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Chandigarh, India, Aug 19, 2021 — Chitkara University today announced its collaboration with Adobe to offer advanced creative skill-based training to its students and faculty. Dr. Madhu Chitkara, Pro-Chancellor, Chitkara University, and senior officials of Adobe India signed the agreement at a virtual event. Girish Balachandran, India Director, Digital Media Business; Supreeth Nagaraju, Head, Education Vertical India, Digital Media Business; and Aman Soni, Enterprise Account Manager Education, Digital Media Business, represented Adobe India.
With the industry looking to hire technically skilled and creatively alive, Chitkara University’s collaboration with Adobe will go a long way in making students industry-ready. It will also ensure that the faculty matches the industry demand and the latest skills required.
The digital era has signaled tremendous change and transformation in companies’ employment needs, resulting in a gap between industry demands and academic standards. New-age skills like Artificial Intelligence, Creativity, Design Thinking, Machine Learning, and Big Data are in need today. The main objective of the Chitkara University and Adobe Creative Technology Academy partnership is to offer Digital and Creative skill-based training to students to enhance employability and entrepreneurship skills as per industry demand.
Girish Balachandran, Director, Sales, Digital Media, Adobe, India, emphasized that Adobe technologies will enrich Chitkara’s students’ academic experience and prepare them with the digital skills and confidence they need to take their place in the future workforce.
Supreeth Nagaraju, Head, Education, Digital Media, Adobe, India, highlighted, “If you want to build digital fluency, providing technology is only part of the equation.” He further added, “We are happy to collaborate with Chitkara University to empower faculty and students and make it easy for them to integrate the digital and creative-skill building into their coursework.”
“This partnership will allow students to acquire a joint Co-branded certification from Adobe and Chitkara University and will provide them with an opportunity to build industry connections and participate in creative competitions to widen their skills and exposure further. We strongly believe that the Adobe Creative Technology Academy is a one-of-its-kind initiative. It will benefit our design students immensely and make them responsible future digital citizens,” said Dr. Madhu Chitkara, Pro-Chancellor, Chitkara University.
“Adobe Creative Technology Academy at Chitkara Design School aims to deliver industry-accepted learning outcomes for students and faculty and enable them to be relevant in the Digital Economy and empower their creative technology entrepreneurship. In addition, this unique industry-academia partnership will support us in building immersive design courses,” said Mr. Gopal Meena, Vice President, Strategic Initiatives, Chitkara Design School.
Source: Chitkara University Chandigarh
|GlobalGiants.Com|
Edited & Posted by the Editor | 11:09 AM | View the original post
Chandigarh, India, August 13, 2021 — Chitkara University in Chandigarh, India, today announced a new international collaboration with the University of Windsor to support transnational education and student mobility. The agreement was virtually signed by the President & Vice-Chancellor Dr. Robert Gordon-University of Windsor and Pro-Chancellor of Chitkara University Dr. Madhu Chitkara today. The senior leadership of both Universities, including representation from the Canadian Consulate, attended the event. While Mia Yen, Consul General Canada, represented Canadian Consulate in Chandigarh, Mr. Digvijay Mehra, Managing Director and Senior Economic Officer represented the province of Ontario in Canada.
Under the new academic mentorship agreement, the faculty of Odette Business school at the University of Windsor would mentor Chitkara faculty in the program. It would provide feedback, support, knowledge sharing, skills, and experience while fostering a connection with students in India, who will transition to UWindsor after completing the first two years at Chitkara.
The partnership with prestigious and AACSB accredited Odette Business school at the University of Windsor, Ontario in Canada is a one-of-its-kind initiative in the international education space. Students will earn 100% credits of prior learning before transferring to the University of Windsor in Canada. As part of the arrangement, students will pay a domestic tuition fee while studying for the first two years of the program at Chitkara. Students will also be co-taught a part of academic units by Canadian faculty in the state of the art, well-equipped ICT infrastructure, and resources similar to UWindsor. It translates into better academic success for students with global careers and an education that saves them 70% of the costs.
This innovative program structure allows students to specialize in areas of high market demand, including in Accounting, Human Resources, Finance, Supply Chain and Business Analytics, Marketing, and Strategy and Entrepreneurship, while saving international tuition fees for students studying in India.
