Final Evaluation of the IUC Partner Programme with the Saint Louis

Total Page:16

File Type:pdf, Size:1020Kb

Final Evaluation of the IUC Partner Programme with the Saint Louis Flemish University Council – University Development Cooperation (VLIR‐UOS) Programme for Institutional University Cooperation (IUC) Final evaluation of the IUC partner programme with the Saint Louis University and the Benguet State University, Philippines Phase I and II (1999‐2008) FINAL REPORT – April 2010 Ad Boeren Dr Roberto Borromeo university cooperation for development sharing minds, changing lives Table of contents TABLE OF CONTENTS........................................................................................................................1 LIST OF ABBREVIATIONS ..................................................................................................................3 FOREWORD BY THE TEAM LEADER...................................................................................................5 EXECUTIVE SUMMARY.....................................................................................................................6 1. INTRODUCTION ......................................................................................................................... 10 1.1. BACKGROUND INFORMATION ON THE EVALUATION EXERCISE............................................................ 10 1.1.1. The IUC programme............................................................................................................. 10 1.1.2. The Terms of Reference eof th evaluation............................................................................ 12 1.1.3. The evaluation methodology ............................................................................................... 13 1.1.4. The evaluation activities undertaken................................................................................... 14 1.1.5. Structure of the evaluation report ....................................................................................... 14 1.2. CONTEXTUAL INFORMATION....................................................................................................... 14 1.2.1. The Philippines .....................................................................................................................14 1.2.2. The Cordillera Administrative Region................................................................................... 15 1.2.3. The Philippine Educational System ...................................................................................... 16 1.2.4. The Universities in the VLIR‐PIUC Programme..................................................................... 17 1.3. THE VLIR‐IUC PROGRAMME WITH SLU/BSU............................................................................... 20 2. EVALUATION FINDINGS: THE PROJECTS ...................................................................................... 24 2.1. PROJECT 1. STRENGTHENING THE SLU‐BSU NETWORK AND IUC PROGRAMME MANAGEMENT............ 24 2.2. PROJECT 2. INSTITUTIONAL MANAGEMENT AND POLICY DEVELOPMENT ‐SLU.....................................27 2.3. PROJECT 2. INSTITUTIONAL MANAGEMENT AND POLICY DEVELOPMENT ‐ BSU .................................. 30 2.4. PROJECT 3. ICT DEVELOPMENT ‐ SLU ......................................................................................... 33 2.5. PROJECT 3. ICT DEVELOPMENT ‐ BSU..........................................................................................37 2.6. PROJECT 4. LIBRARY DEVELOPMENT ‐ SLU ................................................................................... 40 2.7. PROJECT 4. LIBRARY DEVELOPMENT ‐ BSU................................................................................... 44 2.8. PROJECT 5. BUSINESS RESEARCH AND EXTENSION DEVELOPMENT ‐ SLU ............................................47 2.9. PROJECT 5. SOCIO‐ECONOMICS RESEARCH AND EXTENSION DEVELOPMENT ‐ BSU ............................. 51 2.10. PROJECT 6. HEALTH AND ENVIRONMENT ‐ SLU............................................................................. 56 2.11. PROJECT 6. SEMI‐TEMPERATE VEGETABLE RESEARCH AND DEVELOPMENT ‐ BSU................................ 60 2.12. COMBINED PERFORMANCE ........................................................................................................ 64 3. EVALUATION FINDINGS: THE PROGRAMME................................................................................ 67 3.1. ADDED VALUE OF THE VLIR‐PIUC PROGRAMME............................................................................ 67 3.1.1. Regional and National Development Goals ......................................................................... 67 3.1.2. SLU and BSU Strategic Plans within the Context of National and Regional Development Goals.................................................................................................................................... 68 3.1.3. SLU and BSU Contributions to Regional and National Development Goals......................... 70 3.2. THE PIUC – SLU/BSU MANAGEMENT SET‐UP .............................................................................. 70 3.3. PLANNING AND PROGRAMMEMING............................................................................................. 71 3.4. FINANCIAL MANAGEMENT ......................................................................................................... 73 3.5. MANAGEMENT CAPACITY IMPROVEMENTS.................................................................................... 75 3.6. INTER‐UNIVERSITY COOPERATION .................................................................................................76 3.7. LESSONS LEARNED FROM IMPLEMENTATION.................................................................................. 