USYD Global Mobility Guide

Total Page:16

File Type:pdf, Size:1020Kb

USYD Global Mobility Guide 2020 edition Global Mobility Guide Global MobilityGlobal Guide 2020 edition Why study overseas? �������������������������������������� 2 Our global mobility programs �����������������������4 Getting credit towards your course �������������9 How to apply �������������������������������������������������� 10 Our Super Exchange Partners ���������������������14 Where can I study? ����������������������������������������16 Scholarships and costs ��������������������������������22 Global Citizenship Award�����������������������������26 What’s next? ��������������������������������������������������28 #usydontour FAQs �����������������������������������������������������������������31 “Just two words: DO IT. I have not met one person who has regretted their overseas experience. It is simply not possible to live/ study overseas without gaining something out Why study overseas? of it. Whether it is new friends or important lessons learned. Usually both! Living and studying overseas is a once in a lifetime The University of Sydney has the largest global student opportunity that will change you for the better.” mobility program in Australia*� Combine study and travel to Yasmin Dowla Bachelor of Arts/Bachelor of Economics broaden your academic experience and set yourself up for University of Edinburgh, Scotland a global career� Develop the cultural competencies to work across borders, while having the experience of a lifetime� sydney.edu.au/study/overseas-programs Develop your Experience new self-confidence, ways of learning Gain a Over independence and and access global perspective cross-cultural different academic for a competitive edge� understanding� opportunities� 70% 92% 2/3 of students said studying of employers value Australian graduates abroad significantly the transferable skills state that an international developed their developed through experience helped them employability through**: studying overseas*** land their first job** inter-cultural skills, flexibility, adaptability, self-awareness, curiosity The University of Sydney and confidence Global Mobility Guide 2020 edition * Australian Universities International Directors’ Forum Learning Abroad Benchmarking 2018 (in 2019) ** Potts, D. (2018), Learning Abroad and Employability: Researching the Connections, IEAA. *** European Commision (2014), The Erasmus Impact Study: Effects of mobility on the skills and Page 2 employability of students and the internationalisation of higher education institutions Page 3 Utrecht, Netherlands Our global mobility programs You can choose from hundreds of programs in more than 40 countries� Spend a summer or winter break, semester, or a full year overseas� Explore your global opportunities at sydney�edu�au/study/overseas-programs sydney.edu.au/study/overseas-programs Semester and full year Short-term (2-6 weeks) Exchange programs Exchange programs We have more than 250 exchange partners* You can also undertake a short-term exchange in over 40 countries� While on exchange, you program during the summer or winter break� remain enrolled and continue to pay your With all exchange programs, you remain tuition and Student Services and Amenities enrolled and continue to pay tuition and SSAF Fee (SSAF) fees to the University of Sydney� A fees to the University of Sydney� Academic student from partner institution does the same credit approval is also mandatory for all in reverse, and the result is an exchange of exchange programs� students and places� Non-exchange programs * 130 of our exchange partners are listed among the top 200 universities in the world (Times Higher Many of our short-term programs are non- Education World University Rankings, 2020). exchange which means you can apply to receive academic credit towards your University of Programs types Sydney course but it’s not mandatory� You can study from a variety of units in programs at Exchange Non-exchange world-renowned university such as Cambridge, The University of Sydney Pay to Sydney Tuition fees Pay to Host only Harvard, Yale and the London School of only Economics (LSE)� For non-exchange programs, Program fees Pay to Host only Pay to Host only you enroll and pay tuition fees directly to the At Sydney and Enrolment At Host only partner institution or program provider� Fees Host for many short-term non-exchange programs Academic Required Optional also include accommodation and excursions at credit your host destination� Page 4 Hong Kong In-country language immersion You can travel overseas and learn another language with an intensive in-country unit as part of the Open Faculty programs Learning Environment (OLE)� There are a number of faculty-run programs Along with six credit points toward your course, you’ll offered overseas� Each of these programs gain unique and first-hand experiences through a have different eligibility and admission combination of formal language classes and cultural criteria, and