Repayment of education loan may be extended up to 15 yrs

Students availing education loan could get longer a repayment period of up to 15-years if the Union finance ministry agrees to a suggestion given by Indian Banks Association (IBA). At present, the repayment period varies from seven to 10-years. A committee of IBA headed by T M Bhasin, chairman and managing director of Indian Bank has suggested that this repayment period be extended and it is up to the the finance ministry to accept it.

M Narendra, chairman and managing director of Indian Overseas Bank (IOB) in an informal chat with reporters on the sidelines of a function organized by Mangalore University here on Thursday, where IOB donated Rs 14 lakh for campus beautification project of the university, said banks will lend only to students of recognized educational institutions and universities. Extension in repayment period would address issue of educational loan defaults, he noted.

IOB is the leading bank in Tamil Nadu in terms of lending to education, he said, adding that the bank disbursed Rs 2,000 crore by way of education loans in the last fiscal to around 1.05 lakh students. The move to donate Rs 14 lakh to campus beautification programme was in sync with the bank's theme during its platinum jubilee year celebration, which was touching the hearts and spreading the smile. "We are indirectly aiding education even here," he noted.

The bank, Narendra said, will also partner Mangalore University in its future endeavours by way of instituting scholarships/medals or setting up study centres or chairs. Narendra at the same time urged the university to patronise his bank, which would spur the bank to give more for the region. "We have plans to set up 21 new branches in the recently set up Mangalore region, to complement the existing network of 25 branches," he said.

T C Shivashankara Murthy, VC, who presided over the function said the university which has excelled academically and was improving on the infrastructure front was lagging in terms of overall campus aesthetics. "We have chalked out extensive campus beautification programme over the next one year at a cost of Rs 1.2-crore and around six banks have agreed to donate Rs 80 lakh. The university will meet the rest of the cost from its internal funds," he noted.

Canadian universities see student surge from India

The number of Indian students attending Canadian universities has surged in recent years as the booming population seeks high-quality education and inexpensive costs, the president of the University of Alberta said on Friday.

More than 12,000 post-secondary students from India are expected to attend Canadian universities this year, nearly four times the number that attended Canadian schools in 2008.

As many as 697 students from India studied at the University of Alberta in 2010 – a 311 per cent increase since the 2008 school year.

University of Alberta President Indira Samarasekera has been recruiting students from India for years and says the surge of enrollment is due in part to school shortages back home.

"Indian students are looking for opportunities given that there are a large number of Indian students in the age range of 18 to 25," Samarasekera told CTV Canada AM on Friday.

"They are looking for places with both reputation and quality, but value for money. Canada is an extremely sweet spot when you combine all of those."

Samarasekera said that less than 10 per cent of Indian students have a chance to study at home. She said that students have been flooding U.S. universities for years, but have recently turned to Canadian institutions for their high quality and comparably lower cost.

While not all of the students will stay in Canada after graduation, Samarasekera said she envisions the development of a "brain chain," as students who return home or move elsewhere maintain links to the Canadian economy.

"I see brain circulation. Some will stay here, some will eventually go back to India. But given the nature of our economies globally and extreme interconnectedness, many Indian students will work for multi-national companies either owned by Canadians or with links to Canada," Samarasekera said.

Vishal Vaidya, an MBA student and president of the Indian Students Association, says he came to Canada after meeting recruiters in India.

"Most of the Canadian schools are compatible with other schools in North America and England," he told CTV Canada AM. "Another important factor was the diversity of students we have in Canada. That gives Indian students the opportunity to come out and mix with students from a variety of cultures."

Vaidya added that the cold Canadian winters were not as much as a turn-off as some might expect.

"I think it is a misconception that we don't enjoy the winters. Being an Indian it is quite a novel thing and I'm sure a lot of students enjoy the new weather they are exposed to."

The Government of Canada Helps Youth Prepare for the Job Market

Local youth who face barriers to employment will get job preparation training and work experience through the Government of Canada's support for an employment program. Mr. David Tilson, Member of Parliament for Dufferin–Caledon and Mr. Patrick Brown, Member of Parliament for Barrie, made the announcement today on behalf of the Honourable Diane Finley, Minister of Human Resources and Skills Development.

"For many young Canadians, making the transition to the job market is a challenge, especially in today's environment," said Mr. Tilson. "That's why our government is creating opportunities for youth to succeed through support for initiatives like the Step Up Program."

"We want Canadians to be ready and trained for the jobs that will be in demand," said Mr. Brown. "Through programs like Skills Link, the federal government is helping Canadian youth shape a stronger economy."

With assistance from the federal Skills Link program, Georgian College of Applied Arts and Technology will help 72 youth develop the skills and experience needed to find a job or the confidence to return to school.

The participants will attend group workshops on employability skills that focus on topics such as effective communication, résumé writing and job search strategies. The participants will then benefit from work placements in sectors such as retail, child care or customer service, allowing them to apply their new skills and gain hands-on experience.

Skills Link helps youth facing barriers to employment, such as single parents, Aboriginal youth, youth with disabilities, recent immigrants, youth living in rural and remote areas, and youth who have dropped out of high school.

Georgian College of Applied Arts and Technology will receive over $556,000 in federal Skills Link funding to support its Step Up Program.

This news release is available in alternative formats upon request.

BACKGROUNDER

As part of the Government of Canada's Youth Employment Strategy, the Skills Link program is one of three programs that help young Canadians, particularly those facing barriers to employment, obtain career information, develop skills, gain work experience, find good jobs and stay employed. The other two programs are Summer Work Experience and Career Focus.

