DOCSLIB.ORG

Click On: Recognized Boards & Universities

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Association of Indian Universities Afghanistan Examination Recognised Awarding Authority Equivalent Exam in India Military High School Ministry of National + 2 Stage fo 10 + 2 Pattern Exam (12 year course) Defence, Directorate of (EC dt. 21.10.80) Training, Kabul 12-years Baccalaureate Ministry of Education, + 2 Stage Examination D6 Certificate Afghanistan (EC dt. 21.10.82) Diploma in Agriculture Vocational Agriculture Higher Secondary / Pre-Univesity School for purpose of admission to 4-year course leading to Bachelors degree in Agriculture of an Indian University (EC dt. 2.12.70) Degree and Diplomas Kabul Universityes Corresponding degree of Indian Universities on reciprocal basis for purpose of higher studies in Indian Universities(BC dt.5.2.70) B.S. Degree Faculty of Science/Engg. Corresponding B.Sc. Kabul University degree of Indian Universities (EC dt. 17.5.83) Albania Examination Recognised Awarding Authority Equivalent Exam in India 12 yrs General Secondary Ministry of Education, Albania +2 stage examination. Education 'Certificate of Maturity' DEFTESE (EC dated 2.9.85) PJUKURIE Algeria Examination Recognised Awarding Authority Equivalent Exam in India High School Graduation International School, +2 stage examination (EC Diploma Bethioua, Algeria dt. 26.989) Argentina Examination Recognised Awarding Authority Equivalent Exam in India 12 yrs High School American Community School, +2 stage examination Diploma Buenos Aires (EC dated 28.5.91) Australia Examination Recognised Awarding Authority Equivalent Exam in India School Leaving Certificate Victorian Universities and Matriculation / 10th Class Exam Exam (11 year Course) Scools Exams. Board (EC dt. 21.10.80) 12 Year High School Victorian Instt. Of +2 Stage / Intermediate Certificate Secondary Education, Examination Melbourne (EC/SC dt. 2/3.3.84) South Australian Public Examinations +2 Stage / Intermediate Matriculation Board of South Australia, Examination Examination Adelaide (EC/SC dt. 2/3.3.84) Australian Capital A.C.T. School Authority, +2 Stage / Intermediate Territory Year 12 Canberra Examination Certificate (EC/SC2/3.3.84) Higher School Certificate Board of Senior School Intermediate Exam Examination Business, New South Wales (EC dt. 5/6.9.72) Sydney Senior Certificate Board of Secondary +2 Stage Examination of School Studies, 10+2 pattern Queensland (EC dt. 25.2.85) Higher School Certificate Victorian Universities and Intermediate / First Year of Examination School Examinatioin Board three-years degree course (where 11+3 pattern is followed) EC dt. 5/6.9.72 Diploma in Education University of Queensland Diploma in Education awarded by the University of Queensland, be NOT recognised as equivalent to B.Ed./B.T. degree of an Indian University (SC. Dt. 5.8.69) Bachelor of Science and University of Queensland Corresponding degree of Master of Political an Indian University Economy (AM dt. 10/12.1.69) Bachelor of Arts Degree Canberra College of Corresponding Degree of in Accounting Advanced Education, an Indian University Canberra Bachelor of Arts degree in Canberra College of Bachelor's Degree of an Computing studedies Advanced education, Indian University Canberra Ph.D. in Political Schience University of Sydney Ph. D. degree of an Indian and International Relations University (BC dt. 5.2.70) Doctor of Philosophy in Chemistry University of Sydney Ph. D. degre of an Indian University (EC dt. 5.2.70) Austria Examination Recognised Awarding Authority Equivalent Exam in India Bachelor of Arts degree Webster Univesity Corresponding degree of (U.S.A. ) awarded by its an Indian University Campus in Vienna (EC dt. 13.3.86) Doktor der Veterinarmedizinische Doctorate degree in Veerinarmedizin Universitat, Wien Veterinary Science of an (Dr Med. Vet) degree Indian University (EC/SC dt. 18.11.78) Bahrain Examinationa Recognised Awarding Authority Equivalent Exam in India Secondary General Deptt. Of Education, 11 Years Secondary Certificate Course Government of Bahrain Examination of a recognised Board or the Pre-University Examination (EC/SC dt. 6/7.10.69). Secondary School Ministry of Education, +2 Stage Examination General Certificate State of Bahrain (EC dt. 26.06.1989) Bangladesh Examination Recognised Awarding Authority Equivalent Exam in India 12 yrs High School American International +2 Stage Examination Graduation Diploma School, Dhaka (EC dt. 28.01.93) Higher Secondary Boards of Intermediate & +2 Stage Examination Certificate Exam Secondary Education in Bangladesh B.Sc. Degree University of Chittagong B.Sc. degree awarded by an Indian University on the basis of merits of the individual concerned Barbodos Examination Recognised Awarding Authority Equivalent Exam in India CXC Certificate (General Caribbean Examination Students presenting the Proficiency Grade I or II ) Council and British Caribbean Examination Examining bodies Council (C X C) Certificate in General proficiency Grade I or II in five subjects including english and 2 G.C.E. 