• Transferring Chitkara students would earn a University of Windsor Bachelor of Commerce (Honours) at the end of their studies in Canada.
Dr. Madhu Chitkara, Pro-Chancellor, Chitkara University, remarked, “At Chitkara University, we continuously innovate our program offerings. With the prevailing pandemic challenges, such innovative hybrid programs would help students keep their study and career aspirations on track.
The agreement with the University of Windsor will go a long way in helping the students from the region gain international exposure at one of the leading Canadian Universities. It’s a step forward in our mission to bring the best global opportunities for our students.”
“International education brings important benefits that lead to a successful and secure future for all involved,” said Dr. Chris Busch, AVP of Enrolment at UWindsor. This unique program provides participants with the opportunity to develop a broader worldview, strengthen communication skills across languages and cultures, and build crucial international connections.
The University of Windsor is a research and teaching institution with more than 16,000 students. It is one of Canada’s most impressive comprehensive universities.
Chitkara University Chandigarh (with its campus at Chandigarh-Patiala National Highway) has emerged as one of the most vibrant and high-ranking universities in North India. With state-of-the-art infrastructure, scientifically driven pedagogy, strong industry collaborations, and 120+ working associations with schools worldwide, Chitkara University attracts the most exemplary students from across the country. In addition, it also helps them carve high-growth careers with its seamless placement support.
Source: Chitkara University Chandigarh
|GlobalGiants.Com|
Edited & Posted by the Editor | 10:53 AM | View the original post
• CU offers Global Exposure in Semester Aboard, Joint Research, and International Internships for the Indian Students.
Photo: Chandigarh University Campus.
CHANDIGARH, India, August 12, 2021 — Chandigarh University is committed to providing international academic exposure, quality education, innovation, joint research programs, faculty exchange programs, educational projects, conferences, and a lot more. So it has signed MOUs with 309 universities across the globe. Under the International Academic Alliance Program, Chandigarh University has established partnerships with leading universities of 68 countries, including the USA, UK, EU, Canada, and Australia. It has become the first university in the country to achieve this milestone.
The Pro-Chancellor of Chandigarh University gave the details about the MOUs and their advantages. He said, “The University has signed MoU’s with top-ranked universities of the world, including those from Canada, U.K, USA, and Australia. It would provide international academic exposure, offer research opportunities and internships to our students.” When the pandemic had sent the world into a lockdown, Chandigarh University, with its commitment to provide the best resources and constantly expanding its global outlook, has signed MOUs with more than 68 institutions, stated the official. He further added, “Out of 309 universities (mostly from Australia, Canada, USA, UK, and New Zealand), 104 are QS ranked institutions, while 115 of them are Times ranked institutions.” CU recently signed academic agreements with 13 leading universities from the UK, 17 from Russia, 11 from New Zealand, and ten from France. It paves the way for developing student exchanges, student internships, and new faculty research endeavors. These agreements benefit the students and faculty from both sides, stated the Pro-Chancellor.
Mr. S.S. Sandhu, Chancellor of Chandigarh University, said, “With these MOUs, Chandigarh University aims to strengthen its objective to share knowledge and learning-based resources. Furthermore, it would fulfill its commitment to producing student exchanges, curriculum development, and teaching & research partnerships.” He added that the tie-ups with the foreign universities would also open up opportunities for the partner universities students to pursue their education at Chandigarh University in various fields. Mr. Sandhu further said, “University is prioritizing establishing academic exchange agreements with international institutes as it enables our students to get employment at the international level.”
Chandigarh University is a UGC (University Grants Commission) approved autonomous educational institution located near Chandigarh in Punjab, India. It is the youngest university in India and the only private university in Punjab to be honored with an A+ Grade by NAAC (National Assessment and Accreditation Council). CU offers more than 109 UG and PG programs in engineering, management, pharmacy, law, architecture, journalism, animation, hotel management, commerce, and other disciplines.
Meanwhile, the nearby Panjab University Chandigarh (PU) reported that students confuse Chandigarh University (CU) with Panjab University Chandigarh (PU). So its Vice-Chancellor constituted a committee to look into the mess. Consequently, PU’s official website now clarifies that PU was “Established in 1882 as University of Punjab at Lahore (now in Pakistan).” It further reads, “Panjab University is not related to Chandigarh University, a private university located in Mohali, Punjab.”