77 3.8. THE COOPERATION MODEL......................................................................................................... 78 Final evaluation of the IUC partner programme with SLU and BSU, Philippines 1/102 3.9. CONTINUED COLLABORATION ..................................................................................................... 79 3.10. VLIR‐IUC IN COMPARISON TO OTHER DONOR FUNDED COOPERATION PROGRAMMES .......................... 79 3.11. SUMMARIZING ........................................................................................................................ 80 4. CONCLUSIONS AND RECOMMENDATIONS.................................................................................. 82 4.1. CONCLUSIONS ......................................................................................................................... 82 4.2. RECOMMENDATIONS ................................................................................................................ 82 ANNEX 1. PROGRAMME OF THE VISIT AND PERSONS ATTENDING ................................................. 84 ANNEX 2. CONTEXTUAL INFORMATION ABOUT THE PHILIPPINES, THE CORDILLERAS ADMINISTRATIVE REGION, AND THE EDUCATION SYSTEM IN THE PHILIPPINES.............. 88 ANNEX 3. SCHOLARSHIPS AND TRAINING PROVIDED UNDER PIUC................................................. 94 ANNEX 4. REFERENCES ................................................................................................................ 100 Final evaluation of the IUC partner programme with SLU and BSU, Philippines 2/102 List of abbreviations AP Activity Programme AVRDC Asian Vegetable Research and Development Centre BOR Board of Regents BREAD Business Research, Extension And Development BSU Benguet State University CAR Cordillera Administrative Region CARRDP The Cordillera Regional Development Plan CEA College of Engineering and Architecture (SLU) CHE Chemical Engineering CHED Commission on Higher Education CICM Congregation of the Immaculate Heart of Mary CICS College of Information and Computing Sciences CNS College of Natural Sciences (SLU) COD Centre of Development COE Centre of Excellence DipHEM Diploma for Higher Education Management ECE Electronics and Communications Engineering EE Electrical Engineering EISSIF Institute of Small‐Scale Industries Foundation ESPOL Escuela Superior Politecnica del Litoral ERL/EURFL Environmental Research Lab/ Engineering Urban Planning Research Lab or EUPRL not EURFL EU European Union GDP Gross Domestic Product GIS Geographic Information System GNP Gross National Product GRDP Gross Regional Domestic Product HORTI Horticulture Research and Training Institute HRD Human Resource Development HRDO Human Resource and Development Office ICOS Institutional Coordinators for University Development Cooperation ICT Information and Communications Technology ICTP International Centre for Theoretical Physics ICTRL Information and Communications Technology Research Laboratory IE Industrial Engineering IEC Information and Education Campaign IFLIS Institute for Foreign Languages and International Studies IHFSA Institute of Highland Farming Systems ando Agr forestry ILS Integrated Library System IMFG International Monsanto Fund Grant IPs Indigenous Peoples IQUAAO Institutional Quality Assurance and Accreditation Office IRO International Relations Office ISRD Institute of Social Research and Development Final evaluation of the IUC partner programme with SLU and BSU, Philippines 3/102 IUC Programme for Institutional University Cooperation JSCM Joint Steering Committee Meeting KRA Key Result Area KULeuven Katholieke Universiteit Leuven LAN Local Area Network LET Licensure Examination for Teachers ME Mechanical Engineering MEP Masters in Engineering Programme MOA Memorandum of Agreement MOPG Manual of Operating Procedures and Guidelines MOU Memorandum of Understanding MSc Master of Science
Recommended publications
  • Mary Aim to Streamline R&E Operations
    bsu.edu.ph Benguet State University @BenguetStateU @benguetstateuniversityofficial Benguet State University BSU Research and Extension Coordinators from the different colleges, full time researchers and staff of R&E Sector gathered in iNSIDE a 5-day Planning Workshop in Dagupan City with the primary aim to streamline R&E operations. //NLenguaje pAGE 6 pAGE NSTP conducts singing competition and eco-fashion show to promote environmental conservation pAGE 4 pAGE Faculty and students train on fruit and vegetable carving Official Publication of Benguet State University pAGE 7 pAGE BSU conducts training on PAP proposal preparation with ShamagISSN 0118-0304 MARCH 2019 gender perspective Vol. XXVIV No. 3 Workshop held to align R&E operations with Sustainable Development Goals The BSU Research and Extension sector conducted a planning-workshop to streamline research and extension operations on March 25-29, 2019 at Dagupan TBI Project Leaders City, Pangasinan. Dr. Carlito P. Laurean, Vice President faculty from the Colleges as pool of researchers urged to ‘level up’ for Research and Extension, said that the in the various R & E Centers; and identify planning-workshop intends to identify RDE agenda and priorities aligned with the overlaps and interfaces between and among the Sustainable Development Goals (SDGs) as R & E centers; mainstream student researches well as to map out the 3-year operational plan into the University R & E programs; identify (2020-2022) of the sector. CONTINUED ON PAGE 5 “There must be a leveling up in your TBI (Technology Business Incubation).” Mr. Noel A. Catibog of DOST- BSU student makes it to 21st Ayala Young PCAARRD said to batch 2 project leaders of the TBI program during Leaders Congress the Agribusiness Incubation rd Cristine M.