you’ll need to apply directly activities, including visits to museums, theatres and to the faculty, school or centre� Some of memorial sites� these include: Past destinations include Spain, Germany, Italy, − Business School Industry Indonesia, Jordan, Japan and South Korea� sydney.edu.au/study/overseas-programs Placement Program − sydney�edu�au/arts/ole-in-country − Global Engineering Field Work for undergraduate engineering students − Faculty of Health Sciences (FHS) Industry and Community Project Units Abroad program for undergraduate and (ICPUs) global intensives postgraduate health sciences students ICPU global intensives are elective units where − Offshore units from Sydney Law School you will have the opportunity to spend two weeks − Interdisciplinary field schools overseas while working intensively in interdisciplinary in Southeast Asia groups undertaking relevant research and presenting − Faculty of Arts and Social Sciences solutions to a real-world challenge� program at St Xavier’s College, Mumbai� “During my OLE experience, I Throughout the project, you will have the opportunity quickly realised that the language to engage with and learn from industry experts who will provide helpful information, guidance and feedback� was my gateway to the Spanish way For eligibility information check: of life. The more I learnt in class, sydney�edu�au/students/industry-and-community- the more the town, university and projects/types-of-project-units�html� The University of Sydney host family felt like my own. That Global Mobility Guide 2020 edition “Exchange was the single best thing I could have done kind of cultural and linguistic at University. It opened my eyes to a whole different immersion is something that you way of life and broadened aspirations in life.” just can’t experience as a tourist.” Ryan Bogatez Bachelor of Commerce (Liberal Studies) Ashley Masters University of California, Santa Barbara Bachelor of Science/Doctor of Medicine Page 6 OLE - Spain Page 7 Getting credit towards your course Study overseas and experience a new culture while earning credit towards your course� Credit approval for overseas programs Semester exchange Non-exchange programs The availability of subjects at your host institution is You can apply to receive academic credit towards your an important factor in choosing where you’d like to University of Sydney course, but it is not mandatory for go for a semester exchange� When researching your non-exchange programs� If you wish to obtain credit preferred semester exchange destination, consult the for a non-exchange program, there will be the option partner institution’s course/unit catalogue to confirm to request conditional credit approval during the that there are sufficient units of study available to application process� exchange students in your field and level of study in the Non-credit programs semester for which you are applying� You can find links Develop skills from leadership to language proficiency to these catalogues on the Global Mobility Database� by participating in non-credit bearing internships, Due to enrolment quotas and other restrictions, the summer schools, competitions and other external availability of subjects during semester programs programs that take you overseas� cannot be guaranteed, therefore studying elective Credit transfer units on exchange may provide more flexibility� There After you return, your faculty will use your official is a conditional credit approval process you will go overseas transcript and any other required through as a part of your exchange application� documentation to credit your results towards your Short-term exchange University of Sydney course� Global Mobility Guide 2020 edition You can find information about the units of study Have more questions? offered during short-term exchange programs on Attend information sessions and drop-in advising the Global Mobility Database (sydney�edu�au/study/ sessions, which weekly during the semester and run by overseas-programs)� You will also have to go through a our Sydney Abroad advisors� conditional credit approval process in your application for a short-term exchange program� Page 9 Bangkok, Thailand How to apply Choosing your destination When short-listing your preferred programs consider the following: We encourage you to start planning early to ensure you can − availability of suitable subjects for undertake an overseas program (or two!) during your course� your course and level of study − language of instruction This gives you enough time to research your options, plan your − cost of living in the destination enrolment, and get the advice you need
Recommended publications
  • W W W . F E B . U N a I R . a C . I D
