

Beach of Normandy

While on the beaches of Normandy, I had a great epiphany that I think is worth sharing, one that I think encapsulates the thing that makes study abroad so valuable. What I realized was that no amount of reading, lectures, movies or any other retelling of an event can come close to actually experiencing it for your self.

Only when I was standing on the damp sand of Omaha Beach, staring from the water’s edge back to the towering cliffs, did the magnitude of what the Americans accomplished really sink in. Only when I was standing in a crater on Pointe du Hoc did the true power of the navel warships I had read about truly make sense.

My point is that there is no way to completely explain the feelings and thoughts a place will evoke without being there. That is the true magic of study abroad. Through the program, you can go to those places, experience those emotions and create those memories.

So to those of you who are considering study abroad, I hope this helps inform your decision. Remember, you only live once so get out there and see what the world has to offer.

Source: The Lion’s Roar

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Chinese students at xiamen University
Chinese students in the classroom. The consumer class in China, India and other Asian countries is growing at a fast rate. Photograph: Alamy

Nearly 100 million people will enter the consumer class (annual income of more than $5,000) by 2015 in six south-east Asian countries (Indonesia, Malaysia, the Philippines, Singapore, Thailand and Vietnam), according to a report by the Boston Consulting Group. Another report by the McKinsey Global Institute asserts that between 2005 and 2025, China and India will see their aggregate urban consumption increase seven-fold and six-fold, respectively.

This growing consumer class in Asia will expand a new segment of students who are willing to pay for a global educational experience while staying in their home country or region. I call this segment “glocals”– global aspirations with local experiences.

Glocals are characterised by aspirations that usually outstrip both their ability to afford a full fee-paying overseas education and their academic merit to gain admission to an overseas institution with financial aid.

The traditional segment of international students go abroad for a combination of reasons such as career advancement, quality of education, immigration or the experience of living abroad. Glocals differ from this traditional segment as they look for career advancement and quality of education, without having to go very far from home.

In addition to limitations regarding financial means and academic merit, glocals may also decide to stay within their country or region due to regional mobility initiatives. For instance, the ASEAN Economic Community, aims to transform the south-east Asian region into a common market with free flow of goods, services, investment and workers, which will benefit students as well.

Glocals represent the segment of students who typically seek transnational education (TNE) including international branch campuses, twinning arrangements and online education.

The growth of Dubai as a destination for many south Asian students through international branch campuses is one indicator of growth in this student population. According to the Observatory, with 37 branch campuses, One in five branch campuses in the world is hosted by the UAE.

Malaysia recently announced that it received applications from 25 foreign universities to set up branch campuses, and that the country plans to reach a goal of enrolling 150,000 international students by 2015.

China has also been proactive in offering 1+2+1 dual degree programmes for a decade. A recent announcement by Indian regulatorsto allow joint-degrees and twinning collaborations between Indian and foreign institutions are also expected to expand the base of glocals. High-quality collaborations, such as the one between Yale-NUS in Singapore, are also anticipated to attract glocals.

Countries such as the UK and Australia have been pioneers in offering transnational education and are best positioned to serve glocals. Nearly half of all international education activity for the UK and one-third for Australia is through TNE or “offshore” provision. In terms of absolute numbers, more than 400,000 students were enrolled in the UK institutions through TNE. More than 100,000 students were enrolled in Australian institutions.

Undoubtedly, students who seek overseas education will continue to grow at a faster pace. It is the glocal segment, however, that is likely to present the next big opportunity for institutions that want to increase their global profile. The needs of glocal students, combined with a changing institutional, demographic, economic and political landscape in emerging Asia calls for an innovative and strategic approach to engage with internationalisation in Asia.

Internationalisation strategies need to move beyond student recruitment and target collaborative relationships of varying complexity and intensity, ranging from short-term exchanges to twinning international branch campuses. Undeniably, strategies will differ according to the priorities and resources of institutions, but higher education institutions need to be prepared to adapt to a major shift in student profiles and corresponding engagement strategies with Asia.

To sum up, a new segment of students is expanding. These are students who have global aspirations but will find more opportunities of education and employment mobility within local regions. This presents a vital opportunity for foreign institutions to understand glocals and strategically engage them through innovative transnational education.

As Arnold Glasgow rightfully said: “The trouble with the future is that is usually arrives before we’re ready for it.”

by Rahul Choudaha, from The Guardian , UK

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DETROIT, June 27, 2012 /PRNewswire/ — High-quality early education programs are vital to future economic growth and maintaining a highly skilled workforce.  Support and investments at the national, state, and local levels for early education programs must continue to be a priority despite the downturn in the economy.  CEOs and prominent business leaders must assume a more active role in advocating for early education programs.

Those are the main recommendations announced today in Detroit with the release of Unfinished Business: Continued Investment in Child Care and Early Education is Critical to Business and America’s Future, a new report from the Committee of Economic Development (CED), a Washington D.C.-based, business-led national policy group.

CED President Charles Kolb joined James Rohr, PNC Financial Services Group, Inc., Chairman and Chief Executive Officer, and Carl Camden, Kelly Services Inc. president and CEO at an event to discuss “Unfinished Business” and the need for business leaders’ engagement and commitment.

“Detroit is a city on the rise where many of our nation’s top business leaders are positioning their companies for new growth,” said CED President Charles Kolb. “In Detroit and across the state of Michigan, the next generation of workforce needs to be well-educated and poised to compete globally for jobs in their own state.  Early childhood education is what will give them that competitive edge.  It is essential to the prosperity and future of this state and the nation to have policymakers and business leaders engaged in this initiative and to put early childhood education on their agenda.”