    [Show full text]
  • 2019 Annual Report
    BENGUET S T AT E U NIVERSI T Y 2019 ANNUAL REPORT ACADEMIC SECTOR 2019 ANNUAL REPORT: ACADEMIC SECTOR 2019 Table of Contents I. CURRICULUM AND INSTRUCTION .......................................................................................................... 3 A. Degree Programs and Short Courses ........................................................................................ 3 B. Program Accreditation .............................................................................................................. 6 C. Program Certification ................................................................................................................ 9 II. STUDENTS ............................................................................................................................................ 10 A. Enrolment ................................................................................................................................ 10 B. Student Awards ....................................................................................................................... 17 C. Student Scholarship and RA 10931 Implementation .............................................................. 19 D. Student Development ............................................................................................................. 20 E. Student Mobility ...................................................................................................................... 21 F. Graduates ...............................................................................................................................
    [Show full text]
  • Vincent Blondel the #Uclouvain Experience
    Vincent Blondel The #UCLouvain experience Rector Candidate 2019 - 2024 A strong track record. An ambitious project. Five years ago, you entrusted me to become the rector of our university. Together, we carried out most of the electoral program, which was carried out under the Lou- vain 2020 project. At the end of this first mandate, it is now time to look back. Together we have ac- complished great deal. These five years as rector by your side have been an im- mense privilege. It was intense and demanding, but I did not regret it for a second. I have received a lot of positive feedback and support to continue, with you, the work that has been done for five years. For this second mandate, I have built my program by consulting many members of the university community. Thanks to these exchanges, this program has gradually been prepared, based both on the results of what I have achieved and on the desire to go further. My program, with 131 proposals, is structured around three axes: ∙ a university dedicated to each of its members, with a priority for well-being at work ∙ a strong and stable university, both internally and externally ∙ an open university, a leader for social change, with proposals to foster a society in transition. Today, I am proud of what we have built together over the last five years. I want to continue to put my experience and energy at the service of our university. I want to contribute, with you, to a future worthy of its prestigious past and to shape it a place of excellence, inclusive, open to the world and a source of fulfilment for all.
