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Test Of English as a Foreign Language(Educational
https://killexams.com/pass4sure/exam-detail/TOEFL Question: 294
n. point directly overhead in the sky; highest point; climax
D. larceny Answer: C Question: 295
adj. depending upon another; risky; uncertain; unstable; unsteady
D. diverting Answer: A Question: 296
n. two words having the same sound but different meanings
D. homonym Answer: D Question: 297
adj. indifferent; submissive; nonchalant; self-satisfied; at ease
D. sallow Answer: A Question: 298
n. favorable opinion arrived at beforehand; affinity; liking; fondness
D. paradox Answer: A Question: 299
v. to understand; to get to the bottom of; to measure the depth of
D. fathom Answer: D Question: 300
adj. flimsy and cheap; shabby; cheap
D. dynamic Answer: A
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Admission-Tests Language(Educational student - BingNews
Search resultsAdmission-Tests Language(Educational student - BingNews
https://killexams.com/exam_list/Admission-TestsAmit Sevak: Learning another language is more than a game
You may think you’re proficient in another language, but are you really?
People are using their phones more and more to learn new languages. I see folks glued to their devices, answering multiple-choice questions on their commute, in the office or at coffee shops — all to keep their streaks alive. These apps have made new languages more accessible than ever. Whether it’s embarking on a challenge, preparing for travel, or communicating with friends or family, we are learning how to connect with other cultures just as easily as picking up our phones. Language learning app revenue is up nearly 32% year over year, and nearly 5% of all language learning already happens on our phones.
But are people actually learning new languages or simply appeasing a nagging cartoon owl? For immigrants, students and professionals, becoming proficient in a new language isn’t just a hobby — it’s their livelihood. I worry about students who believe they’ve learned another language because they’ve conquered an app, only to discover that being able to order lunch in a foreign restaurant isn’t the same as being able to defend a hypothesis in a classroom.
Learning a new language is one of the most valuable skills one can learn. We owe it to the next generation to help them measure and evaluate their progress the right way. Because when the bar for evaluating proficiency is too low, students are set up to fail. We’re already seeing examples of this in UK university admissions — students who chose to submit their Duolingo English test scores as proof of English proficiency were performing worse than their peers.
Language education cannot become a race to the bottom. The goal shouldn’t be to make sure everyone can order a beer in multiple languages. We need to make sure people have effectively learned the language of the classroom and the office so they can succeed in global settings.
Think about all the factors that go into learning a language like English. Sure, some folks might start with an app to learn the basics, but from there, immersion is essential. Truly embedding yourself in the language is what it takes for learners to become fluent.
When it comes to measuring that level of proficiency, there should be a certain level of rigor involved.
There’s a reason why universities and employers around the world have relied on research-based assessments such as
TOEFL (for study/immigration) and TOEIC (for work) as a measure of English proficiency. It’s an important part of the journey for people to enroll in a university, get new jobs and create their future. These assessments are how institutions and employers can determine whether someone knows the language enough to succeed.
As the global language learning industry continues to explode, I hope it democratizes language learning for everyone, especially considering the positive impacts multi-
lingual people have on society. They are often seen as more empathetic toward others, less likely to be swayed by misleading biases and better communicators.
As we have all experienced, there are no shortcuts to learning. There are no quick fixes to understanding a new language or a new culture. When it comes to serious life milestones like going to college or working in a new country, taking the easy way out isn’t the solution. We have to stop playing games with our future.
Mon, 05 Jun 2023 06:00:00 -0500en-UStext/htmlhttps://triblive.com/opinion/amit-sevak-learning-another-language-is-more-than-a-game/Only 10% of students admitted to top NYC high schools were Black and Latino
A single entrance test determines acceptance to the eight specialized New York City institutions, and the annual figures typically fuel discussion about the high schools’ admissions procedure.
Black and Latino students made up over two-thirds of the student total in New York City this year but received merely 10 percent of the offers to its most elite public high schools.
According to The New York Times, a single entrance test determines acceptance to the eight institutions, and the annual figures typically fuel discussion about the admissions procedure. A little fewer than 4,000 of the approximately 26,000 eighth graders who completed the test last fall received offers of admission.
Seven of the 762 offers given at Manhattan’s Stuyvesant High School went to Blacks, down from 11 last year and eight in 2021. The most elite of the city’s so-called specialized schools, Stuyvesant offered admissions to 20 Latino students, 489 Asian students and 158 White students. Students who identified as multiracial or whose race was unknown received the remaining offers.
