DOCSLIB.ORG

Creating a Hub for Import / Export of the Educational System

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Creating a Hub for Import / Export of the Educational System CORE PROGRAM REPORT Creating a Hub for Import / Export of the Educational System – Exploring the Possibility of Keihanna, an International Educational City – International Institute for Advanced Studies CORE PROGRAM REPORT Creating a Hub for Import / Export of the Educational System – Exploring the Possibility of Keihanna, an International Educational City – International Institute for Advanced Studies Table of contents[ Summary ............................................................... ⅰ～ⅱ Introduction ................................................................. 1 Introduction................................................................................................ 2 1. Role of education in the community ...................................................... 2 2. Education as an export industry ............................................................ 2 3. Keihanna as an international educational city ...................................... 3 4. Research Objectives and Reports ........................................................ 3 Chapter 1 New Trends in Transnational Higher Education ....................... 5 1. Global trend in study abroad ................................... 6 2. Transnational Higher Education: "Study abroad without traveling abroad” 7 3. The second phase of transnational higher education in Japan ...... 9 Chapter 2 Free Zone and International Branch Campuses in Dubai - Are they House of Cards? - .......................................................... 13 1. Introduction ................................................. 14 2. Definition of International Branch Campuses and Key Question .... 14 3. Outline of the Higher Education System in the UAE and Dubai ..... 15 4. Development of International Branch Campuses in Dubai ......... 16 5. Conclusion ................................................. 17 Chapter 3 Educational System in India ........................................ 21 1. Introduction ................................................. 22 2 Educational System in India ................................... 22 3. Recent Reform Trends ....................................... 25 4. Conclusion ................................................. 25 Chapter 4 Educational System in Indonesia ................................... 29 1. Introduction ................................................. 30 2. Basic information ............................................ 30 3. Outline of Education ......................................... 33 4. International Education Cooperation with Indonesia .............. 38 5. Conclusion ................................................. 39 Chapter 5 Establishment and Operation of "Foreign Educational Institutions" in the Republic of Korea .......................................................... 43 1. Introduction ................................................. 44 2. Education in South Korea .................................... 44 3. Policies to attract foreign education institutions .................. 46 4. Establishment and Operation of Foreign Educational Institutions ... 48 5. Conclusion ................................................. 51 Chapter 6 Possibility of Establishing Offshore Schools at Upper Secondary Education Level in Taiwan ................................................... 53 1. Introduction ................................................. 54 2. Taiwan’s educational system and the dissemination of education at each level 55 3. Number of Students at Each Level in Taiwan and Students who Study Overseas 56 4. Institutional framework for the establishment of offshore schools ... 58 5. Case Studies ............................................... 59 6.Conclusion .................................................. 60 Study Group Meetings ....................................................................................................... 62 Members of the study group .............................................................................................. 63 International Institute for Advance Studies (IIAS) .............................................................. 64 Notice: The English in this report was machine translated from the original Japanese before undergoing post-editing by human translators. In the event of any discrepancies between this translated document and the Japanese original, the Japanese original shall prevail. Summary Introduction (from page 1) Shigeru Takami This chapter introduces the idea underlying the theme of "Creating a Hub for Import / Export of the Educational System : Exploring the Possibility of Keihanna, an International Educational City" from the 3 viewpoints of the role of education in the community, education as an export industry, and Keihanna as an educational industry hub. The purpose of this study and the outline of the report are described as follows. Chapter 1 New Trends in Transnational Higher Education (from page 5) Hitoshi Sugimoto In recent years, the international expansion of higher education institutions around the world has been remarkable, mainly in Europe and North America. In addition to accepting students from foreign countries, the institutions also acquire students by establishing branch campuses and cooperating with partner institutions in host countries. In these arrangements called transnational higher education, many students nowadays are taking courses abroad without traveling abroad. While countries where the providing universities are located can expect additional revenue by the education service export, host