    [Show full text]
  • Baromètre Digital Wallonia Éducation & Numérique 2018
    Baromètre Digital Wallonia Éducation & Numérique 2018 INFRASTRUCTURE, RESSOURCES ET USAGES DU NUMÉRIQUE DANS L’ÉDUCATION EN WALLONIE ET À BRUXELLES Avec le www.digitalwallonia.be/education2018 concours de Table des matières 1 - INTRODUCTION ……………………………… 4 6 - DÉFIS ET PERSPECTIVES 11 - LE NUMÉRIQUE VU État des lieux des initiatives numériques ………………………6 DU NUMÉRIQUE POUR PAR LES ENSEIGNANTS …………………… 68 LES ÉTABLISSEMENTS ……………………… 38 Bénéfices du numérique 2 - MÉTHODOLOGIE …………………………… 8 Défis d’ordre technique ………………………………………………… 39 pour l’éducation ……………………………………………………………… 69 Enquête auprès des établissements scolaires ……………9 Défis d’ordre pédagogique ……………………………………………40 Défis du numérique pour l’éducation ………………………… 73 Enquête auprès des enseignants ………………………………… 10 Actions prévues relatives à l’équipement numérique …41 Freins à la mise en oeuvre du numérique ………………… 74 Redressements …………………………………………………………………11 Mise en œuvre du BYOD ……………………………………………… 42 Position vis-à-vis du BYOD …………………………………………… 75 Régions et communautés …………………………………………………11 Actions pour développer le numérique éducatif ……… 77 Marges d’erreur …………………………………………………………………11 7 - ÉQUIPEMENT NUMÉRIQUE ET USAGES PERSONNELS 12 - SYNTHÈSE …………………………………… 80 3 - ÉQUIPEMENT NUMÉRIQUE DES ENSEIGNANTS …………………………… 44 Infrastructures numériques…………………………………………… 81 Usages et enjeux numériques ……………………………………… 81 DES ÉTABLISSEMENTS ……………………… 12 Usage d’Internet ………………………………………………………………46 Stratégie numérique des établissements ………………… 82 Ordinateurs et tablettes ………………………………………………… 13
    [Show full text]
  • SELECTED READINGS (HITS) of MY RESEARCHGATE/Linkedin PAGES
    SELECTED READINGS (HITS) OF MY RESEARCHGATE/LinkedIn PAGES: Jorge Luis Romeu CORONAVARUS RESEARCH PAPERS A Markov Chain Model for Covid-19 Survival Analysis. White Paper. Current Total: 2024 (LinkedIn: 490) A Markov Model to Study of Re-opening College Under Covid-19. White Paper. Current Total: 826 (LinkedIn: 320) A Markov Model to Study Covid-19 Herd Immunization. White Paper. Current Total: 490 (LinkedIn: 440) Multivariate Stats (Principal Components/Discrimination) in Covid Analysis. White Paper. Current Total: 591 (LinkedIn: 297) More on Applying Principal Components & Discrimation Analysis to Covid-19 Data. W.P. Current Total: 535 (LinkedIn: 394) Example of Survival Analysis of Covid-19 ICU and Patient Data. White Paper. Current Total: 693 (LinkedIn: 409) Design of Experiments in Covid-19 Factor Screening and Assessment. White Paper. Current Total: 767 (LinkedIn: 305) An Example of DOE Application to Coronavarius Data Analysis. White Paper. Current Total: 406 (LinkedIn: 393) Covid-19 ICU Staff and Equipment Requirements using the Negative Binomial. White Paper. Current Total: 336 (LinkedIn: 202) Logistics Regression in Factor Identification of Covid-19 Vaccine Trials. White Paper. Current Total: 1328 (LinkedIn: 255) Survival Analysis Applied to Establishing Covid-19 Vaccine Life Length. White Paper. Current Total: 540 (LinkedIn: 341) Some Statistical Methods to Accelerate Covid-19 Vaccine Testing Current Total: 1064 (LinkedIn: 220) A Markov Model to Assess Covid-19 Vaccine Herd Immunization Patterns. White Paper. Current Total: 585 (LinkedIn:253) Design and Operation of an ICU Using Reliability Principles. White Paper. Current Total: 167 (LinkedIn: 266) Commented Summary of a Year of Work in Covid-19 Statistical Modeling.
    [Show full text]
  • La Modalidad B-Learning Como Alternativa De Un Ambiente De Aprendizaje Innovador
    Revista Iberoamericana de las Ciencias Computacionales e Informática ISSN: 2007-9915 La modalidad B-learning como alternativa de un ambiente de aprendizaje innovador Blended learning as an alternative to an innovative learning environment O modo B-aprendizagem, alternativamente, uma ambiente de aprendizagem inovador DOI: http://dx.doi.org/10.23913/reci.v6i11.60 René Rodríguez Zamora Universidad Autónoma de Sinaloa, México [email protected] Leonor Antonia Espinoza Núñez Universidad Autónoma de Sinaloa, México [email protected] Resumen En este artículo se presenta un estudio a partir del cual se definen las características con las que cuenta la modalidad B-Learning situándola como una alternativa innovadora para responder a las principales necesidades de un programa educativo presencial que permitan ofrecer mejores condiciones y más oportunidades para el aprendizaje. Se constituye así un análisis descriptivo basado en técnicas cuantitativas y cualitativas, orientado a justificar la pertinencia de la propuesta de implementación de esta modalidad en un programa presencial. En un primer momento se hace una descripción de las herramientas tecnológicas existentes para la educación a distancia, se ubicaron como algunas de las más representativas: Claroline, Atutor, Dokeos, y Moodle. Identificado Moodle como la más idónea en cuanto a las condiciones funcionales para la implementación. Se elaboró posteriormente un diagnóstico del contexto escolar en lo referente a la calidad del servicio educativo y a las necesidades y requerimientos Vol. 6, Núm. 11 Enero - Junio 2017 RECI Revista Iberoamericana de las Ciencias Computacionales e Informática ISSN: 2007-9915 para la implementación de un programa académico. Encontrando que los estudiantes perciben que se les brinda un buen servicio educativo, sin embargo no se sienten del todo satisfechos con el desarrollo de la labor docente.