'A' level passes from the recognised British Exammining Bodies may be accepted +2 stage qualifications. (EC/SC dt. 2/3.3.84) Belgium Examination Recognised Awarding Authority Equivalent Exam in India 12 years High International School of Brussels +2 Stage Examination School (Academic) (EC/SC dt. 2/3.3.84). Graduate Diploma 12 yrs High School St. John's International +2 stage examination Diploma School, Waterloo, Belgium (EC dated 1.6.97) Diploma Final Exam in Examinations Board of Bachelor's degree in Drawing Higher Arts Education Belgium and painting of an Indian (Course offered at the University. (EC/SC dt. 28/29.8.80) Royal Academy of Fine Arts) Licentiate in Religion Sc. Catholic University of Each case of equivalence Louvain, Belgium be decided by universities on merits. (EC dt. 17.4.83) Doctor of Science Vrije Universitiet Brussel Ph.D. degree of an Indian (Ph. D.) University (EC dt. 22.8.77) Dr. Sc. (Mathematics) University of Ph. D. degree of an Indian Brussels(Universite Libre University. De Bruxelles) (EC dt. 1.12.70) Bhutan Examination Recognised Awarding Authority Equivalent Exam in India Matriculation Matriculation (EC dt. 1.1.2.70) Bhutanese Certificate of Education National Board of Matriculaton / 10th Class Secondary Education of Royal Govt under 10+2 pattern of Bhutan Bhutan Certificate of Secondary Education National Board of 12th Class under (BCSE) and Bhutan Higher Secondary Secondary Education, Ministry 10+2 pattern (EC dt. 23.7.81) Education / School Certificate Examination) of Education, Royal Govt. (BHSEC / BHSSC) of Bhutan Bhutan Certificate of Bhutan Board of 10 yr. Secondary School Secondary Education Examination, Ministry of Certiciate and 12-year (BCSE) and Bhutan Education, Royal Govt. senior Secondary / Higher Secondary Education of Bhutan) Intermediate / Higher / School Certificate Examination ) Secondary / Pre University (BHSEC / BHSSC) of an Indian Board. (EC dated 27.9.04) Botswana & Swaziland Examination Recognised Awarding Authority Equivalent Exam in India B.A., B. Sc. And B.Com. University of Botswana Corresponding degrees degrees (courses offered at the and Swaziland awarded by an Indian University College of Swaziland) University. (EC dated 23.7.81) Brazil Examination Recognised Awarding Authority Equivalent Exam in India High School Diploma American School of Brasilia (Brazil) (Escola +2 stage examination (EC Americana de Brasilia) dt. 17.6.87) Bulgaria Examination Recognised Awarding Authority Equivalent Exam in India Degrees & Diplomas University of Sofia & Degree of Bulgaria Higher Institution in Bulgaria are recognised in the USSR Recognition in India may also be awarded in terms of the protocol signed between Govt. of India and USSR (Dt. 4.2.82) Canada Examination Recognised Awarding Authority Equivalent Exam in India Senior High School Department of Education, +2 stage examination College Preparatory Province of New (EC/SC dt. 2/3.3.84) Programme Brunswick, Canada Grade 12 Graduation Saskatchewan Deptt of +2 stage examination Diploma, Saskatchewan Education, Canada (EC/SC dt. 2/3.3.84) School Programme Secondary School Hons. Province of Ontario, +2 stage examination Graduation Diploma Exam Canada (EC dt. 28.7.82) General Education Deptt. Of Education +2 stage examination of Programme of Dipolma of Collegial Studies Province of Quebec, 10+2 pattern (Diploma D' Etudes Canada (EC/SC dt. 25.2.85) Collegial -D.E.C.) of General Colleges (C.E.G.E.P.) Senior Secondary School Province of British, +2 stage examination Graduation Cert. Columbia, Canada (EC dt. 28.7.82) High School Completion Department of Education, +2 stage examination of 10+2 Certificate Nova Scotia Pattern (EC dt. 13.3.86) 12 yr General High Deptt. Of Education, +2 stage examination School / Advanced High Province of Alberta (EC dt. 26.6.89) School diploma 12 yr Ontario Secondary Ministry of Education +2 stage examination School Diploma including Province of Ontario, (EC dt. 28.5.91) 6 OACs Canada Senior High School Department of Education, +2 stage examination Graduation Diploma Province of Manitoba, (EC dt. 2.9.95) (Academic Stream) Canada B. Sc. Degree St. Francis Xavier Univ. B.Sc. Degree of an Inidan Antigonish, Nova Scotia, University Canada B.Sc. (Hons.) and M.Sc. in Mc Master University Corresponding degrees of Physics Indian Universities. In Case of B. Ed. Each case may be decided on merit for purposes of employment (A.M. dated 28.12.64) Bachelor Degree Open University, British Corresponding Degree of programme conducted in Columbia / Open Learning an Indian University. British Columbia, Canada Agency, Canada F.R.C.S. or F.R.C.P. Equal to the F.R.C.S of awarded on the basis of England. Ireland of an examination which Edinburgh or M.R.C.P. consist theory, clinicals and viva of London, Edinburgh or Ireland provided the holder of such qualification possess a basic registerable qualification included in the First Schedule of Indian Medical Council Act, 1956, provided further that the candidates possess requisite teaching experience. But the certificate qualifications of the Canadian Boards are not of such high standard as the F.R.C.S. These can be given equivalent status to the Diploma qualifications like the D.L.O., D.O.M.S. etc. (SC dt.
Recommended publications
  • India Education Report