    w w w . f e b . u n a i r . a c . i d FACULTY OF ECONOMICS AND BUSINESS UNIVERSITAS AIRLANGGA Campus B Jl. Airlangga 4, Surabaya - 60286, East Java - Indonesia Telephone : (+6231) 503 3642, 503 6584, 504 4940, 504 9480 Fax : (+6231) 502 6288 Email : [email protected] [email protected] www.feb.unair.ac.id THE FACULTY OF ECONOMICS AND BUSINESS UNIVERSITAS AIRLANGGA - PROFILE THE FACULTY OF ECONOMICS AND BUSINESS UNIVERSITAS AIRLANGGA - PROFILE 01 TABLE OF CONTENT 02 04 The Dean's Acknowledgement About Faculty of Economics and Business 06 08 Quality Recognition and Guarantee Faculty Leaders 10 12 Faculty of Economics and Business In Numbers Partnerships 14 15 Facilities Students' Awards 17 20 Department of Economics Department of Management 24 28 Department of Accounting Department of Islamic Economics 30 32 Research Institutions Scholarships and Admission THE FACULTY OF ECONOMICS AND BUSINESS UNIVERSITAS AIRLANGGA - PROFILE 02 THE FACULTY OF ECONOMICS AND BUSINESS UNIVERSITAS AIRLANGGA - PROFILE 03 DEAN'S ACKNOWLEDGEMENT he Faculty of Economics and Business at Universitas Airlangga (FEB Unair) Twhich was founded in 1961 has had qualified experiences and capabilities in the field of education, researches, and social services especially in terms of economics and business. As one of the prominent faculties of economics in Indonesia, FEB Unair has been consistently determined to be an independent, innovative, and leading Faculty of Economics and Business both in national and international levels based on religious morality. In 2016, FEB Unair has been recorded to yield 1,075 graduates out of 10 study programs. In total, FEB Unair has had more than 25,000 alumni who have successfully become leading individuals, either in Prof.
    [Show full text]
  • Chulalongkorn University Sustainability Report 2013-2014
    Chulalongkorn University Sustainability Report 2013-2014 Based on ISCN-GULF Sustainable Campus Charter Contact Information Assoc.Prof. Boonchai Stitmannaithum, D.Eng. Vice President for Physical Resources Management Chulalongkorn University 254 Phaya Thai Road, Pathumwan Bangkok 10330 THAILAND E-mail: [email protected] Tel: 02-218-3341 Table of Contents President's Statement 2 Introduction 6 About Chulalongkorn University 8 Sustainability at Chulalongkorn University 12 Principle 1 – Sustainability Performance of Buildings on Campus 15 Principle 2 – Campus-Wide Master Planning and Target Setting 23 Principle 3 – Integration of Facilities, Research and Education 32 Appendix A: Academic Programs with the Focus on Sustainability and Environment 36 Appendix B: Example of Courses with the Focus on Sustainability 37 Appendix C: Research Center and Initiatives on Sustainability and Environment 39 Appendix D: Related Activities, Projects and Programs on sustainability 42 Appendix E: Chemical Consumed by UN Class 2013-2014 44 Appendix F: Chulalongkorn University Chemical Waste Management Flow Chart 45 Appendix G: Faculty and Researcher Data 2013-2014 46 Appendix H: Student Data 2013-2014 47 President's Statement In recent years, "sustainability" has become the term whose meaning is critical to the development of Chulalongkorn University. From a segregated sustainable operation in the beginning stage that only focused on one operational area at one time, nowadays, Chulalongkorn University lays emphasis on an integrated sustainable operation concept which is not solely limited to energy and environment, but also to the understanding of interconnections between society, technology, culture, and the viability of future campus development. In 2014, many sustainable projects and programs were initiated.
    [Show full text]
  • UOW and the Great South West
    UOW and the Great South West Stands for purpose THE UNIVERSITY OF WOLLONGONG AND THE GREAT SOUTH WEST World-class education for a booming region — The University of Wollongong (UOW) is excited to have opened our doors in the Great South West, one of Australia’s most significant urban centres. Our first cohort of students has already begun their studies at UOW’s South Western Sydney Campus in Liverpool and we have big plans for the future. The Great South West is a region that is truly taking off and we are proud to be partnering with Liverpool City Council to ensure that the region has the educational and training support it needs to move forward and embrace its future. The University of Wollongong’s new South Western Sydney Campus will provide world- class educational opportunities for the people of Liverpool and the Great South West. The new campus will provide greater choice for those who would prefer to study close to home and will provide significant economic opportunities for the people of Liverpool by ensuring its best and brightest can remain in the region. UOW’s South Western Sydney Campus will ensure the next generation of workers in the region are trained and ready for the new jobs and industries of tomorrow and are well placed to embrace the opportunities from the new Western Sydney Airport at Badgerys Creek. The new campus, the first major university campus in Liverpool, builds on an already thriving relationship between the University of Wollongong and the Great South West, and represents a major, long-term investment by the University to the Liverpool region.
