Students studying at other Universities can spend up to a year studying biochemistry in Oxford, either as a visiting student or under student exchange arrangements between Oxford and other Universities.
Visiting students can come to Oxford for one to three terms and usually follow either the first year or second year undergraduate course. This does not lead to an Oxford qualification but it may be possible to earn credits which can be transferred back to their home institution. Students can either apply directly through the University or through a number of schemes involving specific Colleges.
The Department also has a number of student exchange arrangements with other Universities, notably as part of the ERASMUS scheme and with Princeton, under which a student can come to Oxford to do a research project while an Oxford student does their research project abroad in exchange. Application for this must be made through the student exchange coordinator in your local University.
Saturday, September 17, 2011
National University
A nation (Latin: natio meaning being born[1][2]) are regional corporations of students at a university, once widespread across Europe in medieval times, they are now largely restricted to the ancient universities of Sweden and Finland. The students, who were all born within the same region, usually spoke the same language, and expected to be ruled by their own familiar law. The most similar comparison in the Anglo-world to the nation system is in the collegiate system of older British universities or fraternities at American universities; however, both of these comparisons are imperfect.
Corporate university
A corporate university is any educational entity that is a strategic tool designed to assist its parent organization in achieving its goals by conducting activities that foster individual and organizational learning and knowledge.[1] Corporate universities (CU) are a growing trend in corporations. In 1993, corporate universities existed in only 400 companies. By 2001, this number had increased to 2,000, including Walt Disney, Boeing, and Motorola.[2]
In most cases, corporate universities are not universities in the strict sense of the word. The traditional university is an educational institution which grants both undergraduate and postgraduate degrees in a variety of subjects, as well as conducting original scientific research. In contrast, a corporate university typically limits scope to providing job-specific, indeed company-specific, training for the managerial personnel of the parent corporation. Corporate universities are most commonly found in the United States, a nation which has no official legal definition of the term "university". Perhaps the best known corporate university is the Hamburger University operated by McDonald's Corporation in Chicago.
In most cases, corporate universities are not universities in the strict sense of the word. The traditional university is an educational institution which grants both undergraduate and postgraduate degrees in a variety of subjects, as well as conducting original scientific research. In contrast, a corporate university typically limits scope to providing job-specific, indeed company-specific, training for the managerial personnel of the parent corporation. Corporate universities are most commonly found in the United States, a nation which has no official legal definition of the term "university". Perhaps the best known corporate university is the Hamburger University operated by McDonald's Corporation in Chicago.
Urban university
An urban university is a U.S. term for institution of higher learning that is socially involved and serves as a resource for educating the citizens of the city or region in which it is located. That is, the urban university must be “of” the city as well as “in” the city.
At one time the term urban university might be used only to describe institutions located in central cities, but this is no longer the case. Urban sprawl and the advent of edge cities has not so much made urban obsolete as to change conventional notions of what constitutes urban. Today an urban university is one located in an urban agglomeration irrespective of political boundaries or administrative definitions.
An urban university operates with a closely meshed and intertwined mission, milieu, and environment. An operational definition of the urban university would incorporate both its setting and the clientele it serves. The Coalition of Urban and Metropolitan Universities suggests several criteria applying to such institutions in the United States:
Location in a major metropolitan area
Dedication to achieving excellence through teaching, research, and public service
A diverse student body reflecting the demographic composition of the region
Responsiveness and service to the local region as part of the university's mission
Serves the region not only by providing an educated citizenry and workforce, but also as a cultural and intellectual resource
Engages in partnerships with other local organizations
Uses practical experience in the urban setting to enhance students' education
More than six dozen universities in the United States would qualify as urban universities under these criteria. Columbia University, New York University, University of Chicago, University of California at Los Angeles, University of Pennsylvania, UAB, Portland State University and Wayne State University are examples of well-known urban universities.
The term is also often used to refer to public institutions with large part-time and commuter student bodies. Such usage sometimes tacitly assumes relatively low academic standards as implicit in the student body's low income and part-time, commuter status. Clearly such criteria are not necessary to the definition of an urban university and may reflect subtle racism and classism that tacitly equates certain groups with lower academic abilities and achievement. Insofar as this is true, urban universities have been criticized for contributing to institutional racism.
At one time the term urban university might be used only to describe institutions located in central cities, but this is no longer the case. Urban sprawl and the advent of edge cities has not so much made urban obsolete as to change conventional notions of what constitutes urban. Today an urban university is one located in an urban agglomeration irrespective of political boundaries or administrative definitions.
An urban university operates with a closely meshed and intertwined mission, milieu, and environment. An operational definition of the urban university would incorporate both its setting and the clientele it serves. The Coalition of Urban and Metropolitan Universities suggests several criteria applying to such institutions in the United States:
Location in a major metropolitan area
Dedication to achieving excellence through teaching, research, and public service
A diverse student body reflecting the demographic composition of the region
Responsiveness and service to the local region as part of the university's mission
Serves the region not only by providing an educated citizenry and workforce, but also as a cultural and intellectual resource
Engages in partnerships with other local organizations
Uses practical experience in the urban setting to enhance students' education
More than six dozen universities in the United States would qualify as urban universities under these criteria. Columbia University, New York University, University of Chicago, University of California at Los Angeles, University of Pennsylvania, UAB, Portland State University and Wayne State University are examples of well-known urban universities.
The term is also often used to refer to public institutions with large part-time and commuter student bodies. Such usage sometimes tacitly assumes relatively low academic standards as implicit in the student body's low income and part-time, commuter status. Clearly such criteria are not necessary to the definition of an urban university and may reflect subtle racism and classism that tacitly equates certain groups with lower academic abilities and achievement. Insofar as this is true, urban universities have been criticized for contributing to institutional racism.
Pontifical university
A pontifical university is a Catholic University established by and directly under the authority of the Holy See. It is licensed to grant academic degrees in sacred faculties, the most important of which are Sacred Theology, Canon Law, Sacred Scripture and Philosophy. Pontifical universities follow a European system of degrees in the sacred faculties, granting the baccalaureate, the licentiate, and the doctorate.