Staten Island Technical High School offered admissions to two Black students — up from zero last year — and seven Latino students, according to The Times.
The Brooklyn Latin School welcomed 73 Black and Latino youths this year into a class of 388 students.
Specialized high schools in the city are regarded as the system’s crown jewels and draw much attention. Some studies contend students receive few advantages from attending the institutions, However, the campuses provide access to solid groups of alumni and are extremely important to many families, who see them as routes to a good university and a prosperous career.
A visible manifestation of the education system’s segregation, the schools are also where Black and Latino students have never received more than 12 percent of offers during the past 10 years.
White students were 17 percent of eighth graders who took the test this year, while Latino students were 26 percent. However, offers for white students were more than four times higher than for Latino students.
For the current school year, tougher admissions criteria were restored, after pandemic-related easing, but data from the Education Department showed that the proportion of Black, Latino and low-income students offered spaces remained greater than before 2021, according to The Times. Decades ago, Black and Latino kids made up a substantially more significant percentage of the student body at the specialized institutions.
Politicians have been at odds on how and whether New York City mayors should try to increase access due to the present gaps at the city’s top schools. After years of bitter disputes, the administration of Mayor Eric Adams chose not to prioritize school integration.
The approach that former mayor Bill de Blasio planned, replacing the admission exam, would have increased the acceptance rate of Black and Latino students in NYC to more than 40 percent.
However, many parents and Asian politicians criticized his 2018 proposal because they believed it neglected low-income and immigrant children’s need for schools that have a ladder to the middle class.
Asian students typically receive more than half of all offers; in this year’s enrollment, they got 53 percent, The Times reported. The proposed changes would have sharply reduced their numbers.
David C. Banks, the system’s chancellor, has maintained that many Black and Latino families are more concerned with the quality of education rather than the demographics of their children’s classmates.
He supports adding seats to the city’s gifted and talented program for elementary students, opposing de Blasio’s plan to remove it, and has worked to change how students learn to read.
Mon, 05 Jun 2023 05:22:00 -0500en-UStext/htmlhttps://news.yahoo.com/only-10-students-admitted-top-172246915.htmlTOEFL approved as an English-language test for Canada, expands options for foreign students
By India Today Education Desk: International students aspiring to study in Canada will now have another English-language testing option as the Test of English as a Foreign Language (TOEFL) has been approved for use in Canada's Student Direct Stream (SDS). This move, authorised by Immigration, Refugees and Citizenship Canada (IRCC), aims to provide students with greater flexibility and expand the pool of applicants for post-secondary designated learning institutions in the country.
Previously, the International English Language Testing System (IELTS) was the sole English-language testing option accepted for the SDS route. The inclusion of TOEFL now offers students an additional choice when demonstrating their English-language proficiency.
The Educational Testing Service (ETS), the organisation responsible for administering the TOEFL test, has expressed confidence that the premier test will provide students with an opportunity to showcase their language skills to Canadian institutions.
BENEFITS FOR STUDENTS AND INSTITUTIONS
By accepting TOEFL scores, the SDS programme aims to benefit the large number of international students who take advantage of this expedited study permit processing route each year.
Moreover, Canadian institutions can now access a broader pool of applicants, ensuring a diverse and talented student body. This development is expected to streamline the visa and admission process for Indian students, who represent a significant portion of the international student population in Canada.
The acceptance of TOEFL for the SDS route is particularly significant for Indian students, who comprise the largest student population in Canada. The change is expected to simplify the visa and admission process, making Canada an even more appealing study-abroad destination for Indian students.
Education consultants, such as Maria Mathai, Founder of MM Advisory Services, have welcomed this decision as a positive step that will benefit thousands of Indian students aspiring to study in Canadian institutions.
With the acceptance of TOEFL in the SDS program, Canada continues to position itself as an inclusive and attractive destination for international students seeking high-quality education and diverse cultural experiences.
This development further underscores Canada's commitment to fostering global connections and nurturing a vibrant academic community.
IMPLEMENTATION AND PROCESSING TIME
Starting August 10, 2023, students can include TOEFL iBT scores as part of their SDS application. According to the IRCC, most SDS applications are typically processed within 20 calendar days, provided that all eligibility requirements are met.
This streamlined processing time contributes to a smoother and more efficient experience for students pursuing their education in Canada.
The approval of TOEFL for the SDS route comes after recent enhancements announced by ETS for the English language proficiency test. These changes, effective from July 26, aim to create an optimal testing experience for individuals taking the TOEFL.