    [Show full text]
  • Literacy and Deaf Education: Toward a Global Understanding (Contributors)
    Contributors Abdulhadi A. Alamri Kleopatra Diakogiorgi Special Education Department, Prince Department of Education and Social Sattam bin Abdulaziz University Work, University of Patras Al-Kharj, Saudi Arabia Patras, Greece Ghithan S. Alamri Luz Mary Lpez Franco Special Education Department, Taibah Department of Social and Human University Development, Specialized Medina, Saudi Arabia University of the Americas Panama City, Panama Farraj Alqarni Adults Teaching Department, Department of Special Education, Comfamiliar Risaralda School Jouf University Pereira, Colombia Aljouf, Saudi Arabia Cátia de Azevedo Fronza Ahmed Alzahrani Graduate Program in Applied Special Education Department, Linguistics, University of Vale do Majmaah University Rio dos Sinos Majmaah, Saudi Arabia São Leopoldo, RS, Brazil Fabiola Ruiz Bedolla Barbara Gerner de Garcia National Council for Development and Department of Education, Gallaudet Inclusion of Persons with Disabilities University (Consejo Nacional para el Desarrollo Washington, DC, USA y la Inclusin de las Personas con Discapacidad) Debbie Golos Mexico City, Mexico Department of Educational Psychology, University of Sarah Boehm Minnesota Arizona State Schools for the Deaf Minneapolis, MN, USA and the Blind Tucson, AZ, USA Catalina Henríquez Department of Psychology, Pontifcal Joanna E. Cannon Catholic University of Chile Department of Educational & (Pontifcia Universidad Catlica Counselling Psychology & Special de Chile) Education, the University of British Santiago, Chile Columbia Vancouver, British Columbia,
    [Show full text]
  • SHARE Scholarship - Batch 5 List of Awardees
    SHARE Scholarship - Batch 5 List of Awardees No Name Gender Nationality Home university Host university 1 Thang CHERMENG Male Cambodia Royal University of Phnom Penh Bina Nusantara University (BINUS) 2 Vanhsay SILIPHOKHA Female Lao PDR Champasak University Bina Nusantara University (BINUS) 3 Souliyan KEOHAVONG Male Lao PDR Champasak University Bina Nusantara University (BINUS) 4 Yea Mouykea Female Cambodia National University of Management Bina Nusantara University (BINUS) 5 Khaing Yamoun KYAW Female Myanmar University of Mandalay Bogor Agricultural University 6 Ng YUEN MUN Female Malaysia University Malaysia Sabah Bogor Agricultural University 7 Calley Debra YASING Female Malaysia University Malaysia Sabah Bogor Agricultural University 8 Putri Naeila AMRAN Female Malaysia University Malaysia Sabah Bogor Agricultural University 9 Cassandra Renee ANAK DAN Female Malaysia University Malaysia Sabah Bogor Agricultural University 10 Nhi Thị Dao NGUYỄN Female Viet Nam Hue University Bogor Agricultural University 11 Lizzy Sheau Shiuan YAIK Female Malaysia University Malaysia Sabah Bogor Agricultural University 12 Aung Khant OO Male Myanmar University of Yangon Bogor Agricultural University 13 Muhammad Izzat Safwan bin ABD Male Malaysia University Malaysia Sabah Bogor Agricultural University 14 Huyen Thị Ngọc MAI Female Viet Nam Hue University Bogor Agricultural University 15 Than Sin HTAIK Female Myanmar University of Mandalay Diponegoro University 16 Ngọc Hồng TA Male Viet Nam Vietnam National University, Hanoi Diponegoro University 17 Fatini
    [Show full text]
  • CAMPUS Asia Program Overview FY2017 Budget: 650 Million Yen