countries, where branch campuses or affiliated schools are located, can attract world-class universities at relatively low cost. Japan has lagged behind in this trend of transnational higher education. Although some pioneering projects exist, they depend heavily on Japanese government subsidies. Since 2004, however, several Japanese universities have taken on new challenges to achieve commercially profitable international expansion, and are entering the second phase of Japan's transnational higher education. Chapter 2 Free Zone and International Branch Campuses in Dubai - Are they House of Cards? (from page 13) Yusuke Nakajima In the Emirate of Dubai, located in the United Arab Emirates, branch campuses of 25 foreign universities(International Branch Campuses; IBCs) are deployed as of 2019. These were considered to have developed under the market principle in the free zone where economic regulations were relaxed, and therefore, there were many discussions that showed concerns about the substantial education, research environment, and continuity. However, since the latter half of the 2000s, the system related to the administrative operation of IBCs and quality assurance has been improved, and the movement to establish or reorganize IBCs has now settled. As a result, the focus of related research is on "understanding individual phenomena related to IBCs " Of course, from the point of view of the main campuses and the home country, maintaining the equality and prestige between the main campuses and the branch campuses is still an important issue. However, from the point of view of the host country, it is also important to deepen the understanding of the IBCs in line with the individual actors surrounding them, in that "how IBCs are integrated into its own society and system" is also important. Chapter 3 Educational System in India (from page 21) Masayuki Watanabe The purpose of this paper is to outline the educational system in India. India, with a population of more than 1,300,000,000, has been experiencing remarkable economic growth in recent years, and the quantitative expansion of education, particularly in the compulsory education stage, is progressing. India, on the other hand, has a federal system, and each state is in principle responsible for education. However, one of the characteristics there is that the central government is also taking various measures, such as the promulgation of the National Curriculum Framework. As of May 2020, under the leadership of Prime Minister Narendra Modi, India is aiming at establishing "National Education Policy (Draft) for 2019.” It is expected to be the first major educational reform in about 30 years. i Chapter 4 Educational System in Indonesia (from page 29) Kentaro Shimada The purpose of this paper is to outline the educational system in Indonesia. One of the characteristics of the educational system in Indonesia, which is geographically and culturally diverse, is that general schools coexist with Islamic schools. Religious education is systematically incorporated, and an emphasis is placed on citizenship and character formation. Educational reform in recent years aims to ensure fairness as well as quality. Indonesia is in particular in need of assistance in the area of higher education and human resource development in the industry, as democratization was promoted in the early twenty first century and economic growth is expected. Indonesia is Japan's largest recipient of assistance, and has continuously received assistance in various fields from basic education to higher education. Indonesia has been actively accepting Japan’s “lesson study." In recent years, private companies have accelerated their expansion in educational exchanges and in the education industry. Chapter 5 Establishment and Operation of Foreign Educational Institutions in Korea (from page 43) Jeon Kyounghwa This report introduces the establishment and operation of "foreign educational institutions" in South Korea as an example of the acceptance
Load more

Recommended publications
  • 2005-06 TOEFL Test Center Lists and Institution Codes
    2005-06 ™ Test of English as a Foreign Language Test Center Lists and Institution Codes To register for a TOEFL® test, use the lists in this publication. These lists are also available in the Learners and Test Takers section of the TOEFL Web site at www.ets.org/toefl. • iBT Test Locations • Department Codes • CBT Test Centers • iBT Native Country and Region Codes • CBT International Regional • iBT Native Language Codes Registration Centers • CBT/PBT Native Country and • PBT Test Centers Region Codes • Institution Codes • CBT/PBT Native Language Codes There are several different ways to register. For the fastest and most convenient service, register online! Internet-Based Testing (iBT) • Online – go to the Learners and Test Takers section of the TOEFL Web site • Phone – in the U.S. and Canada, call 1-800-GO-TOEFL; all other locations, call your Regional Registration Center • Mail – complete the registration form in the center of the Bulletin Computer-Based Testing (CBT) • Online – go to the Learners and Test Takers section of the TOEFL Web site • Phone – call your Regional Registration Center • Mail or Fax – complete the International Test Scheduling Form in the Bulletin and mail or fax it to the appropriate Regional Registration Center Paper-Based Testing (PBT) • Online – go to the Learners and Test Takers section of the TOEFL Web site • Mail – complete the registration form in the center of the Bulletin Go to the TOEFL Web site at www.ets.org/toefl Listening. for the most up-to-date information. Learning. Copyright © 2006 by Educational Testing Service. All rights reserved. Printed in the U.S.A.