With its wide acceptance across more than 160 countries and by over 12,000 institutions, TOEFL is recognized as a reputable assessment tool by leading universities worldwide.
(With PTI inputs)
Tue, 30 May 2023 21:50:00 -0500entext/htmlhttps://www.indiatoday.in/education-today/news/story/toefl-approved-as-an-english-language-test-for-canada-expands-options-for-foreign-studnts-2386902-2023-05-31A checklist to apply for a student visa in the U.S.
Many students dream of studying in the U.S. but the process of application and getting one’s documents in order can be overwhelming. Here is a simple guide for international students on how to choose and prepare for college admissions and to have a student visa ready on time.
Many US universities are highly selective and require a fair amount of documentation so you need to start Studying several months before the application period begins.
Research different universities: The first step is to make a list of universities and colleges you want to apply to. Consider factors such as the degree programme and its length, the institute’s size and ranking, location, culture, student diversity and so on. Most importantly, you need to apply to a university certified by the Student and Exchange Visitor Program (SEVP). Visit the Study in the States website to see the list. This is necessary for obtaining your US student visa.
Prepare documents: Most universities require applicants to satisfy a number of entry requirements. Academic and English proficiency (IELTS or TOEFL) requirements are usually standard, though there may be additional requirements for specialised programmes. Some US universities require standardised test scores such as SAT or ACT for undergraduate admissions and GMAT or GRE for graduate admissions. Read up on the requirements for each university to determine which tests you’ll need to take, and don’t be afraid to reach out to seek help.
Financial aid - While a US education can be expensive, many institutions offer special scholarships or awards for international students.
Work options: Depending on your visa type, you may be able to work up to 20 hours per week during the fall and spring semesters without written permission from your institution or United States Citizenship and Immigration Services (USCIS). You may also be permitted to work full-time during winter, spring and summer breaks. However, some institutions limit student work hours during official breaks. At the graduate level, you may have the option of a Teaching Assistant position. Research options and make sure to submit all application material in a timely manner.
Determine cultural fit: Apart from the degree, choose a college that offers a rich cultural life, including extra-curricular activities, socialising events, sufficient student diversity and opportunities for recreation. You’ll live there for several years, so these are important.
Use the resources you have - Choosing a university from among the thousands can be hard, which is why each university offers information sessions, talks with guidance counsellors and campus tours to help you make a decision. Take advantage of these, especially if you get accepted to multiple colleges.
Here’s a broad list of documents you will need for the application.
High school certificates and grades, diplomas and degree testamurs and results.
English proficiency test results.
A resume of your academics, extra-curricular activities, accomplishments and interests
A Statement ofPurpose detailing why you want to attend the university in question
Letters of recommendation from your teachers/professors (depending on what the university wants)
Test score cards from the standardised tests you give
Experience letter from any jobs/internships you have done
If you’re joining an undergraduate or graduate degree programme, you’ll need the F Student Visa. If you’re going on an exchange programme from your home university, you’ll need the J Exchange Visa. The process itself isn’t too hard but get started well in advance to avoid any unexpected delays.
The process involves obtaining an I-20 form from your SEVP certified school (as part of this, you need to prove that you have enough funds to cover the cost of tuition and fees, living expenses, health insurance for the duration of your study), paying necessary visa application fees, completing the DS-160 form, attending a visa interview, and arriving in the U.S. This link provides details from the Department of State: https://travel.state.gov/content/travel/en/us-visas/study/student-visa.html
Currently visa processing is taking longer than usual. Expect delays and start your application as soon as possible.
Check your preferred institutions’ entry requirements to make sure you are a good match. Have ‘backup’ schools that you can apply to if you don’t get in.
Whenever possible, reach out to current or former students of the university so that you can get a clear picture of life on campus. Many universities will connect you directly with their students if you request it.
Reach out to friends, teachers and family for guidance with your application. Your school may even have a support centre for international applicants, where you’ll get advice on how to prepare your application packet and how to pick the best university for your needs.
The writer is the Chief Advisor for South Asia, International Admissions, University of Arizona.
Fri, 02 Jun 2023 21:49:00 -0500entext/htmlhttps://www.thehindu.com/education/a-checklist-to-apply-for-a-student-visa-in-the-us/article66907607.eceEducation begins with accessibility
The Bilingual Undergraduate Studies for Collegiate Advancement (BUSCA) allows Latinx students to earn a four-semester associate of arts degree from La Salle University with a concentration in English.
