Saturday, September 17, 2011
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.
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