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Advice on Qualification Equivalencies 2018-2019 University of Cambridge – Graduate Admissions Office
Advice on Qualification Equivalencies 2018-2019 University of Cambridge – Graduate Admissions Office This document is advisory only and is designed to give Departments a guide for the minimum entry requirements for each country. It is worth noting that there can be great variation in the education systems between countries, and Departments should, as always, consider each application on the strength of the references and other supporting materials in addition to the academic qualification. The document has been compiled from a variety of sources including: UK NARIC (National Academic Recognition Information Centre for the United Kingdom) www.naric.org.uk; The International Office; and views from individuals in several Faculties. Please note that this table lists the University’s minimum requirements. Departments and Degree Committees differ in how they regard qualifications, and may therefore require a higher grade or qualification than that specified below. An academic case will be considered with relevant supporting information for applicants who do not meet these guidelines. Comments and views from colleagues on this document are very welcome. Please contact Clare Impey at the Graduate Admissions Office if you wish to comment on or add to any advice – [email protected] . When requesting more information about a specific case, it is helpful if you can send copies of the applicant’s academic transcripts where possible. ****NOTE: Where multiple grading schemes are listed on one transcript, whichever requirement is the highest should be applied. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z COUNTRY QUALIFICATION REQUIRED 2:1 EQUIVALENT FIRST EQUIVALENT COMMENTS Afganistan Master’s 85% Last updated 21/09/2017 COUNTRY QUALIFICATION REQUIRED 2:1 EQUIVALENT FIRST EQUIVALENT COMMENTS Albania Kandidat I Shkencave (Candidate of Sciences), the 8/10 9/10 Note: University Diploma (post Master I nivelit te pare (First Level Master’s 2007) = Dip HE, not sufficient. -
Annual Report
2016 ANNUAL REPORT Regional Master’s Degree Programme in Climate Change ACTIVITIES SARUA developed a new three-year strategy for 2017-2020, focused on Capacity Development for LEADERSHIP and QUALITY, adopted by its Executive Committee and members at a Triennial General Meeting (TGM) in September 2016. A new Executive Committee was elected for the three-year period. A Vice-Chancellors Leadership Dialogue E SARUA Regional Master’s Degree Programme in Climate Change B Harmonisation of African HE Quality Assurance and Accreditation [HAQAA] F SARUA Triennial General Meeting C University Leadership and Management Training Programme [UNILEAD] G Education for Sustainable Development D SARUA Digital Universities Programme H SARUA Out and About UNIVERSITIES SEEK UNITED FRONT IN OPEN access DEBate A VC Leadership Dialogue: Open Access What benefits would accrue from more and African Research Publishing in the 21st effective communication of the scholarship in Century the region? In May 2016, SARUA, together with UNESCO, Magna Charta Observatory and the IP Unit at the University of Cape Town The focus on Open Access was triggered by an announcement hosted a Leadership dialogue as a pre-event to Going Global that Elsevier was sponsoring the development of an open access 2016. It was attended by Vice-Chancellors, research executives African megajournal, in collaboration with the African Academy and higher education stakeholders with an interest in Open of Sciences (AAS), the African Centre for Technology Studies, the Educational Resources (OER). Presentations were received South African Medical Research Council and IBM Research Africa. on the South American, European and African This initiative, under the auspices of the Elsevier approaches to open access with an emphasis Foundation, an independent charity founded by on lessons to be learned for a Southern African the company, appears to be doing a lot of the strategy and approach. -
Rockview University Courses on Offer
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A Report on the Mapping Study of Peace & Security Engagement In