Independent institutions or individual faculties at non-pontifical universities may also be given charters by the Holy See to grant ecclesiastical degrees, usually in one or two specific fields. These are referred to as a "pontifical faculty" or "pontifical institute" to distinguish it from an entire "pontifical university."
These ecclesiastical degrees are prerequisites to certain offices in the Roman Catholic Church, especially considering that bishop candidates are selected mainly from priests who are doctors of sacred theology (S.T.D.) or canon law (J.C.D.) and that ecclesiastical judges and attorneys must at least be licentiates of canon law (J.C.L.)
Independent institutions or individual faculties at non-pontifical universities may also be given charters by the Holy See to grant ecclesiastical degrees, usually in one or two specific fields. These are referred to as a "pontifical faculty" or "pontifical institute" to distinguish it from an entire "pontifical university."
These ecclesiastical degrees are prerequisites to certain offices in the Roman Catholic Church, especially considering that bishop candidates are selected mainly from priests who are doctors of sacred theology (S.T.D.) or canon law (J.C.D.) and that ecclesiastical judges and attorneys must at least be licentiates of canon law (J.C.L.)
Land-grant university
Land-grant universities (also called land-grant colleges or land-grant institutions) are institutions of higher education in the United States designated by each state to receive the benefits of the Morrill Acts of 1862 and 1890.
The Morrill Acts funded educational institutions by granting federally controlled land to the states for the states to develop or sell to raise funds to establish and endow "land-grant" colleges. The mission of these institutions as set forth in the 1862 Act is to focus on the teaching of practical agriculture, science and engineering (though "without excluding ... classical studies"), as a response to the industrial revolution and changing social class.[1][2] This mission was in contrast to the historic practice of higher education to focus on an abstract Liberal Arts curriculum. Ultimately, most land-grant colleges became large public universities that today offer a full spectrum of educational opportunities
The Morrill Acts funded educational institutions by granting federally controlled land to the states for the states to develop or sell to raise funds to establish and endow "land-grant" colleges. The mission of these institutions as set forth in the 1862 Act is to focus on the teaching of practical agriculture, science and engineering (though "without excluding ... classical studies"), as a response to the industrial revolution and changing social class.[1][2] This mission was in contrast to the historic practice of higher education to focus on an abstract Liberal Arts curriculum. Ultimately, most land-grant colleges became large public universities that today offer a full spectrum of educational opportunities
International University
An international university can be defined as one which is funded by the governments of many countries and thereby is controlled by the officials from the government of different countries. These universities are often formed by the regional and international organizations.
Another definition is that the international university is international due to its international reach, mainly driven by the curriculum offered, the international student body or the international faculty teaching and researching at the university.
The distinction between intergovernmental and international university is similar to the one between intergovernmental organization and international organization. International is a rather open-ended term, while intergovernmental specifically refers to the fact that the participating parties or members are sovereign states and intergovernmental organizations. As a result, only intergovernmental universities are subjects of international law.
Another definition is that the international university is international due to its international reach, mainly driven by the curriculum offered, the international student body or the international faculty teaching and researching at the university.
The distinction between intergovernmental and international university is similar to the one between intergovernmental organization and international organization. International is a rather open-ended term, while intergovernmental specifically refers to the fact that the participating parties or members are sovereign states and intergovernmental organizations. As a result, only intergovernmental universities are subjects of international law.
National University
A national university is generally a university created or run by a national state but at the same time represent a state autonomic institutions which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural or political aspirations, for instance the National University of Ireland in the early days of Irish independence collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic higher education system.
Modern university
By the 18th century, universities published their own research journals and by the 19th century, the German and the French university models had arisen. The German, or Humboldtian model, was conceived by Wilhelm von Humboldt and based on Friedrich Schleiermacher’s liberal ideas pertaining to the importance of freedom, seminars, and laboratories in universities.[citation needed] The French university model involved strict discipline and control over every aspect of the university.
Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde.[47] The British also established universities worldwide, and higher education became available to the masses not only in Europe. In a general sense, the basic structure and aims of universities have remained constant over the years.[48]
In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship
Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased in the 19th century, and by the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde.[47] The British also established universities worldwide, and higher education became available to the masses not only in Europe. In a general sense, the basic structure and aims of universities have remained constant over the years.[48]
In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship
Medieval universities
Prior to their formal establishment, many medieval universities were run for hundreds of years as Christian cathedral schools or monastic schools (Scholae monasticae), in which monks and nuns taught classes; evidence of these immediate forerunners of the later university at many places dates back to the 6th century AD.[7] The earliest universities were developed under the aegis of the Latin Church, usually from cathedral schools or by papal bull as studia generalia (n.b. The development of cathedral schools into universities actually appears to be quite rare, with the University of Paris being an exception — see Leff, Paris and Oxford Universities), later they were also founded by Kings (University of Naples Federico II, Charles University in Prague, Jagiellonian University in Kraków) or municipal administrations (University of Cologne, University of Erfurt). In the early medieval period, most new universities were founded from pre-existing schools, usually when these schools were deemed to have become primarily sites of higher education. Many historians state that universities and cathedral schools were a continuation of the interest in learning promoted by monasteries.[8]
The first universities with formally established guilds in Europe were the University of Bologna (1088), the University of Paris (c. 1150, later associated with the Sorbonne), the University of Oxford (1167), the University of Palencia (1208), the University of Cambridge (1209), the University of Salamanca (1218), the University of Montpellier (1220), the University of Padua (1222), the University of Naples Federico II (1224), the University of Toulouse (1229).,[9][10] the University of Siena (1240).