Skills Link helps youth between 15 and 30 years of age who are not receiving Employment Insurance benefits develop basic and advanced employment skills. It assists participants through a coordinated, client-centred approach that offers longer-term supports and services tailored to their specific needs to help them find and keep a job.

Youth employment programs are also part of the Government of Canada's strategy to create the best educated, most skilled and most flexible workforce in the world. The Government underscored its commitment to this strategy in Canada's Economic Action Plan. A key component of the Plan is to create more and better opportunities for Canadian workers through skills development. To learn more about Canada's Economic Action Plan, visit www.actionplan.gc.ca. 

The Skills Link program is delivered by Service Canada, which provides one-stop personalized services for Government of Canada programs, services and benefits. For more information about this program, visit servicecanada.gc.ca, call 1 800 O-Canada or drop by your local Service Canada Centre.

China-ASEAN education collaboration on fast track

Having studied at Guizhou University for three years, Jarunee Pourprasert from Thailand is not only fluent in Chinese, but can even use local Chinese dialects from time to time.

Preferring to be called "Pan Meimei," the tourism management major describes China as "a passionate, friendly and rapidly-developing country with a rich culture."

"I am glad to be here to see what the real China is like, as I used to watch Chinese sitcoms to learn Chinese at Siam University," she said.

Having received a full scholarship from the Chinese government, Pourpraser is one of many students from member countries of the Association of Southeast Asian Nations (ASEAN) who have benefited from closer educational cooperation between China and the ASEAN.

Official statistics released by China's Ministry of Education during the fourth China-ASEAN Education Cooperation Week, an educational conference currently taking place in southwest China's Guizhou Province, showed that from 2008 to 2010, the number of ASEAN students studying in China surged from 34,000 to 49,000, registering an average annual increase of 7,420 students.

The number of Chinese studying in ASEAN member countries ballooned from 68,000 to 82,000 over the same period of time, increasing by 6,960 students each year.

Liu Baoli, deputy director of the Department of International Cooperation and Exchanges of the Ministry of Education, said that the exchange program has received "high recognition" from educational officials from both China and ASEAN countries at the conference.

"More and more youngsters in China and the ASEAN are learning about each others' languages, culture and history," said Liu.

Liu Jinghui, secretary-general of the China Scholarship Council regards the exchanges as being "particularly significant at the moment," as China and ASEAN member countries collectively make up one of the world's most dynamic economies. These regions will need to find new engines for future development after achieving rapid economic expansion over the last 20 years, according to Liu Jinghui.

"Competition in the age of globalization can be reduced to a competition of talent. Increased international student exchanges represent a general trend," Liu Jinghui said.

Misran Bin Karmain, deputy secretary-general of ASEAN, said that he hopes Asia's new generation of students can improve their abilities and gain invaluable experience through overseas studies, as this will help to to become more competitive in a rapidly changing global market.

To inspire youngsters students in China and ASEAN member countries to study abroad, the Chinese government promised to provide scholarships to 10,000 ASEAN students by 2010. It reached cooperative education agreements with Malaysia, Vietnam, Brunei, Myanmar, Laos, Cambodia and Philippines and signed mutual diploma recognition contracts with Malaysia and Thailand to that end.

A total of 31 ASEAN universities have inked 135 cooperation agreements with 47 Chinese universities so far, according to Liu Baoli.

At Chinese institutes of higher education, students can major in all languages spoken in ASEAN countries. For students from ASEAN member countries, China has trained nearly 5,000 Mandarin Chinese lecturers and volunteers to provide the students with language instruction.

"These advancements have provided solid policy and legal support for China and ASEAN members to enhance their collaboration in higher education," said Liu Baoli.

China's Ministry of Education has planned to turn China into Asia's most popular destination for overseas students. By 2020, the number of foreign students studying in Chinese mainland universities, as well as primary and middle schools, is predicted to reach half a million. In the future, Liu said that China will continue to facilitate mutual diploma recognition programs with ASEAN member countries and establish an overseas study foundation to encourage more students to study abroad.

There’s never been a better time to head abroad for your studies

Students are increasingly exploring their options for studying overseas. With some degrees in Scandinavia still free to EU students and with scholarships available elsewhere to tempt the academically gifted, now is a good time to begin looking at the alternatives.

The Open Doors report by the US Institute for International Education found that a record 8,861 UK students, around 5,000 indian students and many more studied in US universities in 2009/10, marking a 2 per cent increase from the previous year. A little under half of all students heading to the US are studying at undergraduate level, while a third take postgraduate degrees.

US universities teach a general first year that allows for a wide breadth of study. Students taking liberal arts degrees only have to choose their major subject in the third year. This has advantages over the UK system, where subject specialism does not allow for easy changes of direction.

The University of Oregon is run by the state, which means local students pay lower fees. One can find that he/she can be qualified for an out of state grant to help offset annual tuition fees of around $20,000 (£12,200). Although high, many American institutions offer generous scholarships. Well endowed by their alumni networks and with a tradition of gifting money, many private universities seek to attract the most academically gifted students with full or half-cost scholarships, particularly at private universities and the elite Ivy League institutions, such as Harvard, Wharton, Yale and Stanford. You’ll need to be quick, because they tend to have early deadlines. There may also be scholarships attached to specific subjects

Students should also apply early for their visa through the US embassy.  There is no equivalent to Ucas in the US, so students must apply directly to universities.

A student Ruth Kinsey, who graduated in May with a magna cum laude honours degree in German and history from Vanderbilt University Nashville, was in the sixth form of Wycombe Abbey school when the dean of Vanderbilt’s school of arts and sciences came to give a talk.