Fall 2023 marks BUSCA's 30th anniversary—in an interview with AL DÍA, Joanne Woods, BUSCA program director, shares the importance of being Latino enhancing and supporting Latinx students in developing their foundational knowledge, improving their academic and language skills in a space that is nurturing and demanding.
Created in 1993, BUSCA has grown from a six-student cohort taught in Spanish to then, for many years, it was 80% in Spanish and 20% in English— taking approximately six years to develop the academic language, therefore, switching to a program that is primarily now taught in English.
BUSCA usually has approximately 60 new students starting each fall—to try and keep class size between 15-20, which is what is recommended by the Modern Language Association, allowing students to have “robust conversations while also allowing students time to get individual attention from the instructors,” explained Woods.
The associate degree program has 60 credits or 20 classes, of which 17 of those are in English. However, since BUSCA is a bilingual program, students take three courses in Spanish for two reasons: to Latino enhance and prepare students to work in the Latino community if that is what they aspire to do.
“We want to be Latino enhancing to make sure that the students know that their culture, including their language, is valued,” Woods assures. “We want to make sure that they have the academic Spanish.”
The program wants Latinx students to be able to market themselves and go into the Latino community fully bilingual with the academic language in their native tongue, Spanish.
The curriculum offers two “Spanish for Heritage Speakers” and “Spanish and Hispanic Cinema” courses as part of the sheltered immersion protocol—develop the vocabulary needed for assignments and ensure students have the required background knowledge to complete tasks outside of class. BUSCA instructors assist students in developing the four domains of the English language: listening, speaking, reading, and writing.
Before the pandemic, La Salle was a test-flexible institution, with only limited programmatic exceptions until October 2020, when it “expanded its admission protocol to become fully test-optional for all undergraduate programs,” as reported by La Salle News.
BUSCA does not require SAT testing as part of its admissions protocol but a free English language assessment to students—the program looks for intermediate English language users—a person who knows present, past, and future tenses. Although perfect usage is not necessary for the program, some background understanding of those tenses is because the goal is to “get them out of the intermediate zone and into the advanced zone while they are in BUSCA,” Woods reiterated.
Participants of the program are also considered a student at La Salle University and have access to all buildings and tutoring services.
BUSCA is concerned about Latinx enhancing and Latinx producing; reasons why Woods recognizes that “most of our people, most of our applicants, our students are going to be working.” The program is at night, and although many universities close their offices at 4:30 pm, members of BUSCA stay until 6:00 pm or 6:15 pm to see if students need assistance.
“We recognize that even the people in BUSCA, who may not have their own children, may have responsibilities for their siblings, or maybe they are living with an aunt or uncle and helping take care of their cousins,” Woods said. “Whatever the situation is, the admissions counselors work very closely with the person.”
The program is committed to Latinx students' success. It continues to help graduates who may require guidance. However, La Salle provides services to assist this population of students.
We are hopefully lifting a family and improving generational wealth.
BUSCA students who pursue a Bachelor’s degree have the English skills needed to be successful. Worth noting is that BUSCA offers free tuition to students that qualify for full-tuition aid or Pell Grant. Additionally, the program grants at least two scholarships to people excluded from qualifying for federal aid.
“BUSCA graduates are equipped to continue their education and to become lifelong learners and empowered bilingual leaders in our communities and society,” the website says.
BUSCA has received funding from the National Endowment for the Humanities to offer a free pre-BUSCA program to applicants who need additional support to demonstrate the level of English necessary to enter BUSCA.
I would recommend BUSCA to new students because they will not only help you get through your classes but also, they would listen to all your concerns and walk you through the rough path, said Lina Barrios, BUSCA, and La Salle graduate.