    [Show full text]
  • Luas Wilayah DKI Jakarta ± 655,70 Km2 Termasuk Wi- Layah Daratan Kepulauan Seribu
    BAB III TINJAUAN PROYEK J.J.S. DAN LOKASINYA A. Tinjauan Kota Jakarta. A.l. Kondisi Fisik Kota Jakarta - Luas wilayah DKI Jakarta ± 655,70 km2 termasuk wi- layah daratan Kepulauan Seribu. - Wilayah Jakarta terletak pada: 106° 22' 42" sampai 106° 58' 18" BT. -5° 19' 12" sampai -6° 23' 54" LS. - DKI Jakarta beriklim panas dimana suhu rata-rata pertahun adalah 28° C dengan kelembaban rata-rata 78% pertahun. - Mengingat kedudukannya di daerah khatulistiwa maka arah angin dipengaruhi oleh angin Muson Barat pada bulan November sampai dengan April dan angin Muson Timur pada bulan Mei sampai dengan Oktober. - Tekanan udara berkisar 1009 m.b. - Curah hujan rata-rata sepanjang tahun ± 2.000 m2, dimana curah hujan tertinggi terjadi sekitar bulan Januari dan yang terendah sekitar bulan September. - DKI Jakarta terbagi menjadi 5 wilayah kota, yaitu: - Jakarta Pusat , luas 49,31 km2 - Jakarta Utara , luas 14 3,58 km2 - Jakarta Selatan, luas 144,98 km2 - Jakarta Timur , luas 187,23 km2 - Jakarta Barat , luas 128,89 km2 30 31 ( Lihat gambar 3.1.: Peta Wilayah DKI Jakarta ). - Lingkup perkembangan wilayah kota DKI Jakarta diar- ahkan ke: - Bogor (Selatan) - Tangerang(Barat) - Bekasi (Timur) yang disebut sebagai Jabotabek. (Lihat gb 3.2.: Zone Pengembangan DKI Jakarta). A.2. Potensi Kota Jakarta Sebagai ibukota negara Indonesia menjadikan Jakarta sebagai pusat segala kegiatan. Jakarta bukan saja seba­ gai kota nasional tetapi juga kota Internasional. Indonesia terletak pada posisi silang antara 2 benua dan 2 samudra, menjadikan Indonesia penting dimata internasional. Indonesia menjalin kerjasama dengan negara-negara maju, juga mengembangkan hubungan diplo- matik dengan negara-negara lain.
    [Show full text]
  • The Life and Work of Japanese Expatriate Employees in Indonesia
    From the Porous Spaces on the Bubble: The Life and Work of Japanese Expatriate Employees in Indonesia and their Relations with the Host Society Yukimi Shimoda B.A., M.A. This thesis is presented for the degree of Doctor of Philosophy of The University of Western Australia Discipline of Anthropology of Sociology School of Social and Cultural Studies 2011 ABSTRACT This is an ethnographic study of both geographical and spatial transnational ‘migrants’, namely, expatriate employees of transnational organisations/corporations, who work away from home countries for a limited period, and their relationships with host national colleagues who work alongside them in transnational office spaces. The central aims of this study are to explore the ways in which expatriate and host national employees work and interact with each other in and out of office spaces and to consider the influences and meanings of the movement of these people and their face-to-face interactions in our globalising societies. The dominant view in the existing social science literature is that ‘elite’, ‘cosmopolitan’ expatriate employees live in a ‘bubble’ cut off from the host societies. This ‘enclosed’ image of the ‘bubble’ sets up a strong contrast with the ‘openness’ that is often associated with their mobility. Meanwhile, in business studies, host national employees tend to be invisible and situated as subordinates to their superiors, namely expatriate employees. This study brings the lived experiences of both expatriate and host national employees into both the social sciences and business studies, shedding light on both constituencies in a balanced manner. This is also a relatively unique case study which focuses on Asian expatriate employees working in an Asian country.
    [Show full text]
  • A Descriptive Study of Japanese Biliterate Students in the United States : Bilingualism, Language-Minority Education, and Teachers' Role
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1998 A descriptive study of Japanese biliterate students in the United States : bilingualism, language-minority education, and teachers' role. Yoshiko Nagaoka University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Nagaoka, Yoshiko, "A descriptive study of Japanese biliterate students in the United States : bilingualism, language-minority education, and teachers' role." (1998). Doctoral Dissertations 1896 - February 2014. 5338. https://scholarworks.umass.edu/dissertations_1/5338 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. A DESCRIPTIVE STUDY OF JAPANESE BILITERATE STUDENTS IN THE UNITED STATES: BILINGUALISM, LANGUAGE-MINORITY EDUCATION, AND TEACHERS' ROLE A Dissertation Presented by YOSHIKO NAGAOKA Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION September 1998 School of Education © Copyright by Yoshiko Nagaoka 1998 All Rights Reserved A DESCRIPTIVE STUDY OF JAPANESE BILITERATE STUDENTS IN THE UNITED STATES: BILINGUALISM, LANGUAGE-MINORITY EDUCATION, TEACHER'S ROLE A Dissertation Presented by YOSHIKO NAGAOKA approved as to styl4 ahd /content by i- Atron A. Gentry, Chair Robert W. Maloy, Member Charles K. Smith, Member lAJLA taifey W. Jackson, Dean SchAol of Education ACKNOWLEDGMENTS I would like to express my gratitude to the chair of my dissertation committee. Dr.