After a holiday visit to several US universities the summer before she applied, Kinsey narrowed her shortlist to two, Johns Hopkins University and Vanderbilt, which won her over by awarding her four scholarships to pay all her tuition, accommodation and living expenses. In the course of a four-year degree, Kinsey received just over $200,000 (£122,300) in scholarships. “It is very unlikely Ruth would have been offered a place to study history at an English university as she had studied all science A-levels at school. With the American system, she didn’t have to specialise immediately. Vanderbilt gave her the chance to change academic direction, says her mother, Sue Kinsey. “My husband and I pay her air fares and medical insurance but, as we are both teachers, without a full scholarship there’s no way we could have afforded to subsidise her,” she says.

Like all students wanting to study in the US, Kinsey had to take a scholastic aptitude test (SAT), a standard for university admission based on mathematics, critical reading and writing. She scored over 800. “I started to major in history in my third year and in the final year I submitted a 60-page research paper. My topic was the history of the Jesuit mission to the Lakota Sioux in South Dakota,” says Kinsey.

Her time at Nashville will be memorable for another reason. While on the course, Kinsey met her future husband, Alex. They got married on 30 July at a church in Nashville. “Alex and I are now living in Madison Wisconsin and I’ve just started a new job at the Gordon Flesch Company as an executive assistant,” she says.

The Fulbright Commission offers scholarships to encourage talented international students to study in some of the best US universities. According to the Fulbright Commission, the top five US universities receiving students are Harvard University, New York University, Columbia University, the University of Pennsylvania and the University of Southern California. A Fulbright award can cover the full tuition costs or even half the costs of a degree at an Ivy League university (see www.fulbright.co.uk/study-in-the-usa).

Studying environmental stewardship as part of the Fulbright Summer Institute hosted by Northern Arizona University at Flagstaff, Anna Dominey from London was part of a small group of students from the UK to join a six-week international study programme that would give students a taste of the US campus experience.

Dominey, who went to Lady Margaret School in Parson’s Green, holds offers from Oxford University and St Andrews to read theology. “I heard about Fulbright through the Social Mobility Foundation, a charity that supports students from lower-income backgrounds. I was eligible through receiving an education maintenance allowance and having a strong academic track record. I wanted to apply, because I have always wanted to explore somewhere far from home,” she says.

Dominey would consider applying to a US university, possibly to do a postgraduate degree. “From what I have seen, universities in the US have as much, if not more, to offer as UK institutions. There is so much to explore and experience, and the differences in culture add new dimensions to one’s area of study,” she says.

Thanks to the Bologna Process, which created a European higher education area, it is now easier for UK students to study as undergraduates in Europe, and three-year degrees are widely adopted as standard. Those taught in English, with high academic standards and competitive fees, are attracting keen interest.

Joint degrees including a language encourage students to spend a year of their degree being taught at a European institution. The University of Bristol, for example, offers several law degrees, including law with French or German, and a four-year Bachelors degree in law, one year of which is spent at a European university. Law students at the University of Glasgow spend a year out at a university in France, Germany, Italy, Portugal or Spain.

However, European university fees are roughly equivalent to, and in some cases higher than, tuition fees in the UK. With the pound at such a weak position against the euro, UK students are likely to suffer from higher fees and a higher cost of living in some parts of the Continent than they otherwise might. But other European countries have clung on to their tradition of offering free university education. In Sweden, Finland and a small number of German federal states, undergraduate degrees are free. UK students enjoy the same rights as other EU citizens to a free higher education in these countries and most of the degrees are taught in English. Finland’s University of Tampere and the Lund and Linköping universities in Sweden have an international reputation for health and social sciences, while the University of Bayreuth and the University of Kassel in Germany specialise in ecology and renewable energy. It is best to check with German institutions to see what fees are payable.

The downside of studying in Finland is that the winters are severe and the cost of monthly living expenses is estimated by the Scholarships for Development website at €700 (£610) a month. Outside the university campus, English is not widely understood and the language can be a hard one to learn.

You are unlikely to have this problem in Sweden, where fluency in English is almost universal. Over the past decade, the numbers of foreign students studying in Sweden has more than tripled, totalling 36,000 in 2008/09. Tuition fees have been introduced for all non-EU students, but there are no plans yet to extend charging.

The University of Lund is Sweden’s largest and best-known institution. Around 50 programmes are taught in English, ranging from international human rights law to sustainable urban design. Excellence is required in all areas of activity as Lund ranks as one of Europe’s leading institutions of higher education. There are about 35,000 undergraduates at Lund and the large student population contributes to an active cultural life, with a wide range of activities and entertainment available.

European universities offer generous contact time and, in some cases, career opportunities that would not be available in the UK. “At Grenoble, there are more taught hours. We attend class on Saturdays and the lessons are in three-hour blocks, not the 40-minute slots you find in the UK,” says Mark Thomas, associate dean of Grenoble Ecole de Management.

Academics, however, point to the UK’s reputation and long track record in delivering high-quality degrees. They say that it is not the number of taught hours that count but the quality of teaching and academic research.

The number of UK undergraduates studying in Europe is rising. There is no centralised data, but leading European universities are reporting average numbers of UK students at around 5 per cent. “We have 30 to 40 UK students each year and 75 different nationalities,” says Patrice Houdayer, vice-president of EM Lyon university.