    [Show full text]
  • EDUCATION and SOCIAL PROGRESS: INSIGHTS from COMPARATIVE PERSPECTIVES Siem Reap, Cambodia 11-12 May 2018
    EDUCATION AND SOCIAL PROGRESS: INSIGHTS FROM COMPARATIVE PERSPECTIVES Siem Reap, Cambodia 11-12 May 2018 Co-hosted Education and Social Progress: Insights From Comparative Perspectives 11TH BIENNIAL COMPARATIVE EDUCATION SOCIETY OF ASIA Siem Reap, Cambodia 11-12 May 2018 Layout design: OUM Chantha, RAVY Sophearoth Cover design: RAVY Sophearoth Front & Back Cover Pictures: SAY Lalis PREAH KHAN: BUDDHIST MONASTIC UNIVERSITY - KING JAYAVARMAN VII, 13TH CENTURY CE 56 Street 315, Tuol Kok PO Box 622, Phnom Penh, Cambodia (+855 23) 881 384/881 701/881 916/883 603 (+855 23) 880 734 Email: [email protected] Website: www.cdri.org.kh 2018 CDRI- Cambodia Development Resource Institute Table of Contents WELCOME MESSAGE ACKNOWLEDGEMENTS 1 CONFERENCE BACKGROUND ABOUT | CESA ABOUT | CAMBODIA DEVELOPMENT RESOURCE INSTITUTE (CDRI) ABOUT | PAÑÑĀSĀSTRA UNIVERSITY OF CAMBODIA (PUC) CONFERENCE DESCRIPTION 8 CONFERENCE PROGRAMME AND SPEAKERS PROGRAMME AT A GLANCE DISTINGUISHED GUESTS KEYNOTE SPEAKERS PLENARY DISCUSSION PANELLISTS PROGRAMME DETAILS ABSTRACTS (PER KEYNOTE ADDRESSES AND PLENARY SESSIONS) PARALLEL SESSIONS EXHIBITIONS 45 COMMITTEE MEMBERS SCIENTIFIC COMMITTEE ORGANIZING COMMITTEE 49 PRACTICAL INFORMATION CONFERENCE VENUE HOTEL AND BREAK-OUT ROOMS MAP BREAK-OUT ROOMS MAP CLOSE-UP ABOUT SIEM REAP AND ANGKOR WAT WHY CAMBODIA? CAMBODIA MAP SIEM REAP MAP USEFUL CONTACTS IN SIEM REAP 57 CALL FOR PAPERS ASIA PACIFIC JOURNAL OF EDUCATION: SPECIAL ISSUE CALL FOR PAPERS 60 ABSTRACTS OF PARALLEL SESSIONS 144 LIST OF PARTICIPANTS PRESENTERS NON-PRESENTERS 153
    [Show full text]
  • LIST of Universities and Colleges with Free Tuition Starting 2018
    LIST of Universities and Colleges with free tuition starting 2018 Region Name of University LUC/SUC ARMM Adiong Memorial Polytechnic State College SUC ARMM Basilan State College SUC ARMM Mindanao State University SUC ARMM MSU-Tawi-Tawi College of Technology and Oceanography SUC ARMM Sulu State College SUC ARMM Tawi-Tawi Regional Agricultural College SUC CAR Abra State Institute of Science and Technology SUC CAR Apayao State College SUC CAR Benguet State University SUC CAR Ifugao State University SUC CAR Kalinga State University SUC CAR Mountain Province State University SUC CARAGA Agusan del Sur State College of Agriculture and Technology SUC CARAGA Caraga State University (Northern Mindanao State Institute of Science and Technology) SUC CARAGA Hinatuan Southern College LUC CARAGA Surigao del Sur State University SUC CARAGA Surigao State College of Technology SUC I Binalatongan Community College LUC I Don Mariano Marcos Memorial State University SUC I Ilocos