Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through autodidacticism.[1] Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts.
Etymology
Etymologically, the word "education" is derived from the Latin ēducātiō (“A breeding, a bringing up, a rearing") from ēdūcō (“I educate, I train”) which is related to the homonym ēdūcō (“I lead forth, I take out; I raise up, I erect”) from ē- (“from, out of”) and dūcō (“I lead, I conduct”).[2]
The role of government
A right to education has been created and recognized by some jurisdictions: Since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. It does not however guarantee any particular level of education of any particular quality.[3] At the global level, the United Nations' International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right under its Article 13.[4]
Throughout history various governments have made it illegal to educate children privately or at home. Various totalitarian regimes, for example, have mandated indoctrination through propaganda in the Hitler Youth and propaganda in education under various communist regimes.
Systems
Systems of schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. Schools systems are sometimes also based on religions, giving them different curricula.
Curriculum
Main articles: Curriculum, Curriculum theory, and List of academic disciplines
School children in Durban, South Africa.
In formal education, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard.
An academic discipline is a branch of knowledge which is formally taught, either at the university–or via some other such method. Each discipline usually has several sub-disciplines or branches, and distinguishing lines are often both arbitrary and ambiguous. Examples of broad areas of academic disciplines include the natural sciences, mathematics, computer science, social sciences, humanities and applied sciences.[5]
Educational institutions may incorporate fine arts as part of K-12 grade curricula or within majors at colleges and universities as electives. The various types of fine arts are music, dance, and theater.[6]
Preschools
Main article: Preschool education
The term preschool refers to a school for children who are not old enough to attend kindergarten. It is a nursery school.
Preschool education is important because it can give a child the edge in a competitive world and education climate.[citation needed] While children who do not receive the fundamentals during their preschool years will be taught the alphabet, counting, shapes and colors and designs when they begin their formal education they will be behind the children who already possess that knowledge. The true purpose behind kindergarten is “to provide a child-centered, preschool curriculum for three to seven year old children that aimed at unfolding the child’s physical, intellectual, and moral nature with balanced emphasis on each of them.”[7]
Primary schools
Main article: Primary education
Primary school in open air. Teacher (priest) with class from the outskirts of Bucharest, around 1842.
Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education, and this proportion is rising.[8] Under the Education For All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior school.
In India, compulsory education spans over twelve years, out of which children receive elementary education for 8 years. Elementary schooling consists of five years of primary schooling and 3 years of upper primary schooling. Various states in the republic of India provide 12 years of compulsory school education based on national curriculum framework designed by the National Council of Educational Research and Training.
Secondary schools
Main article: Secondary education
Students working with a teacher at Albany Senior High School, New Zealand
Students in a classroom at Samdach Euv High School, Cambodia
In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "post-secondary", or "higher" education (e.g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1–13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession.
The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created, with a curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both employers and employees, for the improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment.
In Europe, grammar schools or academies date from as early as the 16th century, in the form of public schools, fee-paying schools, or charitable educational foundations, which themselves have an even longer history.
A violin student receiving music education at the Royal Academy of Music, London, 1944.
Autodidacticism
Main article: Autodidacticism
Autodidacticism (also autodidactism) is self-directed learning that is related to but different from informal learning. In a sense, autodidacticism is "learning on your own" or "by yourself", and an autodidact is a self-teacher. Autodidacticism is a contemplative, absorbing process. Some autodidacts spend a great deal of time reviewing the resources of libraries and educational websites. One may become an autodidact at nearly any point in one's life. While some may have been informed in a conventional manner in a particular field, they may choose to inform themselves in other, often unrelated areas. Notable autodidacts include Abraham Lincoln (U.S. president), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard Shaw (playwright), Frank Zappa (composer, recording engineer, film director),and Leonardo da Vinci (engineer, scientist, mathematician).
Vocational
Main article: Vocational education
Vocational education is a form of education focused on direct and practical training for a specific trade or craft. Vocational education may come in the form of an apprenticeship or internship as well as institutions teaching courses such as carpentry, agriculture, engineering, medicine, architecture and the arts.
Indigenous
Main article: Indigenous education
Indigenous education refers to the inclusion of indigenous knowledge, models, methods and content within formal and non-formal educational systems. Often in a post-colonial context, the growing recognition and use of indigenous education methods can be a response to the erosion and loss of indigenous knowledge and language through the processes of colonialism. Furthermore, it can enable indigenous communities to “reclaim and revalue their languages and cultures, and in so doing, improve the educational success of indigenous students.”[9]
Anarchistic free schools
Main article: Anarchistic free school
An anarchistic free school (also anarchist free school and free school) is a decentralized network in which skills, information, and knowledge are shared without hierarchy or the institutional environment of formal schooling. Free school students may be adults, children, or both. This organisational structure is distinct from ones used by democratic free schools which permit children's individual initiatives and learning endeavors within the context of a school democracy, and from free education where 'traditional' schooling is made available to pupils without charge. The open structure of free schools is intended to encourage self-reliance, critical consciousness, and personal development. Free schools often operate outside the market economy in favor of a gift economy.[citation needed] Nevertheless, the meaning of the "free" of free schools is not restricted to monetary cost, and can refer to an emphasis on free speech and student-centred education.[citation needed]
Alternative
Main article: Alternative education
Alternative education, also known as non-traditional education or educational alternative, is a broad term that may be used to refer to all forms of education outside of traditional education (for all age groups and levels of education). This may include not only forms of education designed for students with special needs (ranging from teenage pregnancy to intellectual disability), but also forms of education designed for a general audience and employing alternative educational philosophies and methods.
Alternatives of the latter type are often the result of education reform and are rooted in various philosophies that are commonly fundamentally different from those of traditional compulsory education. While some have strong political, scholarly, or philosophical orientations, others are more informal associations of teachers and students dissatisfied with certain aspects of traditional education. These alternatives, which include charter schools, alternative schools, independent schools, homeschooling and autodidacticism vary, but often emphasize the value of small class size, close relationships between students and teachers, and a sense of community.