The European Commission’s Erasmus programme provides funding to UK students to spend time at European universities as part of their degree studies. Developing a more international outlook is imperative for students in the 21st century and there is little doubt that EU-funded projects such as Erasmus, under which students spend part of their degree at a European institution, have encouraged better international understanding. “Eight per cent more UK students were heading to Europe in 2009/10 and a further increase is expected this year,” says David Hibler, the Erasmus programme manager at the British Council.

Let more foreign students in - AUSTRAILIA

QUEENSLAND Premier Anna Bligh is calling for the federal government to urgently open the doors to more international students, saying the industry that trains them is in crisis.

Ms Bligh also warned there will not be enough Australian graduates to cope with the mining boom.

The premier will for an "emergency intervention" to the federal government's policy on overseas students at the Council of Australian Governments meeting in Canberra on Friday.

"We have an international education sector in crisis at the worst possible time for Australia's economy," Ms Bligh said in a statement.

The state's $2.8 billion international education market has been suffering since 2009 when visa requirements for overseas students were toughened and the list of skilled jobs was changed, she said.

Reports of assaults on Indian students, the strong Australian dollar and renewed competition from the US and Canadian markets have also taken their toll.

"Following seven years of massive growth ... student enrolments began to fall sharply in 2009," she said, adding that international student enrolments are down 10 per cent this year compared to last year.

This meant less demand for vocational training and English-language courses, and fewer opportunities for the 17,000 Queenslanders employed in the sector, she said.

Ms Bligh will also call for more working visas to be offered to foreign students who graduate to cope with the mining boom, which she predicts will generate 38,000 jobs.

The in-demand disciplines will include engineering, environmental science, metallurgy, law, hospitality, accounting and management, she said.

"The growth in the sector in the short term is just too significant to be met by Australian citizens alone."

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India to lower requirements of Foreign Education Providers Bill

The Indian government is considering amendments to its Foreign Education Providers bill that would make it easier for overseas institutions to set up operations in the country.

 

India’s Ministry of Human Resource Development (MHRD) has said it will revise downwards the original requirement that all foreign institutions must have a minimum of Rs 500 million (£7 million) to invest before setting up a campus in the country. 

 

“Considering that a diverse set of educational institutions have expressed interest to have operations in India, it is not feasible to have the [investment] condition for everyone,” an MHRD official told India’s Business Standard.

 

The government has suggested that over 50 overseas universities have expressed an interest in setting up campuses in India since the bill was published last spring. These include a number of elite US institutions, including Massachusetts Institute of Technology, Yale University and Columbia University, the paper reported.

 

In another move aimed at increasing support for foreign institutions, the MHRD official said the bill could be amended to change the ban on foreign providers repatriating profits. 

 

The bill, which aims to generate huge amounts of investment and overseas collaborations for India, has been delayed by opposition concerns and parliamentary stagnation. According to the Business Standard, about 15 bills related to education are waiting to be tabled in the Indian parliament during the ongoing monsoon session. The Foreign Education Providers Bill is to be re-introduced once its amendments are cleared by government officials.

China to create more favorable conditions for attracting overseas talent

A senior official of the Communist Party of China (CPC) has promised to create more favorable conditions for overseas Chinese professionals who are willing to return to China.

"China's development is creating more opportunities for talented people to display their capabilities. We hope that more overseas Chinese will return home to start their careers or continue their scientific research here," said Li Yuanchao, head of the Organization Department of the CPC Central Committee.

The state will provide support and assistance in terms of research project applications, employment and funding for talented individuals who come back from abroad, Li said.

The government will also create more favorable conditions and environments for academics and businessmen to conduct research and start related ventures, he added.

Li made the remarks during a Friday meeting with Xiaoliang Sunney Xie, a member of the United States National Academy of Sciences (NAS).

Born in China, Xie is a professor at Harvard University's Department of Chemistry and Chemical Biology. He has been making active efforts to promote cooperation and exchanges in relevant fields between China and the U.S..

On Saturday, a special job fair for overseas Chinese talents attracted nearly one thousand people in Beijing.

The event included more than 800 positions in communication and media, education and scientific research, consultation, healthcare, finance and investment and information services, among other industries.

According to the Beijing-based Western Returned Scholars Association, one of the event's organizers, a large number of these positions are medium and senior-level managers and scientific researchers.

Centre to address foreign university bill corpus hurdle

MHRD may revise downwards the minimum corpus of Rs 50 crore required to set up campus in India

The Centre will review certain clauses in the Foreign Education Providers (Regulation) Bill to attract more overseas institutions looking to set shop in India. The Ministry of Human Resource Development (MHRD) has decided to revise downwards the minimum corpus of Rs 50 crore required to set up campus in India by all foreign institutions. The move was prompted by a recommendation by the parliamentary standing committee.

“The corpus will not be Rs 50 crore for every institution. Considering that a diverse set of educational institutions have expressed interest to have operations in India, it is not feasible to have the Rs 50 crore corpus condition for everyone,” an MHRD official told Business Standard. The official said education institutions, including community colleges, vocational training institutions, professional colleges, general education institutions and medical institutions, had expressed interest to set up operations.

The provision in the bill that bars foreign universities from repatriating profits is also being discussed. However, the pre-condition wherein a foreign education institution was not allowed to utilise more than 75 per cent of the income (from the corpus fund) towards development of the institution in India, may be reviewed by the ministry and it might allow these institutes to invest the surplus in growth of the institution, after a certain lockin period.

According to MHRD, since last March when the Foreign Educational Institutions (Regulation of Entry and Operations, Maintenance of Quality and Prevention of Commercialisation) Bill was cleared by the Cabinet, several international education institutions, including Massachusetts Institute of Technology, Yale University, Virginia Tech, Columbia University, University of Southern California and University of Alabama, had expressed interest to operate out of India.