The University of Bologna began as a law school teaching the ius gentium or Roman law of peoples which was in demand across Europe for those defending the right of incipient nations against empire and church. Bologna’s special claim to Alma Mater Studiorum[clarification needed] is based on its autonomy, its awarding of degrees, and other structural arrangements, making it the oldest continuously operating institution[4] independent of kings, emperors or any kind of direct religious authority.[11][12]
The conventional date of 1088, or 1087 according to some,[13] records when a certain Irnerius commences teaching Emperor Justinian’s 6th century codification of Roman law, the Corpus Iuris Civilis, recently discovered at Pisa. Lay students arrived in the city from many lands entering into a contract to gain this knowledge, organising themselves into ‘Learning Nations’ of Hungarians, Greeks, North Africans, Arabs, Franks, Germans, Iberians etc. The students “had all the power … and dominated the masters”.[14][15]
In Europe, young men proceeded to university when they had completed their study of the trivium–the preparatory arts of grammar, rhetoric and dialectic or logic–and the quadrivium: arithmetic, geometry, music, and astronomy. (See Degrees of the University of Oxford for the history of how the trivium and quadrivium developed in relation to degrees, especially in anglophone universities).
Universities became popular all over Europe, as rulers and city governments began to create them to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefit of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.[16]
The rediscovery of Aristotle's works - more than 3000 pages of it would eventually be translated - fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history.[17] Richard Dales, for instance, calls the discovery of Aristotle's works “a turning point in the history of Western thought."[18] After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. The efforts of this “scholasticism” were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. This became the primary mission of lecturers, and the expectation of students.
The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. Latin was the language of the university, used for all texts, lectures, disputations and examinations. Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for medicine. Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the arts and theology. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded bachelor's degrees, with the exception of degrees in theology, for which the doctorate was more common. Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation – in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions.[19] The structure of Northern Universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna.[20]
The first universities with formally established guilds in Europe were the University of Bologna (1088), the University of Paris (c. 1150, later associated with the Sorbonne), the University of Oxford (1167), the University of Palencia (1208), the University of Cambridge (1209), the University of Salamanca (1218), the University of Montpellier (1220), the University of Padua (1222), the University of Naples Federico II (1224), the University of Toulouse (1229).,[9][10] the University of Siena (1240).
The University of Bologna began as a law school teaching the ius gentium or Roman law of peoples which was in demand across Europe for those defending the right of incipient nations against empire and church. Bologna’s special claim to Alma Mater Studiorum[clarification needed] is based on its autonomy, its awarding of degrees, and other structural arrangements, making it the oldest continuously operating institution[4] independent of kings, emperors or any kind of direct religious authority.[11][12]
The conventional date of 1088, or 1087 according to some,[13] records when a certain Irnerius commences teaching Emperor Justinian’s 6th century codification of Roman law, the Corpus Iuris Civilis, recently discovered at Pisa. Lay students arrived in the city from many lands entering into a contract to gain this knowledge, organising themselves into ‘Learning Nations’ of Hungarians, Greeks, North Africans, Arabs, Franks, Germans, Iberians etc. The students “had all the power … and dominated the masters”.[14][15]
In Europe, young men proceeded to university when they had completed their study of the trivium–the preparatory arts of grammar, rhetoric and dialectic or logic–and the quadrivium: arithmetic, geometry, music, and astronomy. (See Degrees of the University of Oxford for the history of how the trivium and quadrivium developed in relation to degrees, especially in anglophone universities).
Universities became popular all over Europe, as rulers and city governments began to create them to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefit of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.[16]
The rediscovery of Aristotle's works - more than 3000 pages of it would eventually be translated - fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history.[17] Richard Dales, for instance, calls the discovery of Aristotle's works “a turning point in the history of Western thought."[18] After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. The efforts of this “scholasticism” were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. This became the primary mission of lecturers, and the expectation of students.
The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. Latin was the language of the university, used for all texts, lectures, disputations and examinations. Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for medicine. Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the arts and theology. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded bachelor's degrees, with the exception of degrees in theology, for which the doctorate was more common. Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation – in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions.[19] The structure of Northern Universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna.[20]
Nepal Engineering college
Nepal Engineering College, popularly known as nec, was established in 1994 as a nonprofit institution under private sector initiative. The foundation of nec was laid by few visionary Nepalese professionals and academicians who realized the need of an institution serving the technical education needs of the country for accelerated economic growth, reaching to wider section of Nepalese students and making the quality technical education accessible and affordable to the masses. This pioneering example set by nec led to the establishment of a number of engineering colleges in the country in private sector in the later years. nec is committed to retaining its long earned reputation of “an institution with concerns for quality and academic freedom”, again an example for others to follow.
Since inception, nec has been constantly engaged in designing, upgrading and standardizing the academic curricula and offering Bachelor and Masters level courses in engineering, technology and allied disciplines. nec intends to continue with this initiative, offering more innovative and applied courses in the established and emerging areas in the days to come.
Initiated with limited physical and instructional resources, nec has now grown to an institution with its resources comparable to any institution of repute in the country and the region. The physical infrastructure and instructional resources, built in 228 ropani (11.6 ha) of land in Changunarayan VDC in Bhaktapur, provides the ambience of nature and ideal learning environment.
Currently, nec offers Bachelor level as well as Masters degree programs. All the Bachelor level courses are underway at main campus at Changunarayan and Masters level courses at nec - Center for Postgraduate Studies at Pulchowk in Lalitpur.
Bachelor level courses
B. E. (Bachelor of Engineering) degree
Civil Engineering,
Electronics and Communication Engineering,
Computer Engineering,
Electrical and Electronics Engineering and
Civil and Rural Engineering
B. Arch. (Bachelor of Architecture) degree
Bachelor in Architecture
Masters level courses
Construction Management (CM),
Natural Resources Management (NRM),
Interdisciplinary Water Resources Management (IWRM) and
Transportation Engineering and Manag
Since inception, nec has been constantly engaged in designing, upgrading and standardizing the academic curricula and offering Bachelor and Masters level courses in engineering, technology and allied disciplines. nec intends to continue with this initiative, offering more innovative and applied courses in the established and emerging areas in the days to come.