    [Show full text]
  • Manajemen Strategi Sekolah Dasar Islam
    MANAJEMEN STRATEGI SEKOLAH DASAR ISLAM Tesis Diajukan kepada Magister Manajemen Pendidikan Islam untuk Memenuhi Salah Satu Syarat Mencapai Gelar Magister Pendidikan Disusun oleh Ajeng Wulansasi 21180181000009 PROGRAM STUDI MANAJEMEN PENDIDIKAN ISLAM FAKULTAS ILMU TARBIYAH DAN KEGURUAN UNIVERSITAS ISLAM NEGERI (UIN) SYARIF HIDAYATULLAH JAKARTA 2020 M/1441 LEMBAR PENYATAAN KARYA SENDIRI Manajemen Strategi Sekolah Dasar Islam | i LEMBAR PERSETUJUAN PEMBIMBING ii | Ajeng Wulansasi LEMBAR PENGESAHAN SEMINAR HASIL TESIS Tesis dengan judul “Manajemen Strategi Sekolah Dasar Islam“ yang ditulis oleh Ajeng Wulansasi dengan NIM 21180181000009, telah diujikan dalam Seminar Hasil Program Magister Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Syarif Hidayatullah Jakarta pada Rabu, 17 Juni 2020. Tesis ini telah diperbaiki sesuai saran-saran dari penguji sebagai salah satu syarat mengikuti Ujian Promosi Tesis. Jakarta, 2 Juli 2020 Tanggal Tanda Tangan Penguji I Prof. Dr. Suwito, MA NIP. 195603071986031003 2 Juli 2020 Penguji II Dr. Supangat, MA 3 Juli 2020 Manajemen Strategi Sekolah Dasar Islam | iii PEDOMAN TRANSLITERASI Transliterasi Arab-Latin yang digunakan dalam tesis ini berpedoman pada buku “Pedoman Penullisan Kaya Ilmiah (Skripsi, Tesis, dan Disertasi)” yang diterbitkan oleh Tim CeQDA (Center For Quality Development dan Assurance) UIN Syarif Hidayatullah Jakarta tahun 2007. A. Konsonan ARAB NAMA LATIN KETERANGAN Alif - Tidak dilambangkan ا Ba’ B Be ب Ta’ T Te ت Tsa’ Ts Te dan es ث Jim J Je ج Ḥa’ Ḥ Ha dengan titik di bawah ح Kha’ Kh Ka dan Ha خ Dal D De د Dzal Dz De dan zet ذ Ra’ R Er ر Zai Z Zet ز Sin S Es س Syin Sy Es dan ye ش Ṣad Ṣ Es dengan titik di bawah ص Ḍad Ḍ De dengan titik di bawah ض Ṭa Ṭ Te dengan titik di bawah ط Ẓa Ẓ Zet dengan titik di bawah ظ Ain ‘ Koma terbalik‘ ع Ghain Gh Ge dan ha غ Fa F Fa ف Qaf Q Qi ق Kaf K Ka ك Lam L El ل Mim M Em م Nun N En ن Wau W We و Manajemen Strategi Sekolah Dasar Islam | v Ha’ H Ha ه Hamzah ‘ Apstrof ء Ya’ Y Ye ي B.