The bill will be re-introduced once it is amended and cleared by the Ministry of Law and Justice and the President of India. MHRD also said that the amended bill will be tabled after the Education Tribunal Bill, which will be an adjudicatory authority even for foreign institutions, is passed by both Houses. Education Tribunal Bill will facilitate setting up of tribunals at the national, state and regional levels to settle disputes related to institutions at various levels. It has been passed by the Lok Sabha, but is yet to be taken up by the Rajya Sabha.

About 15 bills related to education are waiting to be tabled before the Parliament during the ongoing monsoon session, including the Universities for Innovation Bill that would allow setting up of special universities with a focus on innovation and research. Yale university has expressed interest to help India develop innovation universities. The premier institution had earlier told Business Standard that it had entered into over 50 academic collaborations in India and is interested in more such partnerships. However, it does not have immediate plans to set up a campus.

A formal research in 2008 had revealed that around 140 Indian institutions and 156 foreign education providers were engaged in academic collaborations. Of the 156 overseas education institutions, 90 have university status and 20 are colleges. The remaining offer training courses. The total number of collaborations was 225 and with each collaboration having over one programme delivery, the total number collaboratively delivered stands at 635.

The Foreign Educational Institutions bill, says MHRD, will be a gateway through which all institutions will pass the quality test and have a mechanism to enter India without going through a process that is too intrusive.

“You have to give a legal framework where best institutions from the world can come on the basis of their brand. You cannot have chalk and cheese on the same platter for comparison. There should be a predictable framework under which all these collaborations happen. This bill is an enabling mechanism,” said another MHRD official.

The the highest number of collaborations take place in the field of management and business administration (26 per cent), followed by engineering and technology/computer application/information technology, (over 22 per cent) and hotel management and house keeping (20 per cent). The foreign collaborations are highly concentrated in Maharashtra and Delhi, followed by Tamil Nadu.

MRHD sources say over 50 foreign universities have evinced interest in setting up campuses in India.

Initiatives for Overseas Indians

The Overseas Indian Citizenship (OCI) Scheme was formerly launched in January, 2006 by amending the Citizenship Act, 1955 to facilitate life long visa free travel to India and certain economic education educational and cultural benefits to Persons of Indian Origin (PIOs).  As on  on 30^th June,  2011, a total number of 8,61,726  PIOs have been registered as OCIs.

Voting Rights To NRIs

            The Representation of Peoples Amendment Act 2010 has been passed which gives voting rights to overseas Indian passport holders. Notification dated 3^rd February 2011 has been issued allowing overseas electors for their names to be included in the roll pertaining to their locality in which his place of residence in India as mentioned in his passport is located. Overseas electors are required to apply in the requisite form alongwith copies of all the documents mentioned in the said form to the concerned registration officer directly or send the application to him by post.

            The Rules allow self-attestation of documents by the applicants.

Overseas Workers Resource Centre

            To educate the intending  emigrants about the risks involved in irregular migration and the precautions to be taken while seeking overseas employment and to provide need based information to overseas emigrants an Overseas Workers Resource Centre (OWRC) – a toll free 24×7 helpline has been set up.  The helpline provides information within India at 100 11 1900.  It is also accessible for information seekers from UAE at             8000911913      .  The helpline can also be reached from anywhere in the world at             91-11-40503090      .

Indian Council Of Overseas Employment

            Indian Council of Overseas Employment is initiating a number of projects in collaboration with IOM.  One such mega project is skill development initiative for potential migrants from the North-East States of India.  The project will be implemented by the IOM under the existing agreement with the Government in Assam, Arunachal Pradesh,Meghalaya, Manipur, Mizoram, Nagaland, Sikkim and Tripura.

Indian Community Welfare Fund                                                                   Indian Community Welfare Fund which was originally for all ICE countries has been extended to 48 countries.  Since this scheme is found to be very useful by the Indian Missions in mitigating the suffering of Overseas Indian community, particularly workers and women, it has been decided to extend this fund to all the Missions around the world.

Overseas Indian Facilitation Centre

            The OIFC, an institution established by the Ministry of Overseas Indian Affairs has compiled ‘Homeward Bound – a regulatory & investment handbook for Overseas Indians’, which was released by the  Prime Minister of India, during the 9^th Pravasi Bharatiya Divas, held from 7^th to 9^th January, 2011 in New Delhi.  This document would further facilitate Overseas Indian’s economic engagements with India.

The Centre, in its endeavour to strengthen the Diaspora’s economic inter linkages with India, continues to seek to encourage the Overseas Indians to make use of its platform to connect with India.

Indian Development Foundation Of Overseas Indians

            Indian Development Foundation of Overseas Indians is a not-for-profit trust registered to provide a credible window for Overseas Indian Philanthropy in India’s social development.  The foundation is managed by an eminent Board of Trustees.  The mandate of the foundation is to lead Overseas Indians philanthropic capital into Indian’s social sector by forging partnerships between donors and credible non-Government and non-profit voluntary organisations working in the social sector in India.

Global Indian Network Of Knowledge

            The enlargement of the Global Indian Network of Knowledge called Global-INK.  This electronic platform will enable us to draw upon the reservoir of knowledge, expertise and skills that the Overseas Indian community possesses to catalyze the social development effort in India.

Prime Minister’s Global Advisory Council Of Overseas Indians

            The Ministry has constituted the Prime Minister’s Global Advisory Council of People of Indian Origin to draw upon the experience and knowledge of eminent people of Indian origin in diverse fields from across the world.