A Report on the Mapping Study of Peace & Security Engagement in African Tertiary Institutions Written by Funmi E. Vogt This project was funded through the support of the Carnegie Corporation About the African Leadership Centre In July 2008, King’s College London through the Conflict, Security and Development group (CSDG), established the African Leadership Centre (ALC). In June 2010, the ALC was officially launched in Nairobi, Kenya, as a joint initiative of King’s College London and the University of Nairobi. The ALC aims to build the next generation of scholars and analysts on peace, security and development. The idea of an African Leadership Centre was conceived to generate innovative ways to address some of the challenges faced on the African continent, by a new generation of “home‐grown” talent. The ALC provides mentoring to the next generation of African leaders and facilitates their participation in national, regional and international efforts to achieve transformative change in Africa, and is guided by the following principles: a) To foster African‐led ideas and processes of change b) To encourage diversity in terms of gender, region, class and beliefs c) To provide the right environment for independent thinking d) Recognition of youth agency e) Pursuit of excellence f) Integrity The African Leadership Centre mentors young Africans with the potential to lead innovative change in their communities, countries and across the continent. The Centre links academia and the real world of policy and practice, and aims to build a network of people who are committed to the issue of Peace and Security on the continent of Africa. -
Enhancing the Standard of Legal Education in Zambia: Challenges and Prospects
ENHANCING THE STANDARD OF LEGAL EDUCATION IN ZAMBIA: CHALLENGES AND PROSPECTS BY DR CHIPASHA MULENGA, LLD, AHCZ EXECUTIVE DEAN – SCHOOL OF LAW, UNIVERSITY OF LUSAKA, ZAMBIA ABSTRACT The core of legal education should be to prepare students for the different roles they will assume after law school. This seemingly modest idea, however, actually creates a daunting challenge as lawyers’ roles are multifaceted. Where there is little attention paid to legal education, the result is a deterioration of standards thereby affecting the quality of law graduates produced by legal education institutions. It has been asserted that the standard of legal education in Zambia has not attained the required heights but has, on the contrary, over the years, gradually deteriorated. This contention mostly centres on fundamental aspects that legal education institutions have not, over the years, been addressed. To address this perception, accreditation of schools of law has been introduced as a mandatory requirement. It is argued, with optimism, that accreditation could be a panacea. Regrettably, however, accreditation does not appear to fully ameliorate the present state of legal education in Zambia especially that the empowering statute is fraught with frailties. There are, however, some positive aspects which, if addressed properly, would spur legal education to greater heights. The article, therefore, argues that legal education in Zambia is under siege and if the situation remains unaddressed, it could eventually lead to the collapse of legal education, however, the situation is not beyond reprieve. KEYWORDS: Accreditation; Higher Education Authority; Legal Education; Legal Education Institutions; Zambia Institute for Advanced Legal Education. 1 INTRODUCTION Legal education has a fundamental part to play in society. -
Unai Members List August 2021
UNAI MEMBER LIST Updated 27 August 2021 COUNTRY NAME OF SCHOOL REGION Afghanistan Kateb University Asia and the Pacific Afghanistan Spinghar University Asia and the Pacific Albania Academy of Arts Europe and CIS Albania Epoka University Europe and CIS Albania Polytechnic University of Tirana Europe and CIS Algeria Centre Universitaire d'El Tarf Arab States Algeria Université 8 Mai 1945 Guelma Arab States Algeria Université Ferhat Abbas Arab States Algeria University of Mohamed Boudiaf M’Sila Arab States Antigua and Barbuda American University of Antigua College of Medicine Americas Argentina Facultad de Ciencias Económicas de la Universidad de Buenos Aires Americas Argentina Facultad Regional Buenos Aires Americas Argentina Universidad Abierta Interamericana Americas Argentina Universidad Argentina de la Empresa Americas Argentina Universidad Católica de Salta Americas Argentina Universidad de Congreso Americas Argentina Universidad de La Punta Americas Argentina Universidad del CEMA Americas Argentina Universidad del Salvador Americas Argentina Universidad Nacional de Avellaneda Americas Argentina Universidad Nacional de Cordoba Americas Argentina Universidad Nacional de Cuyo Americas Argentina Universidad Nacional de Jujuy Americas Argentina Universidad Nacional de la Pampa Americas Argentina Universidad Nacional de Mar del Plata Americas Argentina Universidad Nacional de Quilmes Americas Argentina Universidad Nacional de Rosario Americas Argentina Universidad Nacional de Santiago del Estero Americas Argentina Universidad Nacional de -
Proceedings of the Zambia Library Association Annual Conference, Wasawange Lodge, Livingstone, Zambia, 30Th August to 2Nd September, 2012, Pp