Alternative education may also allow for independent learning and engaging class activities.[10]
Special
Main article: Special education
In the past, those who were disabled were often not eligible for public education. Children with disabilities were often educated by physicians or special tutors. These early physicians (people like Itard, Seguin, Howe, Gallaudet) set the foundation for special education today. They focused on individualized instruction and functional skills. Special education was only provided to people with severe disabilities in its early years, but more recently it has been opened to anyone who has experienced difficulty learning.[11]
Education through recreation
The concept of education through recreation was first applied to childhood development in the 19th century.[12] In the early 20th century, the concept was broadened to include young adults but the emphasis was on physical activities.[13] Educationalist Lawrence L.P. Jacks, who was also an early proponent of lifelong learning, best described the modern concept of education through recreation in the following quotation "A master in the art of living draws no sharp distinction between his work and his play, his labour and his leisure, his mind and his body, his education and his recreation. He hardly knows which is which. He simply pursues his vision of excellence through whatever he is doing and leaves others to determine whether he is working or playing. To himself he always seems to be doing both. Enough for him that he does it well."(Jacks, 1932).[14] Education through recreation is the opportunity to learn in a seamless fashion through all of life's activities.[15] The concept has been revived by the University of Western Ontario to teach anatomy to medical students.[15]
Systems of higher education
Main article: Higher education
The University of Cambridge is an institute of higher learning.
Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school or secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees.
Higher education generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy.
University systems
Lecture at the Faculty of Biomedical Engineering, CTU in Prague.
University education includes teaching, research, and social services activities, and it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Universities are generally composed of several colleges. In the United States, universities can be private and independent, like Yale University, they can be public and State governed, like the Pennsylvania State System of Higher Education, or they can be independent but State funded, like the University of Virginia.
Open
Higher education in particular is currently undergoing a transition towards open education, elearning alone is currently growing at 14x the rate of traditional learning.[16] Open education is fast growing to become the dominant form of education, for many reasons such as its superior efficiency and results compared to traditionalist methods.[17] Cost of education has been an issue throughout history, and a major political issue in most countries today. Open education is generally significantly cheaper than traditional campus based learning and in many cases even free. Many large university institutions are now starting to offer free or almost free full courses such as Harvard, MIT and Berkeley teaming up to form edX Other universities offering open education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U.Penn, U. Michigan, U. Virginia, U. Washington, Caltech. It has been called the biggest change in the way we learn since the printing press.[18] Many people despite favorable studies on effectivness may still desire to choose traditional campus education for social and cultural reasons.[19]
The conventional merit system degree is currently not as common in open education as it is in campus universities. Although some open universities do already offer conventional degrees such as the Open University in the United Kingdom. Currently many of the major open education sources offer their own form of certificate. Due to the popularity of open education these new kind of academic certificates are gaining more respect and equal "academic value" to traditional degrees.[20] Many open universities are working to have the ability to offer students standardized testing and traditional degrees and credentials.[citation needed]
There has been a culture forming around distance learning for people who are looking to enjoy the shared social aspects that many people value in traditional on campus education that is not often directly offered from open education.[citation needed] Examples of this are people in open education forming study groups, meetups and movements such as UnCollege.
Liberal arts colleges
Saint Anselm College, a traditional New England liberal arts college.
A liberal arts institution can be defined as a "college or university curriculum aimed at imparting broad general knowledge and developing general intellectual capacities, in contrast to a professional, vocational, or technical curriculum."[21] Although what is known today as the liberal arts college began in Europe,[22] the term is more commonly associated with Universities in the United States[citation needed].
Community colleges
Main article: community colleges
A nonresidential junior college offering courses to people living in a particular area.
Technology
Main article: Educational technology
One of the most substantial uses in education is the use of technology. Also technology is an increasingly influential factor in education. Computers and mobile phones are used in developed countries both to complement established education practices and develop new ways of learning such as online education (a type of distance education). This gives students the opportunity to choose what they are interested in learning. The proliferation of computers also means the increase of programming and blogging. Technology offers powerful learning tools that demand new skills and understandings of students, including Multimedia, and provides new ways to engage students, such as Virtual learning environments. One such tool are virtual manipulatives, which are an "interactive, Web-based visual representation of a dynamic object that presents opportunities for constructing mathematical knowledge" (Moyer, Bolyard, & Spikell, 2002). In short, virtual manipulatives are dynamic visual/pictorial replicas of physical mathematical manipulatives, which have long been used to demonstrate and teach various mathematical concepts. Virtual manipulatives can be easily accessed on the Internet as stand-alone applets, allowing for easy access and use in a variety of educational settings. Emerging research into the effectiveness of virtual manipulatives as a teaching tool have yielded promising results, suggesting comparable, and in many cases superior overall concept-teaching effectiveness compared to standard teaching methods.[citation needed] Technology is being used more not only in administrative duties in education but also in the instruction of students. The use of technologies such as PowerPoint and interactive whiteboard is capturing the attention of students in the classroom. Technology is also being used in the assessment of students. One example is the Audience Response System (ARS), which allows immediate feedback tests and classroom discussions.[23]
American students in 2001, in a computer fundamentals class taking a computer-based test
Information and communication technologies (ICTs) are a “diverse set of tools and resources used to communicate, create, disseminate, store, and manage information.”[24] These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony. There is increasing interest in how computers and the Internet can improve education at all levels, in both formal and non-formal settings.[25] Older ICT technologies, such as radio and television, have for over forty years been used for open and distance learning, although print remains the cheapest, most accessible and therefore most dominant delivery mechanism in both developed and developing countries.[26] In addition to classroom application and growth of e-learning opportunities for knowledge attainment, educators involved in student affairs programming have recognized the increasing importance of computer usage with data generation for and about students. Motivation and retention counselors, along with faculty and administrators, can impact the potential academic success of students by provision of technology based experiences in the University setting.[27]
The use of computers and the Internet is in its infancy in developing countries, if these are used at all, due to limited infrastructure and the attendant high costs of access. Usually, various technologies are used in combination rather than as the sole delivery mechanism. For example, the Kothmale Community Radio Internet uses both radio broadcasts and computer and Internet technologies to facilitate the sharing of information and provide educational opportunities in a rural community in Sri Lanka.[28] The Open University of the United Kingdom (UKOU), established in 1969 as the first educational institution in the world wholly dedicated to open and distance learning, still relies heavily on print-based materials supplemented by radio, television and, in recent years, online programming.[29] Similarly, the Indira Gandhi National Open University in India combines the use of print, recorded audio and video, broadcast radio and television, and audio conferencing technologies.[30]
The term "computer-assisted learning" (CAL) has been increasingly used to describe the use of technology in teaching. Classrooms of the 21st century contain interactive white boards, tablets, mp3 players, laptops, etc. Wiki sites are another tool teachers can implement into CAL curricula for students to understand communication and collaboration efforts of group work through electronic means.[citation needed] Teachers are encouraged to embed these technological devices and services in the curriculum in order to enhance students learning and meet the needs of various types of learners.