    India Education Report

    India Education Profile Gretchen Rhines Cheney with support from Betsy Brown Ruzzi and Karthik Muralidharan National Center on Education and the Economy New Commission on the Skills of the American Workforce November 2005 National Center on Education and the Economy, 2005 India Education Profile India, with more than a billion residents, has the second largest education system in the world (after China). Experts estimate that 32 percent of its current population is under the age of 15.1 But counter to the image of India as a youthful engine of economic growth where many urban-based citizens work in some of the best technology-centered jobs in the world, males in India complete just 2.9 years of schooling on average, females just 1.8 years.2 And for the small proportion who do persist through primary and secondary schooling, the quality of instruction varies widely, depending on the region of the country and whether one is enrolled in a State-supported public school or a fee-based private school. Despite the highly inefficient delivery of public services, high levels of teacher absenteeism and non-teaching activity, many Indian students remain motivated to succeed on the college entrance exams. The high level of competition for entry into the Indian Institutes of Technology, the Indian Institutes of Management and other top institutions is enough to spur millions of students to achieve at remarkably high levels, particularly in the areas of science and mathematics. The increased demand for higher education is not currently being met: only ten percent of the age cohort is actually enrolled in higher education.
  • Bachelor's Award Requirements Bylaws

    Bachelor's Award Requirements Bylaws

    The Bachelor’s Degree Award Requirements Bylaws at the Arab Open University Approved by University Council No. 73 May 19, 2021 Contents Article 1: Title 4 Article 2: Definitions 4 Article 3: Study Plans 4 Article 4: The Academic Year 5 Article 5: Admission 5 Article 6: Language Placement Test (LPT) 6 Article 7: Duration of Study 7 Article 8: Study Load and Study Level 7 Article 9: Registration 8 Article 10: Drop and Add 8 Article 11: Deferral of Study 9 Article 12: Discontinuation of Study 9 Article 13: Withdrawal from the University 9 Article 14: Cancellation of Enrollment 10 Article 15: Face-to-Face Tutorial Sessions 10 Article 16: Course Assessment 11 Article 17: Period of Storing MTA and Exam Booklets 11 Article 18: Absence from Exams & Assessments 12 Article 19: Examination & Assessment in a Different Branch 12 Article 20: Grading Scale 12 Article 21: Course Failure 13 Article 22: Results 13 Article 23: Objections to Results 13 Article 24: Semester and Cumulative Averages 14 Article 25: Warning and Dismissal 15 Article 26: Repeating Courses 15 Article 27: Equivalency of Courses 16 2 | Page Article 28: Transfer 16 Article 29: Graduation 17 Article 30: Award Classification 17 Article 31: General Provisions 17 3 | Page Article 1: Title The present bylaws shall be named: “The Bachelor’s Degree Award Requirements Bylaws at the Arab Open University.” Article 2: Definitions Unless the context indicates otherwise, the following words and expressions shall have the meanings specified hereunder: University / AOU The Arab Open University President
  • Graduate Special