Proceedings of the Zambia Library Association Annual Conference, Wasawange Lodge, Livingstone, Zambia, 30th August to 2nd September, 2012, pp. 19-29. MEETING THE INFORMATION NEEDS OF SCHOLARS AND STUDENTS IN THE DIGITAL ENVIRONMENT: CASE STUDY OF ZAMBIAN PRIVATE UNIVERSITIES Felesia Mulauzi Lecturer, Department of Library and Information Studies, University of Zambia, P.O. Box 32379, Lusaka, Zambia Velenasi Mwale Munsanje Senior Lecturer, Evelyn Hone College, Lusaka, Zambia, P.O. Box 30029, Lusaka, Zambia Chrispin Hamooya Lecturer, Department of Library and Information Studies, University of Zambia, P.O. Box 32379, Lusaka, Zambia Elijah Chalungumana C/O Mr. James M. Chalungumana, Investrust Bank-Industrial Branch, P.O. Box 32344, Lusaka, Zambia ABSTRACT The future of Africa and indeed Zambia depends on the development of its human capacity - the ability for citizens to develop and apply new ideas. Through education, individuals acquire the skills they need to provide for themselves, contribute to the health and welfare of their families and communities, solve local problems, and grow the local and national economy. The role of universities in national development is the subject of interest. Universities have a major role to play in equipping students with knowledge and skills that would position them to be productive in society. With a growing demand in higher education in Zambia, public universities find it difficult to admit a large number of prospective students due to limited resources and spaces. In this regard, private participation in the provision of tertiary education has become paramount. A large number of private universities have been opened in the country. These universities are helping to meet the unfulfilled demand for higher education in the country. -
Consortium of Universities for Global Health Annual Report 2017-2019
Consortium of Universities for Global Health Annual Report 2017-2019 (Courtesy of UK Department for International Development) 1608 Rhode Island Ave., Suite 240 Washington, DC 20036 Page 1 Letter from the Chair of the Board and the Executive Director Dear Colleague, During these tumultuous times, the Consortium of Universities for Global Health (CUGH) continues to grow, diversify, and expand its activities. This may reflect global health’s capacity to be the interdisciplinary and cross-sectoral platform needed to address the complex challenges the world faces. Non-communicable diseases, environmental degradation, climate change, new and old infectious diseases, weak governance, technology, inequality and demographic changes pose deep challenges to achieving a sustainable future for all. Over the last two years we secured four important grants which have strengthened our political engagement and training activities. Our committees and working groups continue to convene experts across the global health enterprise to address numerous challenges. We were very pleased to complete our Capacity Building Platform, an online portal which helps to connect institutions in low resource countries with trainers they may be seeking; we also built an open access, crowd sourcing site that connects research questions with researchers; we created new working groups on Planetary Health-One Health-Environmental Health; Palliative Care; Equity; and Humanities; and we collaborated with our members to hold global health events outside the US (our first was with American University in Beirut). Significantly, we changed our mission statement to reflect our collective efforts to improve the health of people and the planet. Our membership continues to grow, with new members joining CUGH from every region of the world. -
Assessment of Gender Policy in Selected Tertiary Agricultural Education Institutions in Africa
Agricultural Sciences, 2015, 6, 1039-1047 Published Online September 2015 in SciRes. http://www.scirp.org/journal/as http://dx.doi.org/10.4236/as.2015.69099 Assessment of Gender Policy in Selected Tertiary Agricultural Education Institutions in Africa Drame Yaye Aissetou1, Oluwole Matthew Akinnagbe2, Ochola Alfred1, Chakeredza Sebastian1, Hien Mipro3 1African Network of Agriculture, Agroforestry and Natural Resources Education, Nairobi, Kenya 2Department of Agricultural Extension & Communication Technology, Federal University of Technology, Akure, Nigeria 3Institute of Rural Development, Polytechnic University of Bobo-Diuolasso, Bobo-Diuolasso, Burkina Faso Email: [email protected], [email protected], [email protected] Received 21 August 2015; accepted 21 September 2015; published 24 September 2015 Copyright © 2015 by authors and Scientific Research Publishing Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). http://creativecommons.org/licenses/by/4.0/ Abstract The paper assesses the existing gender policy document in fourteen (14) selected agricultural fac- ulties and colleges in tertiary institutions in Africa. This paper is an output of research report on Programme of Strengthening Africa’s Strategic Agricultural Capacity for Impact on Development (SASACID) implemented by the African Network for Agriculture, Agroforestry and Natural Re- sources Education (ANAFE). Data for the study were collected from 207 respondents (8 deans of ANAFE SASACID pilot institutions, 36 academic staff/lecturers of SASACID pilot institutions and 163 students of SASACID pilot institutions) through the use of online survey. Data collected were analysed and presented using frequency, percentage and charts. Results of the survey revealed that 25.0% of the institutions studied indicated that they had a formal gender policy document in place in their institutions with regards to staff recruitment and students’ admission, while about 25.0% had an informal gender practices on staff recruitment and students’ admission. -