Initiated with limited physical and instructional resources, nec has now grown to an institution with its resources comparable to any institution of repute in the country and the region. The physical infrastructure and instructional resources, built in 228 ropani (11.6 ha) of land in Changunarayan VDC in Bhaktapur, provides the ambience of nature and ideal learning environment.
Currently, nec offers Bachelor level as well as Masters degree programs. All the Bachelor level courses are underway at main campus at Changunarayan and Masters level courses at nec - Center for Postgraduate Studies at Pulchowk in Lalitpur.
Bachelor level courses
B. E. (Bachelor of Engineering) degree
Civil Engineering,
Electronics and Communication Engineering,
Computer Engineering,
Electrical and Electronics Engineering and
Civil and Rural Engineering
B. Arch. (Bachelor of Architecture) degree
Bachelor in Architecture
Masters level courses
Construction Management (CM),
Natural Resources Management (NRM),
Interdisciplinary Water Resources Management (IWRM) and
Transportation Engineering and Manag
Mahindra United World college
The Mahindra United World College of India (MUWCI) is one of 13 United World Colleges, located 40 km west of Pune in Maharashtra, India. Established in 1997, the college has a population of about 200 students from all around the world who live together on campus for two years. Alongside academic performance, international experience and community service play a central role in the school's educational concept.
Contents
[hide]
1 History
2 Location
3 Campus
4 Administration
5 References
6 External links
[edit] History
On 28 November 1997, Queen Noor of Jordan alongside Nelson Mandela inaugurated the Mahindra United World College of India as one of the now thirteen United World Colleges (UWC) and the third UWC in Asia. It had been made possible largely due to financial donations (approximately US$ 8 m) and personal efforts by the Mahindra industrial family (especially the late Harish Mahindra, deceased 1999).
The founding principal Dr. David Wilkinson previously founded the Li Po Chun UWC in Hong Kong, together with his wife. Dr. Veronica Wilkinson. The head of school from the year 2009 is Dr Jonathan Long, who is also a well known educator from the UK.
[edit] Location
The college is located near the village of Paud in the Taluka Mulshi region of the western state of Maharastra, India. It is around 40 km from the city of Pune (which is in turn around 100 km south-east of Mumbai), is located at approximately 18°32′29″N 73°35′09″E. The MUWCI campus is situated in rural area on a hill overlooking the valley of the Mula river near Mulshi Dam.
College meeting, May 2005
[edit] Campus
The MUWCI campus provides classrooms, modern laboratories, art studios and administrative facilities, and students-staff housing in 'village communities' called "wadas". There are four of these, each with its own characteristics. The design incorporates traditional elements and local building materials and won its creator, the architect Christopher Charles Benninger, the Designer of the Year award in 1998 (more information here). In 2000, the campus also won the American Institute of Architects/Business Week/Arcitectural Record Award for excellence.[1]
The campus also has a Medical Centre with 16 beds, with a doctor during the day and a full time nursing services.
The institution awards the International Baccalaureate Diploma.
Contents
[hide]
1 History
2 Location
3 Campus
4 Administration
5 References
6 External links
[edit] History
On 28 November 1997, Queen Noor of Jordan alongside Nelson Mandela inaugurated the Mahindra United World College of India as one of the now thirteen United World Colleges (UWC) and the third UWC in Asia. It had been made possible largely due to financial donations (approximately US$ 8 m) and personal efforts by the Mahindra industrial family (especially the late Harish Mahindra, deceased 1999).
The founding principal Dr. David Wilkinson previously founded the Li Po Chun UWC in Hong Kong, together with his wife. Dr. Veronica Wilkinson. The head of school from the year 2009 is Dr Jonathan Long, who is also a well known educator from the UK.
[edit] Location
The college is located near the village of Paud in the Taluka Mulshi region of the western state of Maharastra, India. It is around 40 km from the city of Pune (which is in turn around 100 km south-east of Mumbai), is located at approximately 18°32′29″N 73°35′09″E. The MUWCI campus is situated in rural area on a hill overlooking the valley of the Mula river near Mulshi Dam.
College meeting, May 2005
[edit] Campus
The MUWCI campus provides classrooms, modern laboratories, art studios and administrative facilities, and students-staff housing in 'village communities' called "wadas". There are four of these, each with its own characteristics. The design incorporates traditional elements and local building materials and won its creator, the architect Christopher Charles Benninger, the Designer of the Year award in 1998 (more information here). In 2000, the campus also won the American Institute of Architects/Business Week/Arcitectural Record Award for excellence.[1]
The campus also has a Medical Centre with 16 beds, with a doctor during the day and a full time nursing services.
The institution awards the International Baccalaureate Diploma.
Tribhuvan university
Tribhuvan University (henceforth, TU) is the first national institution of higher education in Nepal. It was established in 1959 A.D. and named after the late King Tribhuvan. The Central Administrative Office and the Central Campus of the university are located on the north eastern facade of Kirtipur, an ancient and small town located five kilometers away from downtown Kathmandu. There are five Institutes, four Faculties, thirty eight Central Departments, four Research Centres and sixty Constituent campuses in TU and out of them one Institute, three Faculties, 32 Departments, 3 Research Centres and two Constituent campuses are at Kirtipur. The university at Kirtipur is spread over an area of 154.77 hector (3042-5-2 ropani).
After the second democratic movement of 2006, the Prime Minister of Nepal is the ceremonial chief, the Chancellor of the University, while the Minister of Education is the Pro-Chancellor. The Vice Chancellor is the Chief Executive of the university. He is assisted by the Rector in academic programmes and the Registrar in financial management and general administration. TU is a non-profit making autonomous institution funded by the Government of Nepal.
Main objectives of TU
The university was established with the following objectives:
To produce skilled manpower essential for the overall development of Nepal;
To preserve and develop historical and cultural heritage of the nation;
To accumulate, advance and disseminate knowledge; and
To encourage and promote research in Arts, Science, Medicine, Engineering, Agriculture, Management, Education and other vocational fields
Councils of TU
There are five councils constituted as major decision-making bodies of the university.