Adult
Main article: Adult education
Adult learning, or adult education, is the practice of training and developing skills in adults. It is also sometimes referred to as andragogy (the art and science of helping adults learn).Adult education has become common in many countries. It takes on many forms, ranging from formal class-based learning to self-directed learning and e-learning. A number of career specific courses such as veterinary assisting, medical billing and coding, real estate license, bookkeeping and many more are now available to students through the Internet.
With the boom of information from availability of knowledge through means of internet and other modern low cost information exchange mechanisms people are beginning to take an attitude of Lifelong learning. To make knowledge and self improvement a lifelong focus as opposed to the more traditional view that knowledge and in particular value creating trade skills are to be learned just exclusively in youth.
Learning modalities
Students in laboratory, Saint Petersburg State Polytechnical University.
There has been work on learning styles over the last two decades. Dunn and Dunn[31] focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli[32] recommended varying teaching strategies. Howard Gardner[33] identified individual talents or aptitudes in his Multiple Intelligences theories. Based on the works of Jung, the Myers-Briggs Type Indicator and Keirsey Temperament Sorter[34] focused on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator[35] follows a similar but more simplified approach.
It is currently fashionable to divide education into different learning "modes". The learning modalities[36] are probably the most common:
Visual: learning based on observation and seeing what is being learned.
Auditory: learning based on listening to instructions/information.
Kinesthetic: learning based on hands-on work and engaging in activities.
Although it is claimed that, depending on their preferred learning modality, different teaching techniques have different levels of effectiveness,[37] recent research has argued "there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice."[38]
A consequence of this theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them.[39] Guy Claxton has questioned the extent that learning styles such as VAK are helpful, particularly as they can have a tendency to label children and therefore restrict learning.[40][41]
Instruction
Teacher in a classroom in Madagascar
Instruction is the facilitation of another's learning. Instructors in primary and secondary institutions are often called teachers, and they direct the education of students and might draw on many subjects like reading, writing, mathematics, science and history. Instructors in post-secondary institutions might be called teachers, instructors, or professors, depending on the type of institution; and they primarily teach only their specific discipline. Studies from the United States suggest that the quality of teachers is the single most important factor affecting student performance, and that countries which score highly on international tests have multiple policies in place to ensure that the teachers they employ are as effective as possible.[42][43] With the passing of NCLB in the United States (No Child Left Behind), teachers must be highly qualified. A popular way to gauge teaching performance is to use student evaluations of teachers (SETS), but these evaluations have been criticized for being counterproductive to learning and inaccurate due to student bias.[44]
Theory
Main article: Education theory
Education theory can refer to either a normative or a descriptive theory of education. In the first case, a theory means a postulation about what ought to be. It provides the "goals, norms, and standards for conducting the process of education."[45] In the second case, it means "an hypothesis or set of hypotheses that have been verified by observation and experiment."[46] A descriptive theory of education can be thought of as a conceptual scheme that ties together various "otherwise discrete particulars. . .For example, a cultural theory of education shows how the concept of culture can be used to organize and unify the variety of facts about how and what people learn."[47] Likewise, for example, there is the behaviorist theory of education that comes from educational psychology and the functionalist theory of education that comes from sociology of education.[48]
Economics
Main article: Economics of education
Students on their way to school, Hakha, Chin State, Myanmar
It has been argued that high rates of education are essential for countries to be able to achieve high levels of economic growth.[49] Empirical analyses tend to support the theoretical prediction that poor countries should grow faster than rich countries because they can adopt cutting edge technologies already tried and tested by rich countries. However, technology transfer requires knowledgeable managers and engineers who are able to operate new machines or production practices borrowed from the leader in order to close the gap through imitation. Therefore, a country's ability to learn from the leader is a function of its stock of "human capital". Recent study of the determinants of aggregate economic growth have stressed the importance of fundamental economic institutions[50] and the role of cognitive skills.[51]
At the individual level, there is a large literature, generally related back to the work of Jacob Mincer,[52] on how earnings are related to the schooling and other human capital of the individual. This work has motivated a large number of studies, but is also controversial. The chief controversies revolve around how to interpret the impact of schooling.[53][54]
Economists Samuel Bowles and Herbert Gintis famously argued in 1976 that there was a fundamental conflict in American schooling between the egalitarian goal of democratic participation and the inequalities implied by the continued profitability of capitalist production on the other.
Showing posts with label Study in Bangladesh. Show all posts
Showing posts with label Study in Bangladesh. Show all posts
SSC exams begin
Secondary School Certificate (SSC) and its equivalent examinations for this year began across the country on Sunday.
A total of 13,03,203 students -- 6,68,268 male and 6,34,935 female -- from 27,073 educational institutions is expected to take the exams at 2,758 centres.
Of them, over 9.89 lakh students will appear in the SSC exams. About 2.25 lakh students will take the Dakhil (secondary level of madrasa) exams while around 88,360 candidates will sit for the SSC vocational exams.
The exams started around 10:00am today with Bangla 1st paper for the SSC and SSC vocational students, while the Dakhil candidates will take their only Bangla exam.
This year, the number of examinees under 10 education boards including the madrasa and technical education boards has dropped by 1.16 lakh.
Exams in all subjects except for Bangla 2nd paper, English 1st and 2nd papers, mathematics and higher mathematics will be held under the creative question method introduced in 2010.
Under the Dhaka education board, a total of 293 overseas students will also sit for the exams in seven overseas centres.