Social Science Research for Policy Utilisation in Zambia
Social Science Research for Policy Utilisation in Zambia Felicitas N. Moyo Thesis presented in fulfilment of the requirements for the degree of PhD in Science and Technology Studies in the Faculty of Arts and Social Sciences at Stellenbosch University Supervisor: Prof Johann Mouton March 2021 Stellenbosch University https://scholar.sun.ac.za Declaration By submitting this research assignment electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. Date:.................................... Copyright © 2021 Stellenbosch University All rights reserved i Stellenbosch University https://scholar.sun.ac.za Abstract The goal of the study was to explore and understand whether any social science research that has been produced by academic staff at the University of Zambia has been utilised by policy makers and to obtain information about research funding, the types of research and purpose for conducting such research, the dissemination strategies used by researchers, the stakeholders considered by researchers during the conceptualisation stage of their research, the extent of collaboration with stakeholders, and the factors that could have possibly enhanced or inhibited the utilisation of social science research in Zambia. The study used mixed method sequential explanatory design comprising bibliometrics analysis of Zambia’s articles in the Web of Science database, a questionnaire which was initially administered through the web (web survey) and later through the distribution of hard copies and face-to-face interviews. -
Northrise University Courses Offered
Northrise University Courses Offered Helminthologic Wendell gauffers inveterately. Sayre gill wantonly. If escaped or trollopy Rockwell usually jugging his cowslips rusticating giusto or corralling aristocratically and temerariously, how separative is Martie? This course are given as shown so hard systems administrator will experience on theological and offered northrise university courses offered Applicants must address all questions or concerns, please contact us for any question or inquiry missing in the centre! You can learn valuable new study habits from the other team members. Zero the idle timer on mouse movement. Through a biblically integrated curriculum, students will be equipped to assume positions of leadership, influence, and responsibility in business, community, church and other organizations, both locally and globally. The Book of Acts Acts is a pivotal book in the New Testament. Questions or queries to the Admissions office arriving at Northrise. There are three major areas of human behavior that are studied. Course Objectives: Working with Numbers and Formulas Write mathematical expressions and equations for word problems. Through its strategic partnership with California Polytechnic State University, San Luis Obispo, Northrise will provide training to equip students for farming employment. Central St Nkana West, Kitwe, Zambia Campus Virtually explore the northrise family and in. List of all short Courses, certificate, diploma course offered at northrise tuition. Our highly specialized experts are deeply experienced in treating rare and complex conditions. Our partners will collect data and use cookies for ad personalization and measurement. Northrise Business School Take advantage of these and more tuition and financial options to create a financial plan that provides convenient ways to pay for your tuition, other fees and educational expenses. -
Higher Education
Education Public Expenditure Review in Zambia in Review Expenditure Public Education Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Expenditure Review Review Expenditure Education Public Public Education EDUCATION GLOBAL PRACTICE GLOBAL EDUCATION in Zambia Education Public Expenditure Review in Zambia December 2015 © 2016 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW, Washington, DC 20433 Telephone: 202-473-1000; Internet: www.worldbank.org Some rights reserved 1 2 3 4 19 18 17 16 This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved. Rights and Permissions This work is available under the Creative Commons Attribution 3.0 IGO license (CC BY 3.0 IGO) http:// creativecommons.org/licenses/by/3.0/igo. Under the Creative Commons Attribution license, you are free to copy, distribute, transmit, and adapt this work, including for commercial purposes, under the follo wing conditions: Attribution—Please cite the work as follows: World Bank.