University Council : It is the supreme decision-making body on policies, budget, and rules and regulations for running the university. It consists of 52 members.
Executive Council : Executing the decisions of the university council, making decisions on grants, giving affiliation to private campuses, and appointing the university officials are its major functions. It consists of seven members.
Academic Council : The academic council makes decisions on educational policies and practices regarding curricula, teaching, examinations and research and comprises of fifty members.
Research Coordination Council : It formulates policies on TU research activities, approves guidelines for researchers and coordinates the functions of university level research organizations. The Research Division is the secretariat of the council which publishes TU Journal, Research Bulletin and Statistical Bulletin. Besides, it monitors mini-researches for teachers. It consists of 27 members.
Planning Council : The planning council performs an advisory role of preparing short and long-term plans, developing annual programmes and evaluating programme implementation. It consists of twenty-nine members.
Academic Programmes
TU marked its golden jubilee in the year 2009 organizing various programmes. In the 52nd year of its establishment, the university family remains committed and dedicated to making it a source and centre of quality education to set up a culture of learning in the country and to promote the notion of national and global peace and harmony.
Since its inception, TU, the state owned university, has, expanded its programmes in different disciplines. There are five technical institutes and four general faculties. The university offers 115 courses for the technical proficiency certificate level. TU offers 1079 courses at Bachelor’s level and 1000 courses at Master’s level. It offers Ph.D. degree in different disciplines both at the Technical Institutes and Faculties.
TU ran its programmes only through its constituent campuses prior to 1980.With the increasing number of students willing to acquire higher education; it was not possible for the university to accommodate all the students in the constituent campuses. This situation led to the establishment of colleges in the private sector because the constituent campuses of the university alone could not meet the demand of the nation. From 1979–80, TU started providing affiliation to private colleges to conduct various programmes at different levels. Eight hundred twenty six private colleges spread all over the country have so far received TU affiliations.
In the current academic session (2011-2012) altogether 3,89,460 students have been enrolled at various levels of TU academic programmes. 1,59,394 students (40.93%) study in its 60 constituent campuses and 38 central departments, while 2,30,066 (59.07%) students study in 826 affiliated colleges. It clearly reveals that affiliated colleges do have a higher number of students than the constituent campuses.
TU has 7841 teaching faculty and 7413 non-teaching staff including the support staff in its constituent campuses. The number of total employees is 15254.
After the second democratic movement of 2006, the Prime Minister of Nepal is the ceremonial chief, the Chancellor of the University, while the Minister of Education is the Pro-Chancellor. The Vice Chancellor is the Chief Executive of the university. He is assisted by the Rector in academic programmes and the Registrar in financial management and general administration. TU is a non-profit making autonomous institution funded by the Government of Nepal.
Main objectives of TU
The university was established with the following objectives:
To produce skilled manpower essential for the overall development of Nepal;
To preserve and develop historical and cultural heritage of the nation;
To accumulate, advance and disseminate knowledge; and
To encourage and promote research in Arts, Science, Medicine, Engineering, Agriculture, Management, Education and other vocational fields
Councils of TU
There are five councils constituted as major decision-making bodies of the university.
University Council : It is the supreme decision-making body on policies, budget, and rules and regulations for running the university. It consists of 52 members.
Executive Council : Executing the decisions of the university council, making decisions on grants, giving affiliation to private campuses, and appointing the university officials are its major functions. It consists of seven members.
Academic Council : The academic council makes decisions on educational policies and practices regarding curricula, teaching, examinations and research and comprises of fifty members.
Research Coordination Council : It formulates policies on TU research activities, approves guidelines for researchers and coordinates the functions of university level research organizations. The Research Division is the secretariat of the council which publishes TU Journal, Research Bulletin and Statistical Bulletin. Besides, it monitors mini-researches for teachers. It consists of 27 members.
Planning Council : The planning council performs an advisory role of preparing short and long-term plans, developing annual programmes and evaluating programme implementation. It consists of twenty-nine members.
Academic Programmes
TU marked its golden jubilee in the year 2009 organizing various programmes. In the 52nd year of its establishment, the university family remains committed and dedicated to making it a source and centre of quality education to set up a culture of learning in the country and to promote the notion of national and global peace and harmony.
Since its inception, TU, the state owned university, has, expanded its programmes in different disciplines. There are five technical institutes and four general faculties. The university offers 115 courses for the technical proficiency certificate level. TU offers 1079 courses at Bachelor’s level and 1000 courses at Master’s level. It offers Ph.D. degree in different disciplines both at the Technical Institutes and Faculties.
TU ran its programmes only through its constituent campuses prior to 1980.With the increasing number of students willing to acquire higher education; it was not possible for the university to accommodate all the students in the constituent campuses. This situation led to the establishment of colleges in the private sector because the constituent campuses of the university alone could not meet the demand of the nation. From 1979–80, TU started providing affiliation to private colleges to conduct various programmes at different levels. Eight hundred twenty six private colleges spread all over the country have so far received TU affiliations.
In the current academic session (2011-2012) altogether 3,89,460 students have been enrolled at various levels of TU academic programmes. 1,59,394 students (40.93%) study in its 60 constituent campuses and 38 central departments, while 2,30,066 (59.07%) students study in 826 affiliated colleges. It clearly reveals that affiliated colleges do have a higher number of students than the constituent campuses.
TU has 7841 teaching faculty and 7413 non-teaching staff including the support staff in its constituent campuses. The number of total employees is 15254.
Kathmandu University(ku)
Kathmandu University is an autonomous, not-for-profit, non - government institution dedicated to maintain high standards of academic excellence. It is committed to develop leaders in professional areas through quality education.
It is located in a mountainous landscape in Dhulikhel Municipality about 30 kilometers east of Kathmandu (KTM) having round-the-year pleasant climate and panoramic Himalayan Views.
KU had a very modest start from a rented building at Tangal, Kathmandu. Now, it has been able to create a built up space of 35518 square meters.