Wed, 24 May 2023 01:08:00 -0500entext/htmlhttps://aldianews.com/en/education/education/la-salle-university-buscaShe thinks: Ending legacy admissions should top the list of higher education reforms
Debotri Dhar is an author, editor, educator, academic, and social commentator. Dr. Dhar earned a Bachelor’s degree in Economics from Shri Ram College (Delhi University), Masters in Women’s Studies from Oxford University (UK), and Ph.D. in Women's and Gender Studies from Rutgers (USA). She has authored books, articles, policy papers, and edited volumes, and lectured or presented at universities such as Yale, Harvard, Princeton, Pennsylvania, Michigan, Boston, Delhi and Oxford as well as non-university settings accessible to a wider audience. She served as an expert reviewer for the National Endowment for the Humanities Fellowship, National Women's Studies Association conference, Indian Institute for Advanced Study Fellowship, and a judge for the Barbara Deming Fund for Women Writers in New York. Dr. Dhar is the founder of the Hummingbird Global Writers’ Circle and Global Leaders Forum.LESS... MORE
Higher education sector reforms have recently been a burning issue in America, with the Supreme Court’s upcoming ruling on affirmative action policies in universities. Higher education opportunities impact students across gender and all other markers of identity, offering an especially important intergenerational route to socio-economic mobility. I would argue that nowhere do we see a greater need for higher education reforms than in legacy admissions. Educators around the world react with disbelief when they first learn about the legacy system used in US college admissions, where an applicant receives preferential treatment in the admissions process if their parent or close relative attended the same institution. So the child of an Ivy League graduate is, by dint of their birth, generational wealth or family connections, considered more qualified for a position. In South Asia, this logic based on ascribed rather than achieved status is called the caste system. England calls this “birthright advantage” the monarchy. Are legacy admissions, then, America’s version of the caste system?
Seen by some to be more front-door nepotism than backdoor corruption, legacies bestowing a birthright advantage to children of alumni have unfortunately been integral to college admissions. The clamor of opposition to this practice has recently become louder, and the claim that they lead to higher alumni giving has also been challenged, with research suggesting that the dollar difference between the bequeaths from legacy and other donor alumni is often insignificant. Top American universities such as MIT, UC Berkeley, and John Hopkins had long taken a principled stand against legacies. Yet this practice continues to thrive in many institutions, with a nuanced look at the alumni network of elite universities revealing that its benefits flow to the most privileged regardless of their stated political beliefs, left, right, and center.
Interestingly, the call to abolish legacy admissions preceded the call to abolish standardized tests. Why, then, have some universities scrapped standardized testing with far greater enthusiasm? Advocates of educational equity perceptively argue that standardized tests privilege certain kinds of knowledge and intelligence over others, and that scrapping them helps more underprivileged students, including blue-collar and first-generation learners and those from diverse cultural backgrounds. Yet an important layer that is often overlooked in this otherwise-astute argument is that scrapping standardized tests benefits the privileged as much if not more i.e. those with every amenity that family wealth and social location can buy, such as attending high schools in well-funded school districts, private tutoring, free time and fees for multiple test attempts, but who still do not achieve high scores. These special snowflakes already have myriad opportunities and exposure, not to mention family members with deep pockets to make donations, all of which earn them top points in admissions. Meanwhile, some students from blue-collar backgrounds, including racial minorities and immigrants, do earn good scores on standardized tests, often while juggling long hours of work, being tested in what is not their first or second language, and without formal coaching and multiple attempts. Even in cases where high scores may be out of reach, a famous grandfather, summer trips to Paris, and out-of-state college tuition are much more so. Do well-intentioned critiques of standardized tests deliver some students a respectable social justice cover for their academic underperformance – and deliver savvy universities yet another excuse to keep favoring their families?
Last month I met a poor mother who did not get the chance to attend college; her daughter, who had little extra time to study since she and her mother both had heavy workloads, minimum wage jobs to make ends meet as it were, still managed to score decent grades at her poorly funded high school. Under what definition of merit is this young woman considered less qualified than a boy whose wealthy parents attended fancy universities, who had every resource and all the time in the world, yet whose grades were not significantly better? As educators, whose legacy – of hard work, and hope – should we honor?
When the admissions scandal featuring celebrity Hollywood parents trying to bribe their children’s way into university broke, it deeply offended people and even resulted in a few arrests. An example that stands out from my own university teaching experience is when a student related to senators threatened my survival if I did not change her final grade from B to A (I did not.) Yet for each egregious example, there are other, perfectly legal ways in which the higher education system is rigged against “outsiders”. Unless the modern university is to be a multibillion-dollar corporation that calls itself a nonprofit and functions like a family business, legacy admissions should be on the top of that list. While it would be naïve to assume this would entirely overhaul colleges, the ending of this practice is urgently needed.
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Views expressed above are the author's own.
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Sun, 28 May 2023 18:23:00 -0500Dr. Debotri Dharen-UStext/htmlhttps://timesofindia.indiatimes.com/blogs/she-thinks/she-thinks-ending-legacy-admissions-should-top-the-list-of-higher-education-reforms/Karnataka is not only collecting Aadhaar of students, but sharing it among departments
TNM has learnt that the Education Department is planning to share the Aadhaar data with other government departments, like Health and Transport, to track all aspects of a student’s academic life.