    Graduate Special

    Sesame Your student and alumni magazine Autumn 2009 Issue 242 LEARN CHINESE New beginners’ language course from the OU Graduate Special COURSE RESULTS iSPOT SMOKING A selection of the Embrace nature OU academic 2008 course results with new OU website talks tobacco 11580 Bose Sesame 280x194:11580 Bose Sesame 280x194 26/2/09 15:40 Page 1 ADVERTISEMENT Make the most of your favourite music Bring Bose into your home The WAVE® music system - DAB from BOSE® At a glance What it is A high quality CD and DAB/AM/FM radio system delivering DAB hideaway module phenomenal sound quality from compact dimensions. shown in Platinum White What it offers Critical acclaim Exceptional sound through 30 years of “The sound is punchy & impressive. As usual, Bose BOSE® waveguide research has something different to offer... Its ability to fill Slot-loading CD player with MP3 disc capability an average room is quite astonishing” High performance tuner with 6 DAB, 6 AM – Gramophone magazine and 6 FM presets Hideaway DAB module that automatically selects Call now to ask how you can receive a all available DAB stations FREE GPS Satellite Navigation System Easy installation – just plug-in-and-play when you order before 31 May 2008 Handy credit card-style remote controls This portable, easy to use GPS Satellite Navigation System all functions is pre-loaded with UK and Ireland maps. Simply enter Comes in three classic colours – Titanium Silver, your destination on the full colour Graphite Grey & Platinum White touch screen and the Garmin Nuvi No bigger than a shoebox 200 will take you there with (10.7cm high x 37cm wide x 22cm deep) turn-by-turn voice directions.
  • Presentation of Graduates and Conferment of Honorary Degrees

    Presentation of Graduates and Conferment of Honorary Degrees

    Showing cutter guide Flap size 297mm high x 205mm wide 2015 March 27 London 28 London April 10 Dublin 25 Brighton May 9 Edinburgh 15 Harrogate 22 Exeter 30 Ely June 12 Cardiff 13 Gateshead 24 Milton Keynes September 4 Exeter 18 London 19 London October Presentation 1 Milton Keynes 2 Belfast 17 Birmingham 24 Edinburgh of Graduates and Did you know that, as a member of The Open University, November you are eligible to nominate an individual for an honorary 6 Manchester degree? 19 Poole Conferment If you know of someone whose work or achievements merit special recognition against one of the criteria Copyright © The Open University 2015 outlined on page 13, please visit our website for further Produced by the Communications Unit of The Open University details and a nomination form: of Honorary Degrees The Open University, Walton Hall, Milton Keynes, MK7 6AA, United Kingdom Tel: 0845 300 60 90 www.open.ac.uk www.open.ac.uk/students/ceremonies/honorary-degrees The Open University is incorporated by Royal Charter (RC 000391), an exempt charity in England and Wales and a charity registered in Scotland (SC 038302). The Open University is authorised and regulated by the Financial Conduct Authority. SUP017752 A very warm welcome to your degree ceremony Congratulations! You have just joined more than 540,000 people who have gained degrees and other qualifications with The Open University. Your qualification was awarded to you in absentia at an earlier Open University Congregation – a joint meeting of the Senate (the University academic authority) and the Council (the University governing body).
  • Quality in Business Education: a Study of the Indian Context