The written examinations will end on March 5. Practical exams will start on March 6 and continue until March 18.
tips for study abroad UPV - Office of International Education
Tips on Studying Abroad at the Universidad
Politécnica de Valencia in Spain
Want to know what it’s like to study abroad? Want to know what your peers think? Your fellow
Georgia Tech students who have previously gone on this exchange program gave their opinions so
that future participants have the inside scoop on their host institution and host country.
• I would have gotten many diverse classes
approved before going.
• I chose my program because I knew that I
really wanted to learn Spanish and to experience
a new culture.
• Valencia was the only place that CEE majors
could go in Spain, so that’s where I went. I in
no way regret not being in Barcelonoa or Madrid.
Valencia has a lot to offer including a
smaller, more familiar and authentic Spanish
city.
• Valencia is definitely not small. It is the 3rd
largest city in Spain, so don’t worry about
running out of things to do or being bored.
From the City of Arts and Sciences, the
beach, and the historical center it really does
stand out as an original and lively city.
Preparation & Getting Started
• The intensive language course is one of the best decisions I’ve made in
Spain—it’s great for meeting everyone and getting settled into life.
You’ll only have class until about 1 or 2 everyday for 2 weeks, so the
afternoons and weekends are free. Don’t be intimated by your placement
in the language course—it helps you improve.
• A 6 out of 10 is the equivalent of a C at GT
• Final exams are worth at least 50% of your
grade and not much homework is given.
• Avoid classes taught in Valencian/Catalan
• Make sure to take classes at the appropriate
level
• Laboratories at the university are taught in
Spanish. I would say in general, it is not
necessary to speak Spanish to attend UPV,
however it is quite helpful in some situations and it will help you make
more of the experience.
• I would recommend the automation and control class and the management
course. The automation class was very hands on and I really
learned a lot. The management class was interesting and I had a really
nice professor. The project course was easy but it required a lot of
busy work and I did not learn so much. I would definitely not recommend
Thermodynamics unless it is an absolute major requirement, and
even then I would think twice about taking it at UPV. The teacher was
bad, the class only met a few times so it was impossible to use the
class to learn the material, there was NO book, and on top of it all the
final was really hard.
• In general I think the academic quality was slightly below GT standards.
The Spanish courses were better than the English courses, because
the professors do not speak English very well. The professors
were pretty nice and approachable.
• At UPV there is generally no homework or assignments except for the
labs and the labs don’t count towards your final grade, however you
are required to go to them and complete the assignments. The majority
of your grade is weighted on the final exams, which are very specific
and at times do not relate to inherit,
core material of the actual
class.
• Use your free time during the 2-week intensive
language course to go apartment hunting.
• Use http://valencia.loquo.com/ to find apartments
(similar to Craigslist)
• For maximum cultural immersion, make it a
priority to live with Spanish people who will
Spanish. That is the number-one reason that
my Spanish has improved.
• Valencia is pretty cheap compared to Atlanta.
I lived in a great, well-located piso that cost
just under $300 a month per inhabitant with
gastos (utilities) included.
Best areas to live in:
• Mesaella: 15 minute walk to campus, central
to attractions, and near metro stations
• Plaza Honduras: student entertainment hub,
near campus and Tarongers station
• Benimaclet: lots of students and near both red
and blue lines.
Worst areas to live in:
• Malva-Rossa and parts of the city along the
green line (Neptu to Ayora)
• I lived in an apartment with three other foreign
students: a Mexican, an Austrian, and a
French guy. The majority of the time we
spoke Spanish at home.
Classes
Housing
• Use a good-quality hiking backpack (45 Liter capacity to be carried on planes)
• Button-up shirts for males (no T-shirts)
• Take versatile clothing
• Locals do not wear shorts even though it’s hot
• Dark track jacket
• Laptop and flash drive
• A towel (or Packtowl which is very absorbent)
• Just remember that whatever you forget, you can buy when you get there. I did bring toiletries such as a large
bottle of shampoo, and would recommend you do the same. I liked this idea because most hygiene products
are more expensive in Europe and it will take up space in your suitcase on your way over that will be empty
when you return, forcing you to save some space for the things that you will inevitably accumulate while
abroad.
• Spanish people are fun and loud and will give you the best cultural immersion, but even hanging out with people
from non-Ehglish speaking countries usually means you will talk in Spanish, even if they know English
very well.
• Valencia is a great city with lots of wonderful parks to run or ride bikes in, a beautiful center, nice beaches,
and lots of very cultural festivals. Most of my social life involved going out with friends, hanging out in parks
or on the beach, and traveling around.
• I spent most of my time hanging out with other international students. There where only a few other Americans
at my university, while there where several thousand exchange students from all over Europe.
• The students from Valencia are not so interested in getting to know foreign students for two reasons: 1. there
are so many exchange students and 2. many of the students from Valencia speak mostly Valenciano. On the
other hand, students from other parts of Spain feel the same way in Valencia. Therefore I did make several
Spanish friends from Andalucia and Galicia.
• Everyone is very friendly and usually just as scared/nervous/excited as you are, so they are eager to get to
know you. I would recommend going to the intensive language courses in Gandia before UPV starts. It is a
good way to meet people before you arrive, develop language skills, and receive credit. I did not participate in
this, but in many ways I wish that I had.
Definitely go to:
• Plaza Honduras has lots of clubs
• Radio City for its Tuesday night Flamenco shows
• The Toucan (Pollo y Pelleron sp?)
• I had only a checking account/ ATM card. If I did again, I would make sure to have a visa credit card for
emergencies.
Lifestyle
Packing
Finances
• Valencia is beautiful, with huge parks, a beautiful city center,
and a wonderful beach. The weather is nice too, though be forewarned
the Spanish have never heard of a/c or heating. There is
some kind of party or festival almost every weekend. In the
spring, the highlight is the Las Fallas festival. Every neighborhood
builds a paper maché statue as tall as the buildings.
Throughout the month of March, there are daily fireworks, huge
block parties, and big parades. As the grand finale, each
neighborhood burns their statue bonfire style. It is amazing....