    CAMPUS Asia Program Overview FY2017 budget: 650 million yen CAMPUS Asia is a program that promotes quality-assured student exchanges through cooperation among the governments, quality assurance organizations, and universities of Japan, China, and Korea. From FY2011, ten pilot programs were selected through joint screening by the three countries and conducted. Since FY2016, in addition to eight programs that applied from among the ten pilot programs, nine new programs by the university consortium participating in CAMPUS Asia have been added for a total of 17 programs that have begun the full-fledged implementation of their activities. Record/plan of exchanges (no. of Japanese students sent abroad, foreign students received in Japan) - FY 2011-2015 (actual): Sent: 1,392, received: 1,485 - FY 2016-2020 (planned): Sent: 2,199; received: 2,076 Details At the 2nd Japan-China-Korea Summit in October 2009, Japan proposed, and agreement was reached on, trilateral high-quality inter- university exchanges. In April 2010, the trilateral 1st Experts Meeting was held in Tokyo (Japan side chairman: Yuichiro Anzai, President, Japan Society for the Promotion of Science). Agreement was reached on “CAMPUS Asia”* as the name for the program. *Stands for: “Collective Action for Mobility Program of University Students in Asia” In April 2015, at the 5th China-Japan-Korea Committee for Promoting Exchange and Cooperation among Universities, the three countries agreed that, with the end of the pilot program period, from FY2016, they would: 1) increase the number of trilateral inter- university collaboration programs, including the exchanges carried out as pilot programs, 2) make efforts to expand the collaborative framework of the Program (in the mid- and long-term) to the ASEAN countries.
    [Show full text]
  • 2 March 2020 Errata in the IPCC Special Report on the Ocean and Cryosphere in a Changing Climate (SROCC) Handled in Accordance W
    2 March 2020 Errata in the IPCC Special Report on the Ocean and Cryosphere in a Changing Climate (SROCC) Handled in accordance with the IPCC protocol for addressing possible errors in IPCC Assessment Reports, Synthesis Reports, Special Reports and Methodology Reports: https://www.ipcc.ch/site/assets/uploads/2018/09/ipcc_error_protocol_en.pdf Summary for Policymakers A.3.1, Line 1: Replace '1902–2015' with '1902–2010' and replace 'likely' with 'very likely' Chapter 1 Figure 1.1: Replace Figure 1.1 with Errata Figure 1.1. Panel f equation given as 'FAR = 1 – Pant / Pnat' has been corrected to read 'FAR = 1 – Pnat / Pant' Figure 1.1 Caption, Line 11, replace 'FAR = 1 – Pant / Pnat' with 'FAR = 1 – Pnat / Pant' Chapter 3 Figure 3.3: Replace Figure 3.3 with Errata Figure 3.3. The sea ice concentration trend unit ‘°C per decade’ has been corrected to read '% per decade' Annex IV Annex IV: List of Expert Reviewers: the following entries to be added, incorporated alphabetically by surname: AHO, Kelsey BOLLIGER, Ian CARTER, Natalie University of Alaska Fairbanks University of California, Berkeley University of Ottawa USA USA Canada AMIRI, Azita BRADLEY, Alice CHALK, Thomas Iran Meteorological Organization University of Colorado Boulder University of Southampton Iran USA United Kingdom ANDREWS, Lauren BROOKS, Heather CHAMBERS, Catherine NASA Goddard Space Flight Université Laval University Centre of the Center Canada Westfjords USA Iceland BURDETT, Heidi BENNETT, Mia Heriot-Watt University CHAMPOLLION, Nicolas The University of Hong Kong United
    [Show full text]
  • What Is a Doctorate? CGS Acknowledges the Generous Support of Our Sponsor for the 2016 Strategic Leaders Global Summit: Table of Contents