Within a period of 15 years, KU has built not only reasonable infrastructure, but also established a track record of academic excellence. At present, the University offers various undergraduate, graduate and postgraduate programs in science, engineering, medicine,
management, education, arts, pharmacy, environment, music, human & natural resources, information technology and biotechnology through School of Science, School of Management, School of Engineering, School of Medical Sciences, School of Education and School of Arts. In addition to 3369 students studying in its constituent campuses 4897 students are in its affiliated colleges Annual intake capacity of KU is 1088, out of them 280 intermediate, 510 undergraduate, and 298 graduate students. KU affiliated colleges have an annual intake capacity of 1194 students.
The academic programs of the University are based on credit-semester system with continuous internal evaluations. The University has adopted 1 to 10 teacher–student ratio. However, KU is very cautious in recruitment of every single faculty or non-teaching staff. The staff strength at KU is 344 for teaching and 158 for nonteaching. The academic calendar of minimum 230 days is strictly adhered to; admission of students is based on merit, based on their score in the previous examination and written and oral entrance tests.
Every School has its own Teacher Welfare Society, Student Welfare Council and Staff Welfare Society. The Executive Board is composed of members elected by teachers and students for the welfare of their community. Quality control is strictly followed in all programs of the university. In addition, to continually enhance the educational standard, KU has been successfully collaborating with more than fifty universities and institutions of international repute for faculty and students exchange programs, credit transfer and joint research work and exchange information. This has helped KU to establish itself well in the world community.
It is located in a mountainous landscape in Dhulikhel Municipality about 30 kilometers east of Kathmandu (KTM) having round-the-year pleasant climate and panoramic Himalayan Views.
KU had a very modest start from a rented building at Tangal, Kathmandu. Now, it has been able to create a built up space of 35518 square meters.
Within a period of 15 years, KU has built not only reasonable infrastructure, but also established a track record of academic excellence. At present, the University offers various undergraduate, graduate and postgraduate programs in science, engineering, medicine,
management, education, arts, pharmacy, environment, music, human & natural resources, information technology and biotechnology through School of Science, School of Management, School of Engineering, School of Medical Sciences, School of Education and School of Arts. In addition to 3369 students studying in its constituent campuses 4897 students are in its affiliated colleges Annual intake capacity of KU is 1088, out of them 280 intermediate, 510 undergraduate, and 298 graduate students. KU affiliated colleges have an annual intake capacity of 1194 students.
The academic programs of the University are based on credit-semester system with continuous internal evaluations. The University has adopted 1 to 10 teacher–student ratio. However, KU is very cautious in recruitment of every single faculty or non-teaching staff. The staff strength at KU is 344 for teaching and 158 for nonteaching. The academic calendar of minimum 230 days is strictly adhered to; admission of students is based on merit, based on their score in the previous examination and written and oral entrance tests.
Every School has its own Teacher Welfare Society, Student Welfare Council and Staff Welfare Society. The Executive Board is composed of members elected by teachers and students for the welfare of their community. Quality control is strictly followed in all programs of the university. In addition, to continually enhance the educational standard, KU has been successfully collaborating with more than fifty universities and institutions of international repute for faculty and students exchange programs, credit transfer and joint research work and exchange information. This has helped KU to establish itself well in the world community.
BBS in nagarjuna college
Realizing the importance of a concrete curriculum with the need of the hour composition and structure in the total academic pattern, the curriculum for BBS degree comprises of four separate and distinct course components as follows:
1. A strong foundation in allied areas of business such as language, economic analysis, legal environment, and quantitative methods to prepare graduates to understand, analyze and comprehend the management concepts, theories and practices.
2. Core business studies encompassing and integrating all functional areas to provide graduates with an appreciation to diversity and inter-relationship of business and management issues.
3. The opportunity to concentrate in one area of specialization such as accounting, finance, human resource management, management science, and marketing in order to provide graduates with some degree of functional expertise.
4. The opportunity to choose any sectoral management area such as tourism, cooperatives transport, hotel and small business, as an elective course to enable graduates to apply the core and functional knowledge and skills in their chosen sector of business.
1. A strong foundation in allied areas of business such as language, economic analysis, legal environment, and quantitative methods to prepare graduates to understand, analyze and comprehend the management concepts, theories and practices.
2. Core business studies encompassing and integrating all functional areas to provide graduates with an appreciation to diversity and inter-relationship of business and management issues.
3. The opportunity to concentrate in one area of specialization such as accounting, finance, human resource management, management science, and marketing in order to provide graduates with some degree of functional expertise.
4. The opportunity to choose any sectoral management area such as tourism, cooperatives transport, hotel and small business, as an elective course to enable graduates to apply the core and functional knowledge and skills in their chosen sector of business.
Nagarjuna college
Nagarjuna International College (NIC) runs higher secondary education wing very successful since 1995. NIC has prepared enough infrastructures to meet the objectives of HSE Board as well as of the nation. Higher Secondary Education level is that entrance point from which learners inaugurate their professional career. So, NIC offers multiple education wings: Humanities, Management and Science.
Higher Secondary Education is that level which bridge 10 years secondary education to the path of higher educational and professional pursuit. That is why plus-two level is the very crucial point, in which, if the pupils are not addressed psychologically, the dream of success will be shattered. NIC is well- aware for the interests of the youths in this level. You will find NIC a better educational destination especially designed to your one sake.
Higher Secondary Education is that level which bridge 10 years secondary education to the path of higher educational and professional pursuit. That is why plus-two level is the very crucial point, in which, if the pupils are not addressed psychologically, the dream of success will be shattered. NIC is well- aware for the interests of the youths in this level. You will find NIC a better educational destination especially designed to your one sake.
khwopa engineering college
KhEC is Nepal's first community-based engineering college, undertaken by Bhaktapur Municipality.It is centrally located at culturally rich city Bhaktapur.KhEC will, in every regard, be the right destination for those who aspire to become professional engineers and architects at affordable fees.