Cultural Differences
• Bodega Fila/Labrador on Wednesdays for
tapas
• Friend’s Doner-Kebap has Turkish style
“fast food”
• Café Paris
• Horchata (sweet non-alcoholic drink) &
fartons (sweetened bread sticks) at Horchateria
del Siglo or at Daniel
• Paella—the best is homemade
• Eating out can be expensive; go to one of
the many small café-bars for lunch and
you can get a meal for about 10 euros.
• We cooked all of our own or got together
with friends and cooked.
• Grocery stores (Mercadona is the most
popular) and has prices comparable to the
USA. Dining out can get expensive, but
is in general cheaper to do so in Valencia
than in other European cities.
• There are many options including Toni’s
which offers, pizza, salad, desert & drink
for 3.50 EUR.
Food
• You'll not be able to know the finals schedule
before you get here, so plan on your visa (if you
haven't gotten it yet) for being the maximum
allowable 180 days after your arrival in Spain.
• Visa: Make sure to set up an appointment online
ASAP. If you have trouble talking to the people
at the consulate, just ask for Ricardo and give
them your name and number. He was very helpful
and was able to squeeze me in earlier than I
had.
• Spain is best experienced by car, so try to befriend
someone with a car.
• Spain is very diverse, so it’s worth traveling
within the country.
• The metro is easier to use than buses.
• I traveled to Morocco, Germany, Austria, Czech
Republic, and Italy, as well as, a bit in Spain.
Spain is a great country, go see it first! Then if
you have time and money, there are a lot of
cheap airlines in Europe, and hostels are not too
expensive.
• I would use skyscanner.net for within Europe
travel and STA for going from the US to Europe
• The train and bus system is very good, but cuts
off at 11pm every night.
• There are night buses available, but they do not
come very frequently. The metro goes directly
to and from the Valencia airport (VLC)
• The buses are usually cheaper and faster than
the trains. The bus station is located at the
“Túria” yellow line metro stop.
Transportation & Travel
Please see information of contributing students below. If a blog or website is
listed, feel free to take a look! Also, if an e-mail address is listed, you may
contact that student if you have any questions about their study abroad experience.
ECE, Spring 2007
Jessica Forrest
Civil Engineering, minor in Spanish
Gtg650x@mail.gatech.edu
Participant Profiles
• I had a cell phone, so my
friends and family
mostly called me.
Communication
* These comments do not reflect the views of GT’s Office of International Education. They are based
on students’ individual opinions and are, therefore, not necessarily representative of all student experi
Politécnica de Valencia in Spain
Want to know what it’s like to study abroad? Want to know what your peers think? Your fellow
Georgia Tech students who have previously gone on this exchange program gave their opinions so
that future participants have the inside scoop on their host institution and host country.
• I would have gotten many diverse classes
approved before going.
• I chose my program because I knew that I
really wanted to learn Spanish and to experience
a new culture.
• Valencia was the only place that CEE majors
could go in Spain, so that’s where I went. I in
no way regret not being in Barcelonoa or Madrid.
Valencia has a lot to offer including a
smaller, more familiar and authentic Spanish
city.
• Valencia is definitely not small. It is the 3rd
largest city in Spain, so don’t worry about
running out of things to do or being bored.
From the City of Arts and Sciences, the
beach, and the historical center it really does
stand out as an original and lively city.
Preparation & Getting Started
• The intensive language course is one of the best decisions I’ve made in
Spain—it’s great for meeting everyone and getting settled into life.
You’ll only have class until about 1 or 2 everyday for 2 weeks, so the
afternoons and weekends are free. Don’t be intimated by your placement
in the language course—it helps you improve.
• A 6 out of 10 is the equivalent of a C at GT
• Final exams are worth at least 50% of your
grade and not much homework is given.
• Avoid classes taught in Valencian/Catalan
• Make sure to take classes at the appropriate
level
• Laboratories at the university are taught in
Spanish. I would say in general, it is not
necessary to speak Spanish to attend UPV,
however it is quite helpful in some situations and it will help you make
more of the experience.
• I would recommend the automation and control class and the management
course. The automation class was very hands on and I really
learned a lot. The management class was interesting and I had a really
nice professor. The project course was easy but it required a lot of
busy work and I did not learn so much. I would definitely not recommend
Thermodynamics unless it is an absolute major requirement, and
even then I would think twice about taking it at UPV. The teacher was
bad, the class only met a few times so it was impossible to use the
class to learn the material, there was NO book, and on top of it all the
final was really hard.
• In general I think the academic quality was slightly below GT standards.
The Spanish courses were better than the English courses, because
the professors do not speak English very well. The professors
were pretty nice and approachable.
• At UPV there is generally no homework or assignments except for the
labs and the labs don’t count towards your final grade, however you
are required to go to them and complete the assignments. The majority
of your grade is weighted on the final exams, which are very specific
and at times do not relate to inherit,
core material of the actual
class.
• Use your free time during the 2-week intensive
language course to go apartment hunting.
• Use http://valencia.loquo.com/ to find apartments
(similar to Craigslist)
• For maximum cultural immersion, make it a
priority to live with Spanish people who will
Spanish. That is the number-one reason that
my Spanish has improved.
• Valencia is pretty cheap compared to Atlanta.
I lived in a great, well-located piso that cost
just under $300 a month per inhabitant with
gastos (utilities) included.
Best areas to live in:
• Mesaella: 15 minute walk to campus, central
to attractions, and near metro stations
• Plaza Honduras: student entertainment hub,
near campus and Tarongers station
• Benimaclet: lots of students and near both red
and blue lines.
Worst areas to live in:
• Malva-Rossa and parts of the city along the
green line (Neptu to Ayora)
• I lived in an apartment with three other foreign
students: a Mexican, an Austrian, and a
French guy. The majority of the time we
spoke Spanish at home.
Classes
Housing
• Use a good-quality hiking backpack (45 Liter capacity to be carried on planes)
• Button-up shirts for males (no T-shirts)
• Take versatile clothing
• Locals do not wear shorts even though it’s hot
• Dark track jacket
• Laptop and flash drive
• A towel (or Packtowl which is very absorbent)
• Just remember that whatever you forget, you can buy when you get there. I did bring toiletries such as a large
bottle of shampoo, and would recommend you do the same. I liked this idea because most hygiene products
are more expensive in Europe and it will take up space in your suitcase on your way over that will be empty
when you return, forcing you to save some space for the things that you will inevitably accumulate while
abroad.