            The meeting of PM’s Global Advisory Council of Overseas Indians was held on 7^th January, 2011 at New Delhi.  14 eminent Overseas Indians, who are the member of the Council attended the meeting and made a wide range of suggestions in the area of education, health and development issues underlining the role of Overseas Indians.

E-Migrate Project

            The Ministry has proposed implementing a comprehensive e-governance project on migration to make the migration process simple, transparent and humane.  The ultimate benefit of the project would be greater convenience, effective protection and better welfare of the emigrant. The subsidiary benefits would include greater levels of efficiency, transparency and accountability in the functioning of the offices of the Protector General of Emigrants (PGE) and the Protectors of Emigrants (POE), real-time updation and quick access to reliable emigrant data, management information system to support decision making, computerized management of recruiting agent system, performance rating of protectors of emigrants, recruiting agents and employers, effective monitoring of emigration offences, interlinking of stakeholders and online validation of information across stakeholders. The project is expected to mitigate individual discretion, harassment of emigrants and corruption. It would also provide useful tools and data for policy functions, periodical publications and grievance redressal.

College Student's Guide to Going to School Outside of U.S.

Growing up is tough enough without the worries of your financial future, so Money101  is here for you. E-mail us your questions and let us take off some of the pressure.

For college-bound kids hoping to get a little bit farther away from home than a couple of states over, pursuing a degree in another country could be an option worth exploring.

Rather than studying abroad for only a semester or two, some Americans are choosing to attend school full time overseas.  In addition to the more than 260,000 students who study abroad each year for academic credit at a U.S. college or university, more than 40,000 American students enrolled in higher education institutions outside of the U.S. for full degree programs, according to a forthcoming report which will be issued by the Institute of International Education later this summer. 

“By choosing an international degree program, not only are you able to earn a degree, you have the opportunity to live and travel abroad as well,” says Ashley Mikal, who is working on her master’s in anthropology at the University of Edinburgh. “In this last year I have met so many incredible people, including my professors and classmates, and I’ve been able to travel around Europe, spending time at museums and historical landmarks that I otherwise would have only read about in books.”
Before students pack their bags and get their passports squared away, experts advise there are some factors that should be considered before crossing the pond to get an education.
Personal considerations
When deciding to go to school abroad, students should ask themselves the same questions as they would if they were looking at schools in the U.S., says Josh Irons, director of product marketing at StudyAbroad.com: do you want to study in an urban or rural environment? Do you want a large or small school? Is there any religious affiliation?
“As a student narrows down their choices they should look at the application process,” says Irons.  “In the UK for instance, AP [advanced placement] exams are a major entry requirement because they are more closely aligned with the types of entry exams a UK student must take.”
In some programs, students may be expected to learn on a more independent basis, says Mikal, and could receive a sizeable reading list, be expected to read everything, attend lectures  and write a paper at the end of the term that counts for the entire grade.
“Everything is done on your own,” says Mikal. “For some this works, for others it is a big adjustment.”
Do your research
“Students should always verify that a school is accredited regardless of the country they plan to study in,” says Irons. “A student should consider length of degree, cost, language of instruction and degree types offered.”
Students also have to do their due diligence in educating themselves about the countries and the cultures that they will encounter, says Allan Goodman, president of the Institute of International Education. He suggests students talk to alumni or people that you know who have completed a degree internationally. 
“That’s as important for an American student going to the London School of Economics or to the Sorbonne [in Paris] as it is at the Shanghai Jiao Tong University in China,” he says. “It really pays to talk to someone who’s done it or is there doing it so you know exactly what to expect because there is no one size fits all.”
After students determine what university to attend, they should verify that they’re going to have some level of support from the host institution to help navigate the move, advises Dr. Brian Whalen, president and CEO of the Forum of Education Abroad.
“The support services are very important and some universities actually have representatives here in the United States and they can meet with students to provide some support from here in the United States through their branch office,” says Whalen. “That can be very helpful for students and also for parents who might have questions and concerns and want somebody who’s located nearby whom they can call upon to help out.”
Cost
The majority of international degree programs take less time to complete than standard four-year American universities, which can be cost efficient in terms of tuition in the long run, according to Irons.
“Many countries’ average tuition is less than that of the US,” he says. “The caveat here is that the weakness of the U.S. dollar has made some places that were traditionally bargains not as cost effective as they used to be.”
While the currency exchange is definitely something to consider, as well as other amenities like room and board and travel expenses, Mikal found it less expensive to pursue a master’s degree abroad because she completed her program in one year instead of two.
“While there are few scholarships available for U.S. students, because of the difference in tuition, it still ends up being an affordable decision,” says Mikal. “Additionally, you receive free healthcare and there are many student run events and free opportunities as well.”
As far as U.S. federal financial aid goes, there is a lot of debate concerning new financial aid regulations and how foreign institutions relate and accept the processing of aid for American students going to school abroad, says Whalen.
“That is something for the student to ask about upfront, to understand the policies that the individual universities have and that may determine whether or not they apply and what kind of
financing they might be able to obtain,” says Whalen.
Differences in education
Attending a university in a foreign country can be a great learning experience for students, but it can also serve as a reality check of the differences between the American and foreign education systems. Goodman points out that American students tend not to be prepared to deal with other countries’ lack of grade inflation.
“There is a different grading standard--probably the hardest thing to understand about grading abroad is that very few people get ‘As’,” he says. “The average grade abroad is probably a ‘C’ and that’s perfectly fine. In a job interview, you may have to do some explaining about that.”
The experts suggest students find out if the field of study or degree that they are pursuing is transferrable to other parts of the world before committing to a degree program. Whalen suggests finding out what alumni who have completed the program are doing career wise and if that degree is widely accepted.
“They will have to weigh the cost benefit of that, whether being overseas and pursuing that degree for a period of time takes them out of the loop of the traditional way students proceed from graduation from getting perhaps an internship during the summers here, getting their first job and perhaps going on to graduate school,” says Whalen. “It will be a different path for sure, but the student needs to consider how they will proceed through that path themselves.”