The Karnataka Education Department has intensified its efforts to link the Aadhaar number of every student in the state to the Student Achievement Tracking System (SATS), a statewide database created to keep track of the progress of students. According to figures provided by the state School Education Department, the Aadhaar numbers of more than 84% of the students studying in private, aided and government schools in the state have been linked ahead of the 2023-24 academic year.
While the Education Department says that it is insisting on Aadhaar numbers to ensure there is no duplication of entries, TNM has learnt that it is planning to share the data with other government departments, like the Health and Transport Departments, to track all aspects of a student’s academic life. In particular, the Education Department wants to check students who are using bus passes and availing government benefits like scholarships and mid-day meals.
After completing the exercise for students in government and aided schools, the Education Department has been insisting on the collection of Aadhaar details of students in private schools in the past year. A circular issued by the Department in February 2023 stated that the Aadhaar number of all students in private schools must be collected. “To distribute scholarships to deserving students, for appearing in various entrance tests and availing other government services, the Aadhaar number and the name as mentioned in the Aadhaar card must be collected,” the circular stated.
Though parents of students in private schools were given a consent form before the collection of their Aadhaar numbers, school principals TNM spoke to said that the collection of the Aadhaar details was not an option but a decree that had to be compulsorily followed. “We are bound to collect it. For all entries related to the student, the (School Education) Department has insisted we collect Aadhaar numbers,” said the principal of a private school in Bengaluru.
Parents who spoke to TNM raised apprehensions that linking the Aadhaar number of students with a public database puts their privacy at risk. “I don’t want my child’s academic data on a publicly available portal. It has the name, age, name of school my child attends, and other academic information,” said one parent.
Despite the concerns raised by parents, the Education Department is aiming to link the Aadhaar number of every student by the start of the academic year in June. “We are aiming for 100% seeding of the Aadhar number in SATS,” Shaila RN, an official said. A key reason for this, officials told TNM, was to avoid duplication of entries and smoothen the state government’s schemes to help students.
“The Department has come across more than 22,000 cases of duplication. This is when students are found to be enrolled in more than one school in the state. Sometimes, this was in different districts of the state. There are parents who have availed free food, uniforms, and textbooks even when their wards are not studying in government schools,” Prasanna Kumar, Director of Public Instruction, Primary Education, told TNM.
The Department further plans to share the data collected with other relevant departments to help identify beneficiaries of government schemes. “There is no scope for data leak in this, but it will help us ensure that scholarships are disbursed through the State Scholarship Portal (SSP) and help the Transport Department keep a track of the students availing bus passes. It will be crucial for us to identify students who drop out of school,” Shaila RN said.
However, parents TNM spoke to are uneasy about the idea of a database with the Aadhaar numbers of every student, and ask why Aadhaar validation is necessary for private school students who do not receive government benefits. “Why are the Aadhaar numbers of students in private schools being collected where there are no government benefits being distributed? Schools have admission records that they share with their respective boards,” said a parent. “Though a consent form is given before Aadhaar numbers are collected, the language used by school teachers and principals make it seem like a mandatory requirement rather than an option. Other government IDs are actively discouraged,” the parent added.
SATS was introduced in Karnataka in 2017. Under this system, each student is given a 9-digit number that enables the state government to keep track of the student’s academic achievements, attendance record, and helps execute online transfer of certificates. Aadhaar, the biometrics-based database, assigns a unique 12-digit number to every resident of India under the statutory authority of the Unique Identification Authority of India (UIDAI). The SATS portal also helps parents track their child’s academic performance.
Is Aadhaar mandatory for students to be enrolled in SATS?
As per the rules, the government can ask for Aadhaar details when a student is receiving benefits from the state, like free education, textbooks, bus passes, and so on. This is specified in Section 7 of the Aadhaar Act and in ‘The Karnataka Aadhaar (Targeted Delivery of Financial and Other Subsidies, Benefits and Services) Bill 2018’. The act, however, goes on to say, “Provided that if an Aadhaar number is not assigned to an individual, the individual shall be offered alternate and viable means of identification for delivery of the subsidy, benefit or service.” In repeated orders, the Supreme Court has stressed that an Aadhaar card link cannot be made compulsory to avail government welfare benefits.
Karnataka is not the only state insisting on Aadhaar numbers for students. In January, Maharashtra made the submission of Aadhaar numbers of both parents and students mandatory during admissions. Aadhaar-enabled biometric attendance has been mandated in Telangana while Aadhaar is a must for admissions to Delhi’s private schools under the economically weaker, disadvantaged, and children with special needs categories from the 2023-24 academic session.