• Spanish people are fun and loud and will give you the best cultural immersion, but even hanging out with people
from non-Ehglish speaking countries usually means you will talk in Spanish, even if they know English
very well.
• Valencia is a great city with lots of wonderful parks to run or ride bikes in, a beautiful center, nice beaches,
and lots of very cultural festivals. Most of my social life involved going out with friends, hanging out in parks
or on the beach, and traveling around.
• I spent most of my time hanging out with other international students. There where only a few other Americans
at my university, while there where several thousand exchange students from all over Europe.
• The students from Valencia are not so interested in getting to know foreign students for two reasons: 1. there
are so many exchange students and 2. many of the students from Valencia speak mostly Valenciano. On the
other hand, students from other parts of Spain feel the same way in Valencia. Therefore I did make several
Spanish friends from Andalucia and Galicia.
• Everyone is very friendly and usually just as scared/nervous/excited as you are, so they are eager to get to
know you. I would recommend going to the intensive language courses in Gandia before UPV starts. It is a
good way to meet people before you arrive, develop language skills, and receive credit. I did not participate in
this, but in many ways I wish that I had.
Definitely go to:
• Plaza Honduras has lots of clubs
• Radio City for its Tuesday night Flamenco shows
• The Toucan (Pollo y Pelleron sp?)
• I had only a checking account/ ATM card. If I did again, I would make sure to have a visa credit card for
emergencies.
Lifestyle
Packing
Finances
• Valencia is beautiful, with huge parks, a beautiful city center,
and a wonderful beach. The weather is nice too, though be forewarned
the Spanish have never heard of a/c or heating. There is
some kind of party or festival almost every weekend. In the
spring, the highlight is the Las Fallas festival. Every neighborhood
builds a paper maché statue as tall as the buildings.
Throughout the month of March, there are daily fireworks, huge
block parties, and big parades. As the grand finale, each
neighborhood burns their statue bonfire style. It is amazing....
Cultural Differences
• Bodega Fila/Labrador on Wednesdays for
tapas
• Friend’s Doner-Kebap has Turkish style
“fast food”
• Café Paris
• Horchata (sweet non-alcoholic drink) &
fartons (sweetened bread sticks) at Horchateria
del Siglo or at Daniel
• Paella—the best is homemade
• Eating out can be expensive; go to one of
the many small café-bars for lunch and
you can get a meal for about 10 euros.
• We cooked all of our own or got together
with friends and cooked.
• Grocery stores (Mercadona is the most
popular) and has prices comparable to the
USA. Dining out can get expensive, but
is in general cheaper to do so in Valencia
than in other European cities.
• There are many options including Toni’s
which offers, pizza, salad, desert & drink
for 3.50 EUR.
Food
• You'll not be able to know the finals schedule
before you get here, so plan on your visa (if you
haven't gotten it yet) for being the maximum
allowable 180 days after your arrival in Spain.
• Visa: Make sure to set up an appointment online
ASAP. If you have trouble talking to the people
at the consulate, just ask for Ricardo and give
them your name and number. He was very helpful
and was able to squeeze me in earlier than I
had.
• Spain is best experienced by car, so try to befriend
someone with a car.
• Spain is very diverse, so it’s worth traveling
within the country.
• The metro is easier to use than buses.
• I traveled to Morocco, Germany, Austria, Czech
Republic, and Italy, as well as, a bit in Spain.
Spain is a great country, go see it first! Then if
you have time and money, there are a lot of
cheap airlines in Europe, and hostels are not too
expensive.
• I would use skyscanner.net for within Europe
travel and STA for going from the US to Europe
• The train and bus system is very good, but cuts
off at 11pm every night.
• There are night buses available, but they do not
come very frequently. The metro goes directly
to and from the Valencia airport (VLC)
• The buses are usually cheaper and faster than
the trains. The bus station is located at the
“Túria” yellow line metro stop.
Transportation & Travel
Please see information of contributing students below. If a blog or website is
listed, feel free to take a look! Also, if an e-mail address is listed, you may
contact that student if you have any questions about their study abroad experience.
ECE, Spring 2007
Jessica Forrest
Civil Engineering, minor in Spanish
Gtg650x@mail.gatech.edu
Participant Profiles
• I had a cell phone, so my
friends and family
mostly called me.