With a distant vision of maintaining Bhaktapur's hard-won glory, the college aims to produce highly skilled engineers/architects that will have blends of both indigenous and modern-day technologies. In this regard, the college is aiming to provide quality education in the engineering in the engineering fields which are of prime importance for the development of country.
With a distant vision of maintaining Bhaktapur's hard-won glory, the college aims to produce highly skilled engineers/architects that will have blends of both indigenous and modern-day technologies. In this regard, the college is aiming to provide quality education in the engineering in the engineering fields which are of prime importance for the development of country.
Monday, September 5, 2011
orchid int'l academy
As we walk by the streets of Kathmandu nowadays, the most common thing that we see in front of the hotels and restaurants is a banner, written as ‘Nepal Tourism Year 2011’ along with the name of the hotel. After the consultation of Nepalese Government with major travel trade groups and concerned organizations, experts and industries, the government decided to launch a tourism campaign “Nepal Tourism Year 2011” with a exaggerating brand ‘Naturally Nepal, once is not enough’ on October 25th 2008. The campaign anticipates bringing at least one million international tourists to Nepal by the year 2011.
Previously, a similar launch of ‘Visit Nepal ‘98’ was able to attract around 464,000 tourists from all over the world. The campaign was able to collect total revenue of US$24.8 million. Whereas, the recent data reveals that around 509,752 tourists visited Nepal in 2009. After a long effort of Government of Nepal, mainly after a big effort of the Nepal Tourism Board and other related institutions the formal Prime Minister Madhav Kumar Nepal officially lunched the Nepal Tourism Year 2011 (NTY 2011) by lighting the peace light bought from Lumbini in the Army Pavilion Ground in Tudikhel, Kathmandu on 26th February 2010. A few months prior the campaign, a question triggers in most of our mind: Are we ready?
Though a lot of exercises have been done for this operation, NTY 2011 still appears to be ‘a rose in between the thorns.’ Various obstacles are definite to harden the campaign to run smoothly. The major ones are poor infrastructure, poverty, political instability, bandhas and strikes, unmanaged waste management and unhealthy competition in the travel and tourism sector.
Despite having strong potential to flourish travel and tourism (T & T) industry, Nepal has not been able to propagate its potentiality. Nepal ranks in the 118 position amongst 133 nations in the T&T competitiveness. Similarly, it lies in the 125 place in the ground transport infrastructure and 114 in the air transport. Since long, Nepal has been satisfying with only one international airport and a government run airlines company which has been ongoing with bankruptcy and with insufficient aircrafts. On the other hand, the condition of most of the domestic airports is pathetic.
Meanwhile, the creeping tariffs for the tourist, itself discourages them to visit Nepal more than once. As soon as the tourists come out of the airport they get irritated with the taxi drivers who firstly welcome them with a sneaky manner and then charge extraordinary amount. Likewise, traders and shopkeepers act as a fraud and charge ludicrous prices as they recognize a foreigner entering their shop. The mismanagement of waste and the frequent strikes by the municipal workers and the locals of landfill sites oblige these wastes to be collected on time. Ultimately, tourists are encouraged to leave this malodorous place and return to their own serene homeland.
Mostly, recurring strikes and bandhas confine our guests to travel only few of the places. During a month long visit, generally a tourist is compelled to stay inside a hotel for more than half of his days in Nepal. Though the major political parties have agreed to not to recourse their favorite tool- bandhas- to solve a national issue, we can only hope that they will keep up their promise.
The supply of basic necessities is another barrier for a successful tourism year. The ongoing power crisis is inevitable in Nepal. Load shedding has been a part of all who arrive to our country till date. Obviously, no one would like to have a candle light dinner every day! Moreover, the unavailability of internet access is extra distressing news for our ‘atithies’. Nepal is far behind in the development of communication, science and technology. On the other hand, there are very few good hotels in many of the tourist destinations, whereas, the few ones are not able to provide good accommodation and food to their customers. This makes great impact on the perception of our ‘atithies’ who visiting our country.
Although these complications are sure to trigger in the upcoming campaign, the effort made by the Nepal Tourism Board and some affiliated parties is highly appreciable. A lot of effort has been made by these groups to bring this campaign to this stage. However, some of these constrains can be solved during finishing move for the successful kickoff of the campaign. Strong backup and a good investment from the government can overcome few of these barriers. Likewise, as promotions and advertisements make the first impression of the country; more focus should be made in effective and attractive promotion of the campaign through national and international media’s.
Whether or not these snags are resolved before the campaign commences, it is responsibility of all of us to promote and support the government for a successful ‘Nepal Tourism Year 2011’ stimulating the tourism brand ‘Naturally Nepal, once is not enough’ .
Previously, a similar launch of ‘Visit Nepal ‘98’ was able to attract around 464,000 tourists from all over the world. The campaign was able to collect total revenue of US$24.8 million. Whereas, the recent data reveals that around 509,752 tourists visited Nepal in 2009. After a long effort of Government of Nepal, mainly after a big effort of the Nepal Tourism Board and other related institutions the formal Prime Minister Madhav Kumar Nepal officially lunched the Nepal Tourism Year 2011 (NTY 2011) by lighting the peace light bought from Lumbini in the Army Pavilion Ground in Tudikhel, Kathmandu on 26th February 2010. A few months prior the campaign, a question triggers in most of our mind: Are we ready?
Though a lot of exercises have been done for this operation, NTY 2011 still appears to be ‘a rose in between the thorns.’ Various obstacles are definite to harden the campaign to run smoothly. The major ones are poor infrastructure, poverty, political instability, bandhas and strikes, unmanaged waste management and unhealthy competition in the travel and tourism sector.
Despite having strong potential to flourish travel and tourism (T & T) industry, Nepal has not been able to propagate its potentiality. Nepal ranks in the 118 position amongst 133 nations in the T&T competitiveness. Similarly, it lies in the 125 place in the ground transport infrastructure and 114 in the air transport. Since long, Nepal has been satisfying with only one international airport and a government run airlines company which has been ongoing with bankruptcy and with insufficient aircrafts. On the other hand, the condition of most of the domestic airports is pathetic.