Sur Community College LUC I Ilocos Sur Polytechnic State College SUC I Mariano Marcos State University SUC I North Luzon Philippines State College SUC I Pangasinan State University SUC I University of Eastern Pangasinan LUC I University of Northern Philippines SUC I Urdaneta City University LUC II Batanes State College SUC II Cagayan State University SUC II Isabela State University SUC II Nueva Vizcaya State University SUC II Quirino State University SUC III Aurora State College of Technology SUC III Baliuag Polytechnic College LUC III Bataan Peninsula State University SUC III Bulacan Agricultural State College SUC III Bulacan Polytechnic College LUC III Bulacan State University SUC III Central Luzon State University SUC III City College of Angeles LUC III City College of San Fernando, Pampanga LUC III Don Honorio Ventura Technological State University SUC III Eduardo L.
    [Show full text]
  • Methods and Masters: Multilingual Teaching in 16Th-Century Louvain
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by idUS. Depósito de Investigación Universidad de Sevilla METHODS AND MASTERS: MULTILINGUAL TEACHING IN 16TH-CENTURY LOUVAIN http://dx.doi.org/10.12795/LA.2017.i40.13 SWIGGERS, PIERRE CENTRO DE HISTORIOGRAFÍA LINGÜÍSTICA, UNIV. DE LOVAINA (BÉLGICA) Profesor ORCID: 0000-0001-9814-2530 VAN ROOY, RAF CENTRO DE HISTORIOGRAFÍA LINGÜÍSTICA, UNIV. DE LOVAINA (BÉLGICA) Investigador ORCID: 0000-0003-3739-8465 Resumen: En el siglo XVI se hablaban y se practicaban varias lenguas en Flandes, especialmente en la ciudad universitaria de Lovaina y en Amberes, centro económico de los Países Bajos españoles. El multilingüismo que se practicaba era por un lado un multilingüismo ‘vertical’, implicando el estudio de las tres lenguas ‘sagradas’ (hebreo, griego, latín); este tipo de estudio se concretizó con la fundación del Collegium Trilingue de Lovaina (1517). Por otro lado, estaba muy difundido un multilingüismo ‘horizontal’, que implicaba las len- guas vernáculas, como el español, el francés y el italiano; este tipo de multilingüismo se explica por el ascenso de la clase comerciante. La presente contribución analiza la documentación disponible (sobre los maestros de lengua y los instrumentos didácticos) y rastrea los factores contextuales que influían en la enseñanza y el aprendizaje de lenguas extranjeras en Flandes, con particular atención a Lovaina. Palabras clave: Historia de la enseñanza de lenguas: Instrumentos didácticos; Multilingüismo (español, francés, italiano); Flandes; Collegi- um Trilingue de Lovaina; siglo XVI Abstract: In 16th-century Flanders, various languages were spoken and practiced, especially in the university town of Louvain and the city of Antwerp, the economic heart of the Southern Low Countries.