Communication
* These comments do not reflect the views of GT’s Office of International Education. They are based
on students’ individual opinions and are, therefore, not necessarily representative of all student experi
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Dhaka University Undergraduate Admission 2011-2012
| জরুরী বিজ্ঞপ্তি সকল আবেদনকারীদের জ্ঞাতার্থে জানানো যাচ্ছে যে, প্রবেশপত্রের ছবি আপলোড করার সময়সীমা ০৪ অক্টোবর ২০১১ মধ্য রাত (০০:০০:০০) থেকে ০৭ অক্টোবর ২০১১, মধ্য রাত (রাত ১২:০০ টা) পর্যন্ত বর্ধিত করা হয়েছে । উক্ত সময়ের মধ্যে যারা ছবি আপলোড করে প্রবেশপত্র তৈরী করবে না তাদের আবেদন বাতিল বলে গণ্য হবে। | ||
| বিশেষ সতর্কতাঃ প্রার্থীর নিজের উপস্থিতিতে প্রাথমিক আবেদন ও ছবি আপলোড করে ভর্তি পরীক্ষার প্রবেশপত্র সংগ্রহের জন্য পরামর্শ দেয়া হচ্ছে। প্রার্থীর অনুপস্থিতিতে প্রায়শঃ ভুল ছবি আপলোড করা হয় বা কোন অসাধু চক্র জাল প্রবেশপত্র তৈরী করে অথবা প্রবেশপত্রের ছবি পরিবর্তন করে তা প্রার্থীকে দেয়ায় প্রার্থীর প্রার্থিতা বাতিল হয়। প্রার্থীরা যে কোন সময়ে তার PIN বা রোল নং ব্যবহার করে ইন্টারনেটে সংশ্লিষ্ট ইউনিটের Application Status-এ যাচাই করে নিতে পারবেন তার প্রবেশপত্রটি সঠিক কি না। | ||
| বিশেষ বিজ্ঞপ্তিঃ প্রাথমিক আবেদন করা বা টাকা জমা দেয়ার জন্য প্রার্থীর ঢাকা বিশ্ববিদ্যালয়ে বা ঢাকায় আসার প্রয়োজন নেই। বাংলাদেশের যে কোন প্রান্ত থেকে সমভাবে আবেদন করা যাবে। মোবাইল ফোনের মাধ্যমে শুধুমাত্র ঢাকা বিশ্ববিদ্যালয়ে টাকা জমাদানের, ভর্তি পরীক্ষার আসনের অবস্থান বা ফলাফল সংক্রান্ত তথ্যাদি জানা যাবে, কোন টাকা মোবাইল ফোনের মাধ্যমে জমা নেয়া হয় না। কোন ব্যাংকের বা বিশেষ কোন শাখার কোন আলাদা গুরুত্ব নেই। | ||
সাধারণ নির্দেশিকাযে সকল ছাত্র-ছাত্রী ২০১১ অথবা ২০১০ সালের উচ্চমাধ্যমিক বা সমমানের পরীক্ষায় উত্তীর্ণ হয়েছে কেবল তারাই বিশ্ববিদ্যালয়ের স্নাতক পর্যায়ের শিক্ষাক্রমে ভর্তির প্রাথমিক আবেদন করতে পারবে।তবে প্রার্থীকে অবশ্যই ২০০৬ সাল বা তার পরে মাধ্যমিক বা সমমানের পরীক্ষায় উত্তীর্ণ হতে হবে। ১৬ই অাগস্ট ২০১১ তারিখ দুপুর ১২:০০ টা থেকে ১৫ই সেপ্টেম্বর ২০১১ ইং তারিখের মধ্যে প্রাথমিক আবেদনের ফি জমা দেয়ার পে-স্লিপ সংগ্রহ করা যাবে। ১৬ই অাগস্ট ২০১১ তারিখ থেকে ২০ শে সেপ্টেম্বর ২০১১ ইং তারিখের পর্যন্ত বাংলাদেশের যে কোন স্থানে অবস্থিত সোনালী, জনতা, অগ্রণী বা রূপালী ব্যাংকের যে কোন শাখায় টাকা জমা দেয়া যাবে। ২০১০-২০১১ শিক্ষাবর্ষে ঢাকা বিশ্ববাদ্যালয়ে ১ম বর্ষ স্নাতক (সম্মান) শ্রেণীতে ভর্তিকৃত কোন ছাত্র/ছাত্রী যদি বিষয়/বিভাগ পরিবর্তনের জন্য পুনরায় ২০১১-২০১২ শিক্ষাবর্ষের ভর্তি-পরীক্ষায় অংশগ্রহণ করতে চায়, তবে তাকে সংশ্লিষ্ট বিভাগের চেয়ারম্যান/ইনস্টিটিউটের পরিচালকের নিকট থেকে ভর্তি-পরীক্ষায় অংশগ্রহণের লিখিত অনুমতি ও সংশ্লিষ্ট ইউনিটের ডিনের অনুমোদন পাওয়ার পর ভর্তি প্রক্রিয়া শুরু করতে হবে। তবে ২০০৯ সনে বা তৎপূর্বে উচ্চমাধ্যমিক বা সমমানের পরীক্ষায় পাশকৃত ছাত্রছাত্রীদের জন্য ২০১১-১২ শিক্ষাবর্ষে আবেদনের সুযোগ নেই। ভর্তির প্রাথমিক আবেদন করার নিয়ম:একজন আবেদনকারীকে নিম্নলিখিত চারটি ধাপ সম্পন্ন করে ঢাকা বিশ্ববিদ্যালয়ে ভর্তির আবেদন করতে হবে।প্রথম ধাপ: (ইউনিট বাছাই) ইন্টারনেটে এই ওয়েবসাইট থেকে প্রার্থী উচ্চমাধ্যমিকে বিজ্ঞান/মানবিক/বাণিজ্য শাখায় পঠিত বিষয়ের উপর ভিত্তি করে ঢাকা বিশ্ববিদ্যালয়ে তার ইপ্সিত বিষয়/বিভাগে ভর্তির জন্য ক, খ, গ, ঘ এবং চ এই পাঁচটি ইউনিটের একটি বেছে নেবে। দ্বিতীয় ধাপ: (আবেদনের ফি জমা রসিদ সংগ্রহ) ওয়েবেসাইটে 'আবেদন (Apply)' লিংকে ক্লিক করে প্রার্থী উচ্চমাধ্যমিকের রোল নম্বর, শিক্ষাবোর্ড ও পাসের সন দিয়ে ব্যাংকে টাকা জমা দেওয়ার রসিদ ডাউনলোড করে প্রিন্ট নেবে। উচ্চমাধ্যমিকের ও মাধ্যমিকের সমমান এর যে কোনটিতে জিসিই বা বিদেশী সার্টিফিকেটধারী আবেদনকারীকে সমতা নিরূপনের জন্য প্রথমে তার প্রাথমিক ও শিক্ষাসংক্রান্ত তথ্য ও গ্রেডশীটের ফটোকপিসহ সংশ্লিষ্ট ইউনিট অফিসে আবেদন করতে হবে। সমতা নির্ধারণের পর সে একটি (Equivalent ID) পাবে এবং সেই Equivalent ID উচ্চমাধ্যমিক/মাধ্যমিকের রোল নম্বরের স্থানে ব্যবহার করে সাধারণ নিয়মে টাকা জমা দেওয়ার রসিদ সংগ্রহ করতে হবে। তৃতীয় ধাপ:(ব্যাংকে টাকা দেওয়া) টাকা জমা দেওয়ার রসিদের দুটি অংশের নির্দিষ্ট স্থানে সদ্যতোলা দুই কপি পাসপোর্ট সাইজের ছবি সংযুক্ত করবে এবং রসিদের দুটি অংশেই আবেদনকারী স্বাক্ষর করে বাংলাদেশের যে কোন স্থানে অবস্থিত সোনালী, জনতা, অগ্রণী বা রূপালী ব্যাংকের শাখায় ৩২০.