Meanwhile, the creeping tariffs for the tourist, itself discourages them to visit Nepal more than once. As soon as the tourists come out of the airport they get irritated with the taxi drivers who firstly welcome them with a sneaky manner and then charge extraordinary amount. Likewise, traders and shopkeepers act as a fraud and charge ludicrous prices as they recognize a foreigner entering their shop. The mismanagement of waste and the frequent strikes by the municipal workers and the locals of landfill sites oblige these wastes to be collected on time. Ultimately, tourists are encouraged to leave this malodorous place and return to their own serene homeland.
Mostly, recurring strikes and bandhas confine our guests to travel only few of the places. During a month long visit, generally a tourist is compelled to stay inside a hotel for more than half of his days in Nepal. Though the major political parties have agreed to not to recourse their favorite tool- bandhas- to solve a national issue, we can only hope that they will keep up their promise.
The supply of basic necessities is another barrier for a successful tourism year. The ongoing power crisis is inevitable in Nepal. Load shedding has been a part of all who arrive to our country till date. Obviously, no one would like to have a candle light dinner every day! Moreover, the unavailability of internet access is extra distressing news for our ‘atithies’. Nepal is far behind in the development of communication, science and technology. On the other hand, there are very few good hotels in many of the tourist destinations, whereas, the few ones are not able to provide good accommodation and food to their customers. This makes great impact on the perception of our ‘atithies’ who visiting our country.
Although these complications are sure to trigger in the upcoming campaign, the effort made by the Nepal Tourism Board and some affiliated parties is highly appreciable. A lot of effort has been made by these groups to bring this campaign to this stage. However, some of these constrains can be solved during finishing move for the successful kickoff of the campaign. Strong backup and a good investment from the government can overcome few of these barriers. Likewise, as promotions and advertisements make the first impression of the country; more focus should be made in effective and attractive promotion of the campaign through national and international media’s.
Whether or not these snags are resolved before the campaign commences, it is responsibility of all of us to promote and support the government for a successful ‘Nepal Tourism Year 2011’ stimulating the tourism brand ‘Naturally Nepal, once is not enough’ .
kathmandu university
Kathmandu University is an autonomous, not-for-profit, non - government institution dedicated to maintain high standards of academic excellence. It is committed to develop leaders in professional areas through quality education.
It is located in a mountainous landscape in Dhulikhel Municipality about 30 kilometers east of Kathmandu (KTM) having round-the-year pleasant climate and panoramic Himalayan Views.
KU had a very modest start from a rented building at Tangal, Kathmandu. Now, it has been able to create a built up space of 35518 square meters.
Within a period of 15 years, KU has built not only reasonable infrastructure, but also established a track record of academic excellence. At present, the University offers various undergraduate, graduate and postgraduate programs in science, engineering, medicine,
management, education, arts, pharmacy, environment, music, human & natural resources, information technology and biotechnology through School of Science, School of Management, School of Engineering, School of Medical Sciences, School of Education and School of Arts. In addition to 3369 students studying in its constituent campuses 4897 students are in its affiliated colleges Annual intake capacity of KU is 1088, out of them 280 intermediate, 510 undergraduate, and 298 graduate students. KU affiliated colleges have an annual intake capacity of 1194 students.
The academic programs of the University are based on credit-semester system with continuous internal evaluations. The University has adopted 1 to 10 teacher–student ratio. However, KU is very cautious in recruitment of every single faculty or non-teaching staff. The staff strength at KU is 344 for teaching and 158 for nonteaching. The academic calendar of minimum 230 days is strictly adhered to; admission of students is based on merit, based on their score in the previous examination and written and oral entrance tests.
Every School has its own Teacher Welfare Society, Student Welfare Council and Staff Welfare Society. The Executive Board is composed of members elected by teachers and students for the welfare of their community. Quality control is strictly followed in all programs of the university. In addition, to continually enhance the educational standard, KU has been successfully collaborating with more than fifty universities and institutions of international repute for faculty and students exchange programs, credit transfer and joint research work and exchange information. This has helped KU to establish itself well in the world communit
It is located in a mountainous landscape in Dhulikhel Municipality about 30 kilometers east of Kathmandu (KTM) having round-the-year pleasant climate and panoramic Himalayan Views.
KU had a very modest start from a rented building at Tangal, Kathmandu. Now, it has been able to create a built up space of 35518 square meters.
Within a period of 15 years, KU has built not only reasonable infrastructure, but also established a track record of academic excellence. At present, the University offers various undergraduate, graduate and postgraduate programs in science, engineering, medicine,
management, education, arts, pharmacy, environment, music, human & natural resources, information technology and biotechnology through School of Science, School of Management, School of Engineering, School of Medical Sciences, School of Education and School of Arts. In addition to 3369 students studying in its constituent campuses 4897 students are in its affiliated colleges Annual intake capacity of KU is 1088, out of them 280 intermediate, 510 undergraduate, and 298 graduate students. KU affiliated colleges have an annual intake capacity of 1194 students.
The academic programs of the University are based on credit-semester system with continuous internal evaluations. The University has adopted 1 to 10 teacher–student ratio. However, KU is very cautious in recruitment of every single faculty or non-teaching staff. The staff strength at KU is 344 for teaching and 158 for nonteaching. The academic calendar of minimum 230 days is strictly adhered to; admission of students is based on merit, based on their score in the previous examination and written and oral entrance tests.
Every School has its own Teacher Welfare Society, Student Welfare Council and Staff Welfare Society. The Executive Board is composed of members elected by teachers and students for the welfare of their community. Quality control is strictly followed in all programs of the university. In addition, to continually enhance the educational standard, KU has been successfully collaborating with more than fifty universities and institutions of international repute for faculty and students exchange programs, credit transfer and joint research work and exchange information. This has helped KU to establish itself well in the world communit
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