    [Show full text]
  • De Expat En De Stad. Den Haag En Jakarta, 1945-2015 Issue Date: 2018-01-25 283
    Cover Page The following handle holds various files of this Leiden University dissertation: http://hdl.handle.net/1887/61140 Author: Smit, A.X. Title: De expat en de stad. Den Haag en Jakarta, 1945-2015 Issue Date: 2018-01-25 283 Hoofdstuk 6 Het Vliegende Hollander Syndroom Nederlandse expatkinderen en internationaal onderwijs in Jakarta sinds de jaren vijftig Voor veel expats is de aanwezigheid van goed onderwijs voor hun kinderen een belangrijke voorwaarde om een uitzending naar Jakarta te accepteren. Het aanbod van internationaal onderwijs in de stad is in de afgelopen decennia sterk toegenomen. Er zijn inmiddels tien buitenlandse scholen actief, waaronder een Nederlandse, Duitse, Britse en Japanse; drie internationale scholen, waarvan de Jakarta International School (JIS) de grootste is; twee ambassadescholen - een Russische en een Pakistaanse - en een groot aantal lokale scholen met een internationaal curriculum.1007 Voor de meeste Nederlandse ouders gaat de keuze echter uitsluitend tussen de Nederlandse Internationale School (NIS) en de Jakarta International School (JIS). Beide al in de jaren vijftig en zestig opgericht en anders dan in Den Haag zonder veel bemoeienis van de lokale overheid. De NIS, aanvankelijk de Nederlandse Schoolvereniging Indonesië genoemd, werd in 1965 officieel bij het Indonesische ministerie van Buitenlandse Zaken aangemeld en moest het hebben van financiële steun van het Nederlandse bedrijfsleven.1008 De vraag is waar de behoefte aan een Nederlandse school in Jakarta vandaan kwam en welke rol ouders, werkgevers
    [Show full text]
  • List AWS Educate Institutions
    Educate Institution City Country 1337 KHOURIBGA Morocco 1daoyun 无锡 China 3aaa Apprenticeships Derby United Kingdom 3W Academy Paris France 42 São Paulo sao paulo Brazil 42 seoul seoul Korea, Republic of 42 Tokyo Minato-ku Tokyo Japan 42Quebec QUEBEC Canada A P Shah Institute of Technology Thane West India A. D. Patel Institute of Technology Ahmedabad India A.V.C. College of Engineering Mayiladuthurai India Aalim Muhammed Salegh College of Engineering Avadi-IAF India Aaniiih Nakoda College Harlem United States AARHUS TECH Aarhus N Denmark Aarhus University Aarhus Denmark Aarupadai Veedu Institute of Technology Kanchipuram(Dt) India Abb Industrigymansium Västerås Sweden Abertay University Dundee United Kingdom ABES Engineering College Ghaziabad India Abilene Christian University Abilene United States Research Pune Pune India Abo Akademi University Turku Finland Academia de Bellas Artes Semillas Ltda Bogota Colombia Academia Desafio Latam Santiago Chile Academia Sinica Taipei Taiwan Academie Informatique Quebec-Canada Lévis Canada Academy College Bloomington United States Academy for Career Exploration PROVIDENCE United States Academy for Urban Scholars Columbus United States ACAMICA Palermo Argentina Accademia di Belle Arti di Cuneo Cuneo Italy Achariya College of Engineering Technology Puducherry India Acharya Institute of Technology Bangalore India Acharya Narendra Dev College New Delhi India Achievement House Cyber Charter School Exton United States Acropolis Institute of Technology & Research, Indore Indore India ACT AMERICAN COLLEGE
    [Show full text]
  • The Cultural Broker and Alms: the Key Concepts to Understanding Turkish Schools in Indonesia
    Prosiding The 4th International Conference on Indonesian Studies: “Unity, Diversity and Future” THE CULTURAL BROKER AND ALMS: THE KEY CONCEPTS TO UNDERSTANDING TURKISH SCHOOLS IN INDONESIA Ade Solihat Fakultas Ilmu Pengetahuan Budaya Universitas Indonesia [email protected]; [email protected] Abstract One of interesting phenomenon in Indonesian educational sector is the growth and the development of Turkish schools in Indonesia. Interesting because within the period of 15 years (1995-2011) seven Turkish schools have been established in five cities (Aceh, Jakarta, Banten, Vest Java, and Middle Java). Unlike other international schools which are mushrooming in Indonesia due to the free market policy demanding countries in the world to open their doors to global influence including in education, the presence of these Turkish schools have attracted Indonesian society. This can be seen by the interest of parents to educate their children in Turkish schools (for example, Pribadi Bilingual Boarding School in Depok has more than 300 students), despite their high tuition fees offered. In addition, the response of the Indonesian government has been very positive and supportive towards these Turkish schools efforts in contributing to the development of education in Indonesia. In connection with globalization, as stated by Benny H.Hoed, FIB-UI’s professor, this term demonstrates the entry process of northern influence to the south. In this context, the north refers to countries in the Europe (west) labeled as advanced countries; while the south refers to countries in the southern region, considered as developing countries including Indonesia & Turkey. From this viewpoint, the establishment of Turkish schools in Indonesia therefore raises a big question as to how a developing country as Turkey can build a strong educational system and furthermore spread throughout the world.