০০ (তিনশত বিশ) টাকা জমা দেবে। বিশেষ কোন শাখায় টাকা জমাদানে বিশেষ কোন সুবিধা পাওয়া যাবে না। দেশের সব স্থানের উল্লিখিত ব্যাংকগুলোর সব শাখায় জমাকৃত টাকার তথ্য সমান গুরুত্বের সাথে দ্রুততম সময়ে ঢাকা বিশ্ববিদ্যালয়ে পৌঁছাবে। চতুর্থ ও শেষ ধাপ: (ছবি আপলোড করে প্রবেশপত্র সংগ্রহ) আবেদনকারীর টাকা জমাদানের তিন কার্যদিবসের পর, টাকা জমা দেওয়ার রসিদে উল্লেখিত ব্যাক্তি পরিচিতি নম্বর (Personal Identification Number-PIN) ব্যবহার করে টাকা জমা দেওয়ার রসিদে লাগানো ছবির অনুরূপ আরেকটি ছবি আপলোডের পর ভর্তি পরীক্ষার প্রবেশপত্র প্রিন্ট করে নেবে। ছবি আপলোড করে প্রবেশপত্র তৈরী করার শেষ সময় ০৭ অক্টোবর ২০১১, মধ্য রাত (রাত ১২:০০ টা)। বিশেষ দ্রষ্টব্য: যদি কোন আবেদনকারী ব্যাংকে টাকা জমাদানের তিন কার্যদিবস পরও পরীক্ষার প্রবেশপত্র তৈরি অবস্থায় না পায়, তাহলে সে, টাকা জমা দেওয়ার বিবরণসহ অনলাইনে, টেলিফোনে (৯৬৬৯৯৩৪)-এর মাধ্যমে ঢাকা বিশ্ববিদ্যালয়কে অবহিত করবে। ইউনিট বাছাইআবেদনকারীকে তার উচ্চমাধ্যমিক বিজ্ঞান/মানবিক/বাণিজ্য শাখায় পঠিত বিষয়ের উপর ভিত্তি করে নিচের ইউনিটগুলোর নামের উপর ক্লিক করে তার ইপ্সীত ইউনিট বাছাই করতে পারবে। ইউনিট সম্পর্কে সাধারণ তথ্য জানতে এখানে ক্লিক করতে হবে।। |
Private Universities
Independent University, Bangladesh (IUB) House 3, Road 10, Baridhara, Dhaka 1212, Tel: 880-2-9884498, 880-2-9881681, 880-2-9881917, 880-2-600695 Fax: 880-2-883959, E-mail: info@iub-bd.edu website : http://www.iub-bd.edu 135, Road 9A(Old 19) Dhanmondi Residential Area, Dhaka 1209 GPO Box : 2857, Dhaka-1000 PO Box : 11051, Uttara Post Office, Dhaka 1230, Bangladesh Telephones : 9124201, 816064, 9124226, 816074, 9129579 Fax : 810494, Cable : IUBAT E-mail : admissions@iubat.edu Website : http://www.iubat.edu Permanent Campus: 4 Embankment Drive Road, Sector-10, Uttara Model Town, Dhaka 1230 Agricultural Extension Campus : Naikanchari, Bandarban Dhaka 1230, Bangladesh Tel: (8802) 896116, 892366; Fax: (8802) 896521; E-mail: aub@bdonline.com House # 83, Road # 4 Kamal Ataturk Avenue Banani, Dhaka - 1212 Bangladesh or House # 94, Road # 4 Kamal Ataturk Avenue Banani, Dhaka - 1212 Bangladesh website: http://www.aiub.edu/ Email: info@aiub.edu Islamic university Chittagong (IUC) 154/A, College Road, Chittagong-4203, Tel: 031-610085, 638657, Fax: 031-610307, E-mail : iucbd@spnetctg.com. East West University 45-46, Mohakhali C/A, Dhaka-1212, Tel : 9882308,8812335,8811381, Fex- (8802) 8812336, E-mall : admision@ewu.pradeshta.net | |||
| 12 Kemal Ataturk Avenue, Banani, Dhakd 1213. Phones. 9885611-20, 8812951-53. Fex- 880-2-8823030, E-mail : Infor@nsu.agni.com. Web: http://www.northsouth.edu | |||
Independent University, Bangladesh (IUB)
House 3, Road 10, Baridhara, Dhaka 1212,
Tel: 880-2-9884498, 880-2-9881681, 880-2-9881917, 880-2-600695
Fax: 880-2-883959,
E-mail: info@iub-bd.edu
website : http://www.iub-bd.edu
Tel: 880-2-9884498, 880-2-9881681, 880-2-9881917, 880-2-600695
Fax: 880-2-883959,
E-mail: info@iub-bd.edu
website : http://www.iub-bd.edu
National University
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University of Rajshahi
Established in 1953, Rajshahi University is the second largest University in Bangladesh and is the highest abode of learning in the Northern region of Bangladesh. The Northern areas of the country were comparatively lagging behind in higher education since the University of Dhaka, then the only of its kind in the country, was far away and was not very easily accessible to the student of this part. Thus the necessity of a University in the Northern part of the country was felt and Rajshahi University Act 1953 (East Bengal Act XV of 1953) was passed by the East Pakistan Provincial Assembly on March 31, 1953. The land area ( 300 hectares) of the University is one of the largest of it's kind in the country. It locates at a pastoral setting of Motihar close to the city of Rajshahi
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University of Chittagong
Situated in the hilly region of Chittagong, the University of Chittagong is one of the biggest universities in Bangladesh. It is endeared with the natural flora and fauna in the lap of hills. The University had its functional start with only 4 departments, the composite segments of some two faculties. That was also in minimal extent with the teachers and the taught as well as with the other necessary administrative work forces. Now it has boomed to a larger extent with 6 individual faculties, 28 departments, 3 institutes and 2 Research Centers catering to the needs about 15 thousand students of different disciplines and researches and others advanced fields.
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