The Government of Canada helps youth in Moose Jaw prepare for the job market

Local youth who face barriers to employment will get job preparation training and work experience through the Government of Canada’s support for an employment project. Mr. Ray Boughen, Member of Parliament for Palliser, made the announcement today on behalf of the Honourable Diane Finley, Minister of Human Resources and Skills Development.

“For many young Canadians, making the transition to the job market is a challenge, especially in today’s environment,” said Mr. Boughen. “That’s why our government is creating opportunities for youth to succeed through support for initiatives like the Transitions to Employment project.”

With assistance from the federal Skills Link program, the Five Hills Regional Health Authority will help 22 youth develop the skills and experience needed to find a job or the confidence to return to school.

The project participants will attend workshops to learn employability and life skills and develop employment action plans. The workshops will focus on topics such as teamwork and résumé writing, while the action plans will help the participants find employment tailored to their specific needs and interests.

Skills Link helps youth facing barriers to employment, such as single parents, Aboriginal youth, youth with disabilities, recent immigrants, youth living in rural and remote areas, and youth who have dropped out of high school.

The Five Hills Regional Health Authority will receive over $95,000 in federal Skills Link funding to support its Transitions to Employment project.

For further information (media only):

Alyson Queen
Press Secretary
Office of Minister Finley
819-994-2482

Media Relations Office
Human Resources and Skills Development Canada
819-994-5559

Montreal Students Raise Funds for School In India

Four MBA students at the HEC Montréal, the business school of Université de Montréal, raised more than $5,700 and about $150 of in-kind donations from the HEC bookstore for a school in Bangalore, India, working to educate children who might otherwise not have had the opportunity to attend school. They presented the money to the school's director during a visit to Bangalore in June.
Stephanie Chang, Sonia Czarski, Nermein Gamal and Jennifer Rubin, accompanied by professors, were among a group of HEC students participating in the school's Campus Abroad program in India.
The goal of the trip was to visit businesses and network with Indian professionals, but the four also wished to contribute to the local community "and help make a difference as responsible, global citizens," Czarski wrote to Applause.
They decided to partner with a local organization to support the education of underprivileged children and were drawn by the mission statement of the Raza Educational and Social Welfare Society in Bangalore: to help the families and communities of poor and deprived children to overcome their poverty through education and to secure lasting improvement in the quality of their living.
The school, which has about 500 students, comes under the umbrella of the foundation of a large IT outsourcing company in India, Tech Mahindra. The four students intentionally chose a smaller school, one that would have less access to funding than larger schools, Czarski explained.
The students did everything from sell samosas and knock on doors to raise the funds, which will go to buy computers, software and a television for the school's digital library.
The Raza school offers academic and vocational training and focuses on teaching its students English - the most widely spoken business language in India - and on the use of computers and programs. The four HEC students met Benazeer Baig, the school's founder and principal, and spent a day volunteering there. Here are some of their impressions:
"After two weeks of visiting large corporations and meeting with Indian executives, our visit to the Raza school provided another perspective on the growing potential of the country," Chang wrote. "We were moved and overwhelmed by the number of smiling faces and excited greetings we received from the hundreds of students who crowded the humble, narrow school building. We were equally inspired by the passion and energy of the founder of Raza, the teachers and volunteers, who help carry the hope of improving the lives of their students and their families."
Czarski wrote: "The Raza Society's objective is to provide children with knowledge and skills that will allow them to either pursue their education or obtain better jobs. It was one thing to speak to people about our campaign and the noble cause, and it was something else entirely to see all these children ... . When I entered the first classroom, filled with bright, intelligent eyes and beaming smiles, I was overwhelmed."
Despite having the deck of life stacked against them, "these children come to school every day instead of generating meagre sums to support their families, sit in sweltering classrooms and receive what will most probably be their saving grace, an education ....