    [Show full text]
  • Collecting Donations to Establish Cikarang Japanese School
    For companies / organizations To All Related Companies / Organizations Subject : Collecting Donations to Establish Cikarang Japanese School Dear Sirs and Madams, First, we would like to express our sincere gratitude for your warm understanding and support for the administration of Jakarta Japanese School. On this occasion, we, the Jakarta Japanese School Committee, with regard to the establishment of Cikarang Japanese School, would like to ask for your support in the form of funds to cover the cost of construction of the school building, and also its operation. Therefore, please allow us to inform you about the collect donations which are described as follows: I. Background & Reason for the establishment of Cikarang Japanese School One of the biggest challenges of the Japanese community living in the eastern part of the Jakarta metropolitan area is the long commute and drive due to "chronic traffic jam". This has brought a heavy impact not only to expatriates but also to their families, as some have no other choice than to come alone, being made apart from their families who should be living together with them in the first place, and even if some are able to live under the same roof, parents could not afford their precious time to get together with their children, etc. Furthermore, in addition to the mental and physical burden, there are concerns about safety risk due to long drive. In such an environment where Japanese residents are saying "this is truly a grave concern for us right now”, in order to support the Japanese community in Indonesia, the Jakarta Japanese School Committee is working diligently towards opening the new school in April 2019, in order to enable us to operate both the current Jakarta Japanese School and the Cikarang Japanese School together, for the purpose of providing equal educational opportunities for Japanese people living in this country.
    [Show full text]
  • List of Top Schools Indonesia
    List of Top Schools Indonesia In the list below, you can find the list of Top Schools that may give direct admission to Radboud University’s Bachelor’s programmes. Please note that the official admission decision can only be taken after careful consideration of your application and no rights can be derived of this list. National schools City School Name JABODETABEK Azhari Islamic School Madina Islamic School MAN 4 Model Jakarta PSB School (IGCSE) Saint John's Catholic Senior High School Sekolah Bukit Sion Sekolah Bunda Mulia Sekolah Cikal Sekolah Kristen IPEKA Sunter I Sekolah Kristen IPEKA Pluit Sekolah Kristen IPEKA Puri Sekolah Kristen IPEKA Sunter II Sekolah Kristen IPEKA Tomang I Sekolah Kristen IPEKA Tomang II Sekolah Pelita Harapan College (SMA Dian Harapan) SMA Negeri 32 SMA Negeri 81 SMA Permai SMA Trinitas SMA Abdi Siswa Jakarta SMA Al Azhar 2 SMA Al Azhar Kelapa Gading SMA Al Azhar Pusat 1 SMA Al Azhar Pusat 3 SMA Al Azhar Syifa Budi Kemang Jakarta Selatan SMA Al Izhar SMA Bhakti Mulya 400 SMA Budhaya II St. Agustinus SMA Charitas SMA Don Bosco 1 SMA Don Bosco 2 SMA Fons Vitae 1 Marsudirini SMA Fransiskus Asisi SMA Global Islamic School SMA Harapan Ibu SMA Kalam Kudus SMA Kanisius / SMA Kolese Kanisius / SMA Canisius SMA Kolese Gonzaga SMA Kristen Kanaan SMA Kristen Yusuf SMA Lab School Cinere SMA Lab School Kebayoran SMA Lab School Rawamangun SMA Mahatma Gading SMA Negeri 1 SMA Negeri 13 SMA Negeri 2 SMA Negeri 21 SMA Negeri 26 SMA Negeri 28 SMA Negeri 3 SMA Negeri 31 SMA Negeri 34 SMA Negeri 4 SMA Negeri 6 SMA Negeri 61 SMA Negeri 67 SMA Negeri 68 SMA Negeri 70 SMA Negeri 71 SMA Negeri 77 SMA Negeri 78 SMA Negeri 8 SMA Negeri 82 SMA Notre Dame SMA Ora et Labora SMA Pangudi Luhur (PL) SMA Percik SMA PSKD 1 SMA PSKD 2 SMA PSKD 3 SMA PSKD 4 SMA PSKD Mandiri SMA Regina Pacis Jakarta SMA Ricci SMA Sang Timur SMA Santa Ursula SMA Santo Antonius SMA Seruni Don Bosco SMA St.