Key findings in “Unfinished Business” include:

  • Global competition and a growing achievement gap have brought America to an economic and educational crossroads.  As the need for unskilled labor falls, the demand for a more educationally prepared workforce rises.
  • Investing in early learning and development is the best foundation for human capital.  Learning is cumulative.  Quality child care plus quality early learning sets students on the road to success as they progress through the grades.
  • Child Care and early education play a critical role in our national economy.  Local spending on the care and education of young children has been shown to strengthen families, communities, and economic development.
  • Other countries are well ahead of the United States in early learning and development.  The United States spends a smaller percentage of Gross Domestic Product (GDP) on the critical stages of early learning than other developed nations.

“As a nation, we have no greater moral imperative than to ensure that all of our children have access to quality early childhood education programming,” said PNC’s Rohr who is also a CED Trustee.  “Children who arrive at school ready to learn are more likely to graduate high school, go on to college, secure sound employment, contribute to the economy, and help to stabilize families and their communities.  We all have a stake in preparing our children for their future, and this report is less a collection of data and more a call to action for leaders from the public and private sectors to get involved and invested in that effort.”

PNC is a private-sector leader in supporting early childhood education.  It created PNC Grow Up Great,  a bilingual, $350 million, multi-year initiative designed to help prepare children – particularly underserved children – from birth to age five for success in school and life.

In its report, CED calls for a national strategy to ensure that all children have access to high-quality child care and early education from birth to third grade that promotes their learning and development while strengthening and engaging families in their children’s education.

“Unfinished Business” challenges business leadership to do more towards ensuring opportunity for every child in America.  For more than a decade, CED has engaged business leaders to work to expand quality early education in this country.

CEOs can, for example:

  • Use their power and influence to keep early childhood at the forefront of all decisions at the community, state and national levels.
  • Ask elected officials to support significant increased investment in early childhood.
  • Voice support of early education with peers, at public events, and through the media.
  • Invest at least 1 percent of corporate profits in public/private partnerships that support early childhood in your community or state.
  • Make their company policies more family-friendly and educate employees about the importance of early childhood.

“Early education is the first building block of a good education.  I believe that American companies and business leaders must step up and ensure that we continue to expand and improve early education programs.  The CED report is a call to action for business leaders and a research-based blueprint for getting our children off on the right foot in their education,” said CED President Charles Kolb.

For a link to Unfinished Business: Continued Investment in Child Care and Early Education is Critical to Business and America’s Future, go to CED’s website at http://www.ced.org/programs/early-childhood-education.

For more on CED’s business-led effort to increase early education opportunities for all American children, visit CED online at www.ced.org

CED is a non-profit, non-partisan organization of more than 200 business leaders and university presidents. Since 1942, its research and policy programs have addressed many of the nation’s most pressing economic and social issues, including education reform, workforce competitiveness, campaign finance, health care, and global trade and finance. CED promotes policies to produce increased productivity and living standards, greater and more equal opportunity for every citizen, and an improved quality of life for all. www.ced.org.

Source: PR Newswire (http://s.tt/1g3sR)

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Even in challenging economic times, making sure that study abroad is part of our college students’ education is a vital investment. If we want a new generation of leaders and innovators who can be effective in an ever more globalized world, sending our students overseas is not a luxury. It’s a necessity.

I believe that our national security rests upon the foundation of a well-educated electorate with a broad and sophisticated worldview. Ninety-six percent of humanity lives outside our borders — and we risk being left in the dust if we don’t know how to effectively engage the world. It’s critical to deal smartly with the emerging economic and military powers of China and India, and we must better understand the intricacies of Islam. While Germany is increasingly going wind-powered, the Dutch are building up their dikes and Africa is fighting a growing desert, we need policies more insightful than “drill, baby, drill.”

Fear vs. understanding

There’s a lot of fear in our society today. Students who travel learn that fear is for people who don’t get out much. And they learn that the flip side of fear is understanding. Travelers learn to celebrate, rather than fear, the diversity on our planet. Learning in a different culture and place allows us to see our own challenges in sharp contrast, and with more clarity, as we observe smart people in other lands dealing with similar issues.

American college students understand the value of study abroad. Four out of every five first-year students aspire to study overseas. But at any given time, only about 2% of students are able to. Educators are particularly concerned that the lack of opportunity for students from poor socioeconomic backgrounds will cause a “global divide” between students who’ve benefited from a global education … and those who haven’t. And students for whom foreign travel is not easily affordable are the ones who benefit most from the experience. As a society, we can help enrich the education of our younger generation, and brighten their futures, by making this experience more accessible. The Paul Simon Study Abroad Act, currently being considered in Congress, would dedicate $80 million annually to incentivize study abroad, with the goal of encouraging a million American students from a wide range of backgrounds to study abroad each year.

No better time to invest

Is now the time to be devoting precious public funds to sending college kids overseas? Absolutely. Our world is one big, rapidly evolving marketplace. Employers crave graduates who are flexible, multilingual and comfortable in multicultural settings. Study abroad sharpens these skills and helps keep American workers competitive.

In spite of its financial turmoil, the European Union recently expanded its Erasmus Program, which helps students study abroad. That’s because the people of the EU understand that globalization is like the weather: Regardless of what you think about it, you have to live with it. And when it comes to stoking trade, building international partnerships and simply co-existing peacefully, Europe understands that study abroad is a smart investment.

Americans who want our next generation to be hands-on with the world — grappling constructively with international partners against daunting challenges that ignore political borders, working competitively in a globalized economy, and having enthusiasm rather than anxiety about other cultures and approaches to persistent problems — can get on board with the movement to help our students get a globalized education.

Encourage the young people in your lives to get a passport and see the world as a classroom. It’s good for America. And it’s fun.

Rick Steves is a travel writer, host and producer of Rick Steves’ Europe on public TV andTravel with Rick Steves on public radio.

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