Mon, 05 Jun 2023 18:16:00 -0500entext/htmlhttps://www.thenewsminute.com/article/karnataka-not-only-collecting-aadhaar-students-sharing-it-among-departments-178128TOEFL to be now accepted for Canada’s higher learning institutions, decision to benefit Indian students
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Sun, 28 May 2023 23:23:00 -0500en-UStext/htmlhttps://www.tribuneindia.com/news/nation/toefl-to-be-now-accepted-for-canadas-higher-learning-institutions-decision-to-benefit-indian-students-512378TOEFL to be now accepted for Canada's Student Direct Stream
New Delhi: The TOEFL test will now be accepted for use in Canada's Student Direct Stream, an expedited study permit processing programme for international students who plan to enrol in one of nation's post-secondary designated learning institutions, according to Educational Testing Service (ETS).
The test has been approved by Immigration, Refugees and Citizenship Canada (IRCC). So far, IELTS was the only English-language testing option which was authorised for the SDS route.
"Not only will the addition of TOEFL benefit the hundreds of thousands of students who take advantage of the SDS route each year, but institutions can feel confident knowing that they can access a wider pool of applicants who can demonstrate their skills with the premier test of English-language proficiency," Rohit Sharma, Senior Vice President of Global Higher Education and Workskills at ETS.
Students can begin sending Test of English as a Foreign Language (TOEFL) iBT scores as part of their SDS application beginning August 10, 2023. According to the IRCC, as long as all eligibility requirements are met, most SDS applications are processed within 20 calendar days.
"The acceptance of TOEFL iBT for SDS route is a welcome step that will benefit lakhs of Indian students aspiring to study in Canadian institutions. Indians are the biggest student population in Canada and this change will ease their visa and admission process, potentially making Canada an even more popular study abroad destination for Indian students," said Maria Mathai, Founder, MM Advisory Services, an overseas education consultancy.
ETS, which conducts TOEFL and Graduate Record Examinations (GRE), last month announced a series of changes in the English language proficiency test to create an optimal experience for those taking it. The changes will be be effective from July 26.
TOEFL is welcomed by more than 12,000 institutions in over 160 countries and is universally accepted in popular destinations such as the United States, Canada, Australia, and New Zealand, and by over 98 per cent of universities in the UK.
Sun, 28 May 2023 23:47:00 -0500entext/htmlhttps://english.mathrubhumi.com/education/news/toefl-to-be-now-accepted-for-canada-s-student-direct-stream-1.8597519EpicQuest Education Renews Key Recruiting Agreement with Miami University
The Relationship with MU a Cornerstone of EEIQ's Strategy of Internationalization
MIDDLETOWN, Ohio, May 30, 2023 /PRNewswire/ -- EpicQuest Education Group International Limited (NASDAQ: EEIQ), ("EpicQuest Education", "EEIQ" or the "Company"), a provider of comprehensive education solutions for domestic and international students seeking college and university degrees in the US, Canada and the UK, today announced that on May 24, 2023, its wholly owned subsidiary, Quest Holding International LLC ("Quest") and Miami University entered into a Memorandum of Agreement (the "Agreement"). The Agreement sets forth the terms for Quest to recruit international students residing outside of the US for admission to the Miami University English Language Center at the Miami University Regional Campuses. The Agreement is for five-years as compared to the previous three-year agreements during the past decade; the current agreement will begin on July 1, 2023 and end on June 30, 2028.
Jianbo Zhang, Chairman and CEO of EpicQuest Education, commented "We are extremely pleased to renew our agreement with Miami University to recruit international students for the English Language Center at Miami University Regionals. The program offers international students the potential entrée into an elite US university with world-class facilities and an outstanding academic faculty. It also offers international students transformative experiences in terms of personal growth, an expanded worldview and a wider set of employment opportunities."
"Our strategic plan is to achieve sustainable growth through our strategy of internationalization. This does not only refer to our owned and operated colleges, but also includes our recruiting relationship with Miami University Regional Campuses. To achieve our strategic goals, we are focused on broadening our academic programming and diversifying and growing our student base. We believe that we occupy a distinct niche in the education field and that our strategy of internationalization brings out the very best in academia and student achievement. The five-year renewal agreement with MU is vitally important to the realization of EpicQuest's strategic growth plan since its longer-term horizon will serve as a key cornerstone for our business, and propel the Company forward to fully implement its internationalization plans."