    [Show full text]
  • TOEFL® Destinations Directory the Directory of More Than 8,500 Universities, Agencies and Other Institutions That Accept TOEFL Scores
    TOEFL® Destinations Directory The directory of more than 8,500 universities, agencies and other institutions that accept TOEFL scores. TOEFL DESTINATIONS DIRECTORY Updated January 2011 Hanken School of Economics Sibelius Academy Centre d’études et de recherches sur les qualifications http://www.hanken.fi/public/Content/Index http://www.siba.fi/fi/ http://www.cereq.fr/ Helsinki Helsinki Marseille DI Code: 8433 DI Code: 0217 DI Code: 0074 Helsinki Metropolia University of Applied Sciences Tampere University of Technology Centre d’études France et Europe http://www.metropolia.fi/ http://www.tut.fi/ Nantes Helsinki Tampere DI Code: 0124 DI Code: 3804 DI Code: 0599 Helsinki Polytechnic Turku Centre for Computer Science Centre International D’Admission Management Helsingen http://www.tucs.fi/about/ http://www.hec.fr/ DI Code: 0564 Turku Jouy-en-Josas DI Code: 8410 DI Code: 0700 Helsinki School Economics & Business Administration Turku School of Economic & Business Administration Centre Scolaire-St. Paul http://hkkk.fi/index_e.html http://www.tse.fi/EN/ http://www.cen3.ab.ca/ Helsinki Turku St. Paul DI Code: 0636 DI Code: 9881 DI Code: 8755 Helsinki University of Technology Turku University of Applied Sciences CERAM-Nice-Center International Management http://www.tkk.fi/English/ http://www.turkuamk.fi/ http://www.isn-nice.com/ Helsinki Turku Nice In the TOEFL DestinationsDI Code: 0053Directory you’llDI Code: find 0792 a list of moreDI Code: 0738than JAMK University of Applied Sciences University Admissions Finland CERAM-Sophia Antipolis http://www.jamk.fi/English http://www.universityadmissions.fi/ http://www.ceram.edu/ Jyvaskyla Helsinki Sophia Antipolis 8,500 institutions worldwideDI Code: 0719that rely on the TOEFLDI Code: 3138 test as theDI Code:most 0034 Kajaani University of Applied Sciences University of Applied Sciences-Tampere Polytechnic CERAM-Sophia Antipolis-Graduate Business School http://www.kajak.fi/in_english.iw3 http://www.tamk.fi/fi/ http://www.ceram.edu/ Kajaani Tampere Sophia Antipolis accurate measure of EnglishDI Code: 1563language skills.
    [Show full text]
  • 11 April 2019 File Ref: T3/30/344 Mr Kai Chen Sent by Email: Request-560909- [email protected] Dear Mr Chen Freedom O
    11 April 2019 RECORDS MANAGEMENT SECTION The University of Edinburgh File ref: T3/30/344 Old College South Bridge Mr Kai Chen Edinburgh EH8 9YL Direct Dial 0131 651 4099 Sent by email: request-560909- Switchboard 0131 650 1000 [email protected] Email [email protected] Dear Mr Chen Freedom of information request Thank you for your email of 14 March 2019 requesting information about postgraduate taught admissions from 2016/17 to 2018/19. The University of Edinburgh is a global university, rooted in Scotland. We are globally recognised for our research, development and innovation and we have provided world- class teaching to our students for more than 425 years. We are the largest university in Scotland and in 2017/18 our annual revenue was £984 million, of which over £279 million was research income. We have over 41,000 students and over 10,200 full-time equivalent staff. We are a founding member of the UK’s Russell Group of leading research universities and a member of the League of European Research Universities. In 2018/19 the University has 15,854 taught and research postgraduate students studying full-time and part-time. We are committed to providing a wealth of resources and opportunities to enable our postgraduates to benefit from our inspiring research culture. Our academics are leaders in their fields and the University is also committed to delivering high-quality, innovative teaching. The latest report from the Quality Assurance Agency awarded us the highest rating possible for the quality of the student learning experience. More information on our postgraduate degree programmes is available on our website.
    [Show full text]