    Tenth Annual Strategic Leaders Global Summit on Graduate Education November 15-17, 2016 University of São Paulo Brazil What Is a Doctorate? CGS acknowledges the generous support of our sponsor for the 2016 Strategic Leaders Global Summit: Table of Contents 2016 Strategic Leaders Global Summit on Graduate Education: Agenda Papers Introduction Suzanne T. Ortega, Council of Graduate Schools 10 1: Current and Evolving Definitions of the Doctorate Presented Papers Hans-Joachim Bungartz, Technical University of Munich 14 Denise Cuthbert, Royal Melbourne Institute of Technology University 17 Susan Porter, University of British Columbia 20 Mark J.T. Smith, Purdue University 23 Shireen Motala, University of Johannesburg 26 Brenda Yeoh, National University of Singapore 30 2: Doctoral Admissions and Recruitment: Assessing Readiness to Pursue Doctoral Study David G. Payne, Educational Testing Service 36 Adham Ramadan, American University in Cairo 39 Yaguang Wang, Shanghai Jiao Tong University 42 Kate Wright, University of Western Australia 44 3: Doctoral Mentoring & Supervision Vahan Agopyan, University of São Paulo 48 Mee-Len Chye, The University of Hong Kong 50 Richard (Dick) Strugnell, University of Melbourne 52 Tao Tao, Xiamen University 56 Qiang Yao, Tsinghua University 59 4: Career Preparation & Innovations in Doctoral Curricula and Training Jani Brouwer, Pontificia Universidad Católica de Chile 62 Karen Butler-Purry, Texas A&M University 64 Barbara Crow, York University 66 5: Doctoral Dissertations and Capstones Marie Audette, Laval University 68 Alastair McEwan, University of Queensland 71 Christopher Sindt, Saint Mary’s College of California 74 6: How Do Doctoral Assessment & Career Tracking Influence Definitions of Doctoral Education? Philippe-Edwin Bélanger, Université du Québec 78 Luke Georghiou, University of Manchester 80 Barbara A.
    [Show full text]
  • 1,3,4Faculty of Environmental Studies UNIVERSITI PUTRA MALAYSIA 2Institute for Medical Research NATIONAL INSTITUTE of HEALTH MALAYSIA
    PLANNING MALAYSIA: Journal of the Malaysian Institute of Planners VOLUME 15 ISSUE 4 (2017), Page 1 - 12 ARE GREEN UNIVERSITIES PRODUCING GREENER FUTURE LEADERS? Raihana Mohd Ghaus1, Rosta Harun2, Lim Kuang Hock3, & Zakiah Ponrahono4 1,3,4Faculty of Environmental Studies UNIVERSITI PUTRA MALAYSIA 2Institute for Medical Research NATIONAL INSTITUTE OF HEALTH MALAYSIA Abstract In recent years, studies on campus sustainability have been conducted to measure the impact that universities have on the environment and several mechanisms to measure and rank universities globally on how they perform in sustainability have been proposed. The UI Greenmetrics ranks universities based on sustainable performance ratings and focused more on the initiatives and opportunities provided to achieve sustainability but did not address the issue of environmental literacy among the university students. This study aims to understand how sustainable practices and policies adopted by Green Universities as well as demographic factors relate to the level of environmental attitude and responsible environmental behaviour of Malaysian student leaders. A census survey was carried out on student leaders of Malaysian public universities to assess their level of perception, attitude, personal responsible environmental behaviour (REB) and REB with regards to UI Greenmetrics Criteria. The Mann-Whitney U test conducted revealed that there was no significant difference in the level of the assessed components across all demographic factors between green and non- green universities. Spearman rank order correlation showed that there was a significant positive correlation between perception and personal REB (rs(322) = .385, p ≤ .05) as well student council REB (rs(322) = .542, p ≤ .05). Attitude was found to have a significant negative correlation with student council REB (rs(322) = -.114, p ≤ .05) while a high level of personal REB was significantly correlated with student council behaviour (rs(322) = .579, p ≤ .05).