    [Show full text]
  • ICAS 10 Programme Book
    ICAS 10 CONFERENCE PROGRAMME 20-23 JULY 2017 THE 10TH INTERNATIONAL CONVENTION OF ASIA SCHOLARS CONFERENCE PROGRAMME 20–23 JULY 2017 CHIANG MAI THAILAND ICAS 10 CONFERENCE PROGRAMME 20-23 JULY 2017 CONTENTS 2-3 Welcome 4-5 Venue Floor Plan 6-7 Schedule at a Glance 8-11 Special Events 12-21 Film Screenings 22-27 Exhibitions THE 10TH 28-107 Panel Schedule INTERNATIONAL 108-127 CONVENTION OF Advertisements ASIA SCHOLARS 128-136 List of Participants CONFERENCE 137-144 List of Participant PROGRAMME Affiliated Institutions Notes 20–23 JULY 2017 CHIANG MAI THAILAND CO-SPONSORS Chiang Mai City Arts & Cultural Center Konrad Adenauer Stiftung Thailand Convention & Exhibition Bureau ICAS 10 WELCOME 20-23 JULY 2017 WELCOME TO ALL ICAS 10 PARTICIPANTS On behalf the Local Organising Committee, I would like to extend our warm welcome to all participants of ICAS10, taking place from 20-23July 2017 in Chiang Mai. As the 10th edition of ICAS is taking place in Asia, it will be greatly beneficial and intellectually challenging to invite Asia scholars to use this platform to discuss and exchange ideas on how we can better understand the changes that are happening in this region today. The conference is envisaged as an opportunity for participants to question the old paradigms and to search for new ones that can help us to analytically investigate the emerging economic, political and social order, as well as to conceive a realisation of the need for a new methodology to help us in better dealing with the problems of environment degradation, migration, authoritarianism, ethnic conflict, inequality, commoditisation of culture, and so forth.
    [Show full text]
  • Mission Goals
    THE OPEN UNIVERSITY AT BENGUET STATE With this scheme, students are therefore able to gain new UNIVERSITY knowledge and skills wherever they are whether at work, at THE MASTER’S DEGREE home or even while on travel, and at their own pace and Students enrolled in the Master’s Degree have to finish a time. The Benguet State University-Open University (BSU-OU) was minimum of 37 units to earn the degree. It enables the student established in 1997 through University Board Resolution No. to learn the theories, principles, and/or concepts and integrate 768 in fulfillment of Article XIV (Education) of the 1987 these into the skills that he/she desires to specialize into. Philippine Constitution and R. A. No. 7722 known as the Higher Education Act in 1994 as follows: Vision THE DIPLOMA COURSE Article XIV (Education) - to make quality education at Socially and professionally excellent The Diploma Courses is a post-baccalaureate degree with 21 all levels accessible to all Filipinos and to develop human resource developer. credit units. Students who complete the Diploma Course with “non-formal, informal and indigenous learning passing performance shall be given a Certificate of Completion systems as well as self-learning/independent and out- and may be admitted to the Master’s degree if qualified. of-school study programs particularly those that respond to community needs.” R. A. No. 7722 - “the State shall protect, foster and THE CERTIFICATE COURSE promote the right of all citizens to affordable quality The Certificate Courses is a post baccalaureate program with 12 education at all levels, shall take appropriate steps to Mission credit units.
    [Show full text]
  • Université Saint-Louis
    STUDYING IN ENGLISH AT STUDYINGSAINT-LOUIS UNIVERSITY, BRUSSELS IN ENGLISH AT SAINT-LOUIS UNIVERSITY, BRUSSELS ENG STUDY ACADEMIC YEAR www.usaintlouis.be 2015-2016 THE UNIVERSITY Saint-Louis University, Brussels which originally evolved from a Philosophy school founded in 1858, is now home to 3,500 students from over 50 different countries. Saint-Louis University is composed of four Faculties (Law; Philosophy, Letters and Human Sciences; Economics, Social and Political Sciences and Information, Translation and Interpreting), an Institute for European Studies, and a School of Philosophy and Religion. Supporting these are a number of Research Centres and three Research Institutes. THE ACADEMIC AUTHORITIES Rector: Pierre Jadoul Vice-Rector for Research: Laurent Van Eynde Vice-Rector for EducationENG and International Relations: Bertrand Hamaide WELCOME TO SAINT-LOUIS Proximity, interdisciplinarity and multiculturality are the three main characteristics of our University. Saint-Louis is a comfortable place to study. With around 3,500 students, we are able to offer teaching in small STUDY groups at both undergraduate and post-graduate levels. Saint-Louis is renowned for its friendly atmosphere and easy contacts between students and professors as well as between students and the International Relations Service. Saint-Louis has developed a specialisation in teaching most aspects of the Human Sciences and takes an interdisciplinarity approach to education. Saint-Louis provides undergraduates the option of majoring in one field and taking a minor in another, as well as the option of a combined degree programme in two different fields. Saint-Louis University welcomes more students than it sends abroad. Each year, the University welcomes about 120 international incoming students who would gather credits for their studies at their home institution.
    [Show full text]