EpicQuest Education has a long-term recruitment relationship with the Miami University Regionals for the Middletown and Hamilton campuses which dates back to 2013. The Company offers comprehensive 'One-Stop' services to international study abroad students attending the MU English Language Center including pick-up services, private housing, dining facilities, a gym, a student life center, safety guidance for freshmen, academic guidance, advice for further education, legal aid and medical escorting.
EEIQ's wholly owned subsidiary, Quest, coordinates the pre-attendance service needs of students while its US office coordinates and provides the genuine study abroad and post-study services. Quest is also responsible for developing the overseas recruitment market for the MU English Language Center, which includes assisting with English language testing, student applications, visa services, pre-departure training, pick-up arrangements, or any other accommodation arrangements as may be required. The English Language Center at Miami University Regionals continues to be a popular option for international students as it offers a clear pathway to achieving both a bachelor's and advanced university degrees.
The Miami University English Language Center ("ELC") at Miami University Regionals
The Miami University English Language Center ("ELC") is an intensive English language program at the Miami University Regional campuses ("MUR") that provides English language instruction to non-native speakers of English. International students who satisfactorily meet ELC required courses may enroll as a fully admitted MUR campus student. Additional activities at MUR may include visits to sites of local, regional and national interest as well as on-campus activities designed to enhance international students' understanding of American college campus life and the culture of the US. For more information, please visit https://miamioh.edu/regionals/academics/english-language-center/.
About Miami University Regionals
Miami University Regionals ("MUR") includes three community-based locations of Miami University in Hamilton, Middletown and West Chester. MUR provides open access for diverse learners to high-quality applied education grounded in the liberal arts and offers bachelor's and associate degrees with over 30 majors, some of which are completely available online. MUR provides access to a high-quality Miami University education at an affordable price, offering one of the lowest tuition rates among Ohio four-year universities. Miami University is known as a "Public Ivy" for its Ivy League collegiate experience at a public school price. and is a highly regarded public university with a national reputation. MUR had a Fall 2022 enrollment of approximately 3,500 students. For more information, please visit https://miamioh.edu/about/regionals.html.
About EpicQuest Education Group International Limited
EpicQuest Education Group International Limited ("EpicQuest Education" or the "Company") provides comprehensive education solutions for domestic and international students seeking university and college degrees in the US, Canada and the UK. The Company owns and operates EduGlobal College, based in British Columbia, Canada, which focuses on English proficiency educational programming for students pursuing academic degrees. The Company operates and is a 70% owner of Davis College, a career training college located in Toledo, Ohio. In addition, the Company has a recruiting relationship with the Miami University Regional campuses, where it maintains student residential facilities, a full-service cafeteria, recreational facilities, shuttle buses and an office for the regional campuses that provides study abroad and post-study counseling services for its students; these facilities are not owned, maintained, operated or are a part of Miami University. The Company is also a recruiting agent for the University of the West of Scotland (through The Education Group (London) Ltd) and Coventry University, both of which are located in the UK. For more information, please visit https://www.epicquesteducation.com/.
Safe Harbor Statement
Certain of the statements made in this press release are "forward-looking statements" within the meaning and protections of Section 27A of the Securities Act of 1933, as amended, and Section 21E of the Securities Exchange Act of 1934, as amended. Forward-looking statements in this press release include, without limitation, the Company's ability to meet the minimum student ensure described and to implement its international strategy as described. Forward-looking statements include statements with respect to our beliefs, plans, objectives, goals, expectations, anticipations, assumptions, estimates, intentions, and future performance, and involve known and unknown risks, uncertainties and other factors, which may be beyond our control, and which may cause the genuine results, performance, capital, ownership or achievements of the Company to be materially different from future results, performance or achievements expressed or implied by such forward-looking statements. All statements other than statements of historical fact are statements that could be forward-looking statements. You can identify these forward-looking statements through our use of words such as "may," "will," "anticipate," "assume," "should," "indicate," "would," "believe," "contemplate," "expect," "estimate," "continue," "plan," "point to," "project," "could," "intend," "target" and other similar words and expressions of the future.
All written or oral forward-looking statements attributable to us are expressly qualified in their entirety by this cautionary notice, including, without limitation, those risks and uncertainties described in our most accurate Form 20-F and otherwise in our SEC reports and filings. Such reports are available upon request from the Company, or from the Securities and Exchange Commission, including through the SEC's Internet website at http://www.sec.gov. We have no obligation and do not undertake to update, revise or correct any of the forward-looking statements after the date hereof, or after the respective dates on which any such statements otherwise are made.