"Moreover, it is quite remarkable that the school is also recruiting and enlisting mothers and providing them with workshops that teach them skills such as embroidery, sewing and basic computer skills. The school then contacts various enterprises, such as respectable clothing factories or department stores, and places them at decent wages."
Nermein Gamal observed of the children: "I was touched that a simple visit from us could bring them such joy. We looked in on different classrooms where the children were being taught a wide variety of subjects, including math and science, and one group that was drawing their impressions of water and air pollution."
Gamal was impressed by the passion the founder, teachers and volunteers at the school showed for what they were doing, she wrote.
Jessica Rubin wrote of the enthusiasm the children, teachers and volunteers showed for the projects on which they were working. Of the fact that the children are learning about the environment, she observed: "It was amazing to see that the children in India are learning about the environment similar to the way we learn about it in Canada and that they understand ways in which they can make a difference. Obviously, the country still
has a long way to go, but seeing this type of education is a reassuring sign that India is moving in the right direction."
For more on the foundation, go to www.benazeer.org
Cyclists Beth Stutman and Mark Weinberg organized a ride that raised more than $20,000 for the Coast to Coast Against Cancer Foundation. The organization is almost exclusively volunteer-based; every dollar raised goes directly to help children through the 17 pediatric oncology units in Canada's hospitals.
Their small, but mighty, team of cyclists included Stutman's husband, Peter and her cousin Brahm Seitz, a cancer survivor. Weinberg's wife, Sara, drove the support vehicle that accompanied the cyclists.
The group left the Hospital for Sick Children in Toronto on July 23 and arrived at the Montreal Children's Hospital on July 27 at 4 p.m.
"We rode through thunder and lightning and even hail, 100-degree temperatures and other such extremes for a total distance of 621 kilometres," Stutman wrote to Applause.
Ben Reiter, an experienced long-distance cyclist, travelled from Montreal and "hopped on a wheel" in Cornwall to join the group for the final leg of the ride.
"Emotions ran high," Stutman wrote, "as all cyclists arrived together to a warm welcome from friends and relatives."
In 2009, Stutman and Weinberg cycled across Canada as part of the Sears National Kids Cancer Ride and raised $64,000 for the 17 pediatric oncology units.
For more about the ride, www.coasttocoastagainst cancer.org.
Éric Senécal, corporate controller at Quebec Blue Cross and the new president of the Collège Jean-de-Brébeuf Alumni Association, presented a $125,000 cheque on July 25 to the foundation of the Centre Hospitalier Universitaire Sainte-Justine.
The money was raised through the Juste pour les enfants event, organized by Brébeuf alumni, and in particular Senécal, during the Just for Laughs festival.
Following a cocktail reception at Club Charlot, the Just for Laughs VIP tent, about 200 guests attended the Soirée New York Videotron at Place des Arts, hosted by the multitalented Gregory Charles.
Charles is also a Brébeuf alumni, as is Quebec media celebrity Herby Moreau, honorary president of the event.
It was the first fundraiser organized by Senécal as president of the Brébeuf alumni association: the event raised $62,500 - and the amount was matched by CN's Miracle Match program.

Studying abroad can be one of the most enriching and rewarding experiences a student can have during their years in college.

Securing an admission in an international University in itself is a big achievement and the dream of studying in a different country gives a sense of thrill and anxiety as well.

Travel planning is the first step that students have to start working out. For many, this must be the first time they are travelling to a foreign country all by themselves.

However studying abroad requires a student to be careful about certain things before leaving.

When you travel internationally, it can be an overwhelming task. To think of all the things you may need while you are away from home may never end.

You don't want to take too much, but you also do not want to take too little and have to purchase every day things overseas where you may have to pay much more than they are worth.

Here's a quick glance of what you need to know before leaving your home country

While packing your bags

• Carry your offer letter of the University you are going to study at, along with sufficient passport size photographs in multiple copies which might be required for various reasons.
• Make two copies of your passport identification page. This will facilitate replacement if your passport is lost or stolen.
• Carry appropriate shoes and clothing as per the climatic conditions of the country.
• For festive occasions, carry a set of traditional attire and accessories from your country.
• Make sure you keep basic essentials like toothpaste, toothbrush, towels and other things in your cabin baggage, pair of clothes and so on.
• Before you go abroad, consult your doctor regarding any personal medical needs. If you are carrying medicines, which are not the general ones then carry doctor's prescription for the same and make sure that they are not banned in the country of your visit.
• It is essential that students have medical insurance that would cover a medical emergency abroad.
• Carry enough snacks and ready-to-eat meals till you get used to the routine.
• Jot down all names, phone numbers, postal and e-mail addresses of campus people and offices with which you might have to contact during your time away.
• Keep a check on the weight of your baggage. You will have to pay extra money if your baggage is over weight.
• Mark your entire luggage with your name, address and have a unique identification to avoid unwanted exchange.
• Even an international demand draft usually takes about 2 - 4 weeks to get encashed so carry enough appropriate currency to last you for the first month or so.
• Maintain copies of your itinerary, passport and visas with family, so you can be contacted in case of an emergency. 

At the airport

• Reach the airport on time.
• It may take more than 10-15 hours to reach your destination and therefore it is essential to be comfortable with your dressing. Ensure that the shoes and clothes you are wearing during travel are comfortable enough.
• Carry the essential and mandatory documents in your carry-on bag and not in your luggage.
• Do not leave your luggage unattended.
• Do not carry packages for any stranger as the packages could contain prohibited items.
• Do not share or produce your documents to anyone unless the person shows you some form of identification and authorisation to receive them with an appropriate reason.
• Understand the immigration rules and fill in the appropriate forms as well at both the points departure and arrival.

After reaching the destination

• Reach your destination at least two days in advance to get over the jet lag and to acclimatize yourself.
• Familiarise yourself with local laws and customs of the countries to which you are travelling. Remember that while in a foreign country, you are subject to its laws.
• Students who wish to work part-time in conjunction with their studies or when their studies are finished should ensure that they understand the laws that apply and comply with them.
• Understand your University and its culture well. Get in touch with the International Students Office.
• You can purchase International Calling cards to make telephone calls to your family and dear ones.
• Keep a record of emergency telephone numbers of the nearest police stations, fire-brigade, hospitals and so on with you.
• In case of any trouble, contact the nearest Indian Embassy.
• Develop a plan with your family for regular telephone or e-mail contact, so that in times of heightened tension, you will be able to communicate with your parents directly about your safety and well-being.
• Avoid crowds, protest groups, or other potentially volatile situations.

Be cautious and observant not only while travelling abroad but otherwise as well so that you enjoy a safe trip.

Bon voyage!