    [Show full text]
  • Environmental Accounting and Reporting: Case Study of Accounting Education in Indonesia's Universities That Includes in Qs
    Environmental Accounting and Reporting: Case Study of Accounting Education in Indonesia’s Universities that Includes in Qs World University Rankings Kenny Ardillah Matana University Tower, Ara Center, Gading Serpong {[email protected]} Abstract. Universities have an important role towards students in building professional competence through the fulfillment of periodic updated learning curricula. This study aims to gather information related to the number of universities, the number of relevant courses, the number of undergraduate and graduate programs, the application of courses that join with other sciences, teaching methodologies, publications in the internal journals of tertiary institutions, activities involving college students, organizations or student associations, website availability, publication of sustainability reports, and participation of environmental assessment at universities in Indonesia included in the QS World University Ranking 2019. This research is a qualitative research with a case study approach. The study population is all universities in Indonesia included in the QS World University Ranking 2019. The research results obtained were 44.44% of the universities included in the QS World Rankings University 2019 rank had integrated courses related to environmental accounting and reporting in the education curriculum at the level proportion of 1.24%. 33.33% of universities apply study programs that are still relevant to the aspects of sustainability and the environment in their educational curriculum. All universities have courses outside the concepts of environmental accounting and reporting that combine with other sciences. All universities apply teaching methods in the classroom. The University has an average of 5 publications per year of research related to environmental accounting and reporting. The university still has a sufficient number of activities of 5-7 activities involving students related to environmental sustainability.
    [Show full text]
  • Growing out of COVID‑19 : Can New Tools Work?
    This document is downloaded from DR‑NTU (https://dr.ntu.edu.sg) Nanyang Technological University, Singapore. Growing out of COVID‑19 : can new tools work? Borsuk, Richard 2021 Borsuk, R. (2021). Growing out of COVID‑19 : can new tools work?. RSIS Commentaries, 055‑21. https://hdl.handle.net/10356/152534 Nanyang Technological University Downloaded on 28 Sep 2021 14:00:52 SGT Growing Out of COVID-19: Can New Tools Work? By Richard Borsuk SYNOPSIS There are two new tools for Indonesia to help draw needed foreign investment – the Omnibus Law and a wealth fund. But do not expect significant gains until the pandemic is under control. COMMENTARY COVID-19 CONTINUES to ravage Indonesia, Southeast Asia’s biggest economy. Indonesian officials expect a small contraction in 2021’s just-ended first quarter, which would mean a fourth consecutive period of shrinkage – which has slashed jobs and consumption – compared with a year earlier. Still, President Joko Widodo should feel upbeat about the longer-term economic outlook based on some developments during the first quarter. Surprising sceptics who have been assuming bureaucratic lethargy, the drafting of implementing rules for bureaucratic reforms under the Omnibus Law, which should help attract investors, was completed on schedule, 90 days after the president signed it. Also, Indonesia launched an ambitious “sovereign wealth fund” to draw hefty foreign inflows to build more infrastructure. The United Arab Emirates even pledged US$10 billion for the fund. COVID-19 Cloud However, an ominous cloud still hovers over Indonesia – and until it dissipates, the recession-hit economy likely will have at best an anaemic recovery that is not strong enough to recreate the millions of jobs lost last year, and create new ones for the millions entering the labour force every year.
    [Show full text]
  • HOMECOMING 2010 We Are Also Excited to Have Dr
    FALL 2010 NEWSLETTER A Message from the Chair Greetings, math alums, from the Department of Mathematics! Since our last newsletter was released in January 2010, there have been significant changes at Baylor. Judge Kenneth Winston Starr has been inaugurated as Baylor University’s 14th President and Dr. Elizabeth Davis was named Executive Vice President and Provost. All of us at Baylor are thrilled with these two appointments and, through the stability that these appointments bring, we are confident that Baylor will continue its push onwards and upwards to becoming one of the nation’s elite universities. On the departmental level, we have seen several important changes in the past few months. We’ve added Dr. Matthew Beauregard (University of Arizona), Gail Brooks (Baylor University, McLennan Community College), and Dr. Jonatan Lenells (University of Lund, Sweden) to our staff this fall and we are very pleased to welcome each of them into our mathematical family. HOMECOMING 2010 We are also excited to have Dr. Edward B. Burger, the 2010 Robert Foster Cherry Award winner for Great Teaching, with Homecoming this year is Saturday us this semester. Ed is the Lissack Professor for Social Responsibility and Personal Ethics at Williams College (MA) October 23. The Department of and is a multi-honored teacher of mathematics and an Mathematics will host a breakfast award-winning author of textbooks and videos. Besides from 9:30-11:30 that morning on the teaching two courses for us, Ed is heavily involved with first floor of Sid Rich. We would love several other projects across our campus.
    [Show full text]