    Quality in Business Education: a Study of the Indian Context

    Quality in Business Education: A Study of the Indian Context Vipin Gupta, Grand Valley State University, Grand Rapids, USA Kamala Gollakota, University of South Dakota, Vermilion, USA Ancheri Sreekumar, DC School of Management and Technology, Kerala, India Paper Prepared for and Presented at the Business Education and Emerging Market Economies: Trends and Prospects Conference, Technology Square, Atlanta, Georgia, USA, November 7, 2003 Abstract Recently, with the bursting of clicks as well as ethics bubbles, the credibility the business education has taken a beating. The rapid growth and proliferation of business schools, has led to the emergence of some schools having dubious quality – and business education has come under scrutiny. Outside of the US, India now trains largest number of MBAs with about 75,000 degrees annually. The Indian government has liberalized the business education market over the 1990s, resulting in a rapid growth of business schools offering programs at both undergraduate as well as graduate levels. Indian business schools have sought to replicate the US-based organizational, pedagogical, curricula, industry-interface, and academic research models, but are struggling to introduce several adaptations because of the differences in the work culture system. Therefore, it would be fruitful to investigate the challenges for enhancing the quality of business education in India. In the first section of our paper, we will describe a shift from a commerce- focus to management-focus in the popular business education in India. Thereafter, quality status of the contemporary business education in India is discussed. Subsequently, we discuss broad issues and challenges. Finally, research implications for the academic quality dialogue are highlighted.
  • Open Universities: You Do Not Need a High School Diploma to Get Into University

    Open Universities: You Do Not Need a High School Diploma to Get Into University

    Open Universities: You do not need a high school diploma to get into university By Carlo Ricci Abstract In this paper I hope to empower students by exposing the myth that a high school diploma is a necessary first step to getting into a post secondary institution. In what follows, I will be sharing a brief history of open universities, give an example of an open university in a specific context and celebrate its policies, and continue to challenge some more myths about the importance of a high school diploma for success in post secondary schooling. In this paper I hope to empower students by exposing the myth that a high school diploma is a necessary first step to getting into a post secondary institution. In speaking of problem posing education, Freire (1970) writes about the need to demythologize a lot of these myths. He says that it, …sets itself the task of demythologizing… regards dialogue as indispensable to the act of cognition which unveils reality… makes them critical thinkers… bases itself on creativity and stimulates true reflection and action upon reality…thereby responding to the vocation of persons as beings who are authentic only when engaged in inquiry and creative transformation. (pp. 83-84) In this spirit we need to work to transform the current schooling system, and within the scope of this paper, we need to help, join and celebrate those who are and have taken bold and revolutionary steps. 2 There are many routes that students can take to get into post secondary institutions. Among the many routes, students can enter as mature students; they can enter with SAT (Scholastic Aptitude Test) or ACT (American College Testing Program) scores; they can take just the prerequisite courses that universities deem to be necessary for students to enter; and they can enter by applying to open universities.
  • Perception of Open University Students on the Problems of Distance Education Applications

    Perception of Open University Students on the Problems of Distance Education Applications

    A DIAGNOSTIC STUDY OF OPEN UNIVERSITY STUDENTS’ PERCEPTIONS ABOUT THE PROBLEM OF DISTANCE EDUCATION APPLICATION Assist.Prof.Dr. Senay NARTGUN Abant Izzet Baysal University Faculty of Education Department of Educational Sciences Golkoy, BOLU, TURKEY ABSTRACT Distance education is regarded as one of the means for educating people who have not had formal education chance or who have not preferred the formal education. Distance education, on the other hand, is quite difficult and requires the fulfillment of various conditions. When the applications of distance education are examined, it is seen that it provides one way communication and the students have various problems. The aim of this study, within this framework, is to examine the perceptions of Open University students in relation to the problems of distance education applications. The subjects of this study are the Open Faculty students (n=45) who attend to Open Faculty courses provided by Abant Izzet Baysal University. The data were collected through interviews. The results indicated that i) they preferred mostly the open learning as they worked at different offices, ii) they pointed out that most of the university and faculty students had positive attitudes towards them. However, they reported that i) they had difficulty in studying by themselves, ii) had some problems as open learning faculty students and iii) they believed they would have problems in finding a job in the future. Keywords: Distance Education; Educational Demands; Perception; Off- Campus Student BACKGROUND Regardless of the development level of societies there exists always, high or low, demand for education. The total of individual education demands refers to societal demand for education though demand for education differs in line with the individual demands (Unal, 1996).