Earlier, PU had put up a notice on its official website illuminating that it is a government-funded university which differentiates it from CU. The CU spokesperson had responded, “If PU has a problem, it can change its name to Chandigarh University. The Chandigarh Administration and the Punjab Government have given us the NOC. The Punjab Government passed the Chandigarh University Act in the Assembly. Panjab University (PU) is not competent enough now, so students prefer private institutions.”
Sources: Chandigarh University, Panjab University
|GlobalGiants.Com|
Edited & Posted by the Editor | 8:48 AM | View the original post
• Microsoft, Google, Amazon, IBM, Arcesium, Adobe, Deloitte, and Morgan Stanley are some global companies that recruited fresh talent from Chandigarh University this year.
Photo: Students of Chandigarh University showing their placement offer letters.
CHANDIGARH, India, August 06, 2021 — When multinationals have changed their hiring pattern and numbers for fresh talent due to the global pandemic, Chandigarh University has again proved its leadership in campus recruitments beating its own last year’s record. CU registered a record number of 7412 offers for its 2021 passing-out batch, which is 12% more than the previous year’s 6617 offers. The number of multinationals that conducted their placement processes saw a jump of 10% than the placement session in 2020. The number of companies offering packages more than 20 lakhs-per-annum registered a record surge for the 2021 batch. Seven hundred fifty-seven multinationals, including 300 Fortune-500 Companies such as Microsoft, Google, Amazon, IBM, Arcesium, Adobe, Deloitte, Morgan Stanley, Qualcomm, Philips, Goldman Sachs, Toshiba, and Red Hat, have conducted their recruitment processes and selected students across the Engineering and MBA streams.
“After getting accredited with A+ Grade by the prestigious NAAC (National Accreditation and Assessment Council) in 2019, Chandigarh University has been placed amongst the top 5% of India’s Universities and Higher Education Institutions based upon the quality parameters such as quality academic learning process, rich industry-academia interface, world-class infrastructure, robust research, academic rich faculty, and international tie-ups. As a result, the number of top-notch Global and Indian Multinationals visiting Chandigarh University for campus placements have more than doubled in last two years,” said Mr. S.S. Sandhu, Chancellor, Chandigarh University. More than 200 typical recruiters are currently visiting IITs, NITs, IIMs, and Chandigarh University for campus placements.
“COVID-19 did not affect our campus placements for the 2021 batch, and the record number of 757 companies turning up this year for recruitments has put yet another endorsement on our quality of academic teaching-learning pedagogy,” said the Chancellor. “We have been meeting the expectations of the Industry in terms of providing Industry-ready professionals equipped with technical & interpersonal skills. That is the reason global companies like Amazon, Microsoft, IBM, Deloitte, Bank of America, and Standard Chartered are some of the regular recruiters at Chandigarh University,” Sandhu added. Currently, Chandigarh University has more than 30 Industry Sponsored and Established R&D Centers, including Microsoft Innovation Centre, IBM Software Lab for Emerging Technologies, Hyundai Professional Development Centre, and Volvo-Eicher Training Academy. Here students undergo practical hands-on training in emerging technologies by Industry Experts.
Chandigarh University is a University Grants Commission approved autonomous educational institution located near Chandigarh in Punjab, India. It is the youngest university in India and the only private university in Punjab to be honored with an A+ Grade by NAAC (National Assessment and Accreditation Council). CU offers more than 109 UG and PG programs in engineering, management, pharmacy, law, architecture, journalism, animation, hotel management, commerce, and other disciplines.
Source: Chandigarh University
|GlobalGiants.Com|
Edited & Posted by the Editor | 6:45 AM | View the original post
— UPDATED: AUGUST 01, 2021 —
Photo: University Grants Commission, New Delhi. Image Credit: UGC.
GlobalGiants.Com Special Report
New Delhi, July 30, 2021 — The Prime Minister of India, Narendra Modi, has launched the Academic Bank of Credit to provide multiple entry and exit options for students in Higher education.
The country’s University Grants Commission (UGC) followed it with the notification of the University Grants Commission (Establishment and Operation of Academic Bank of Credits in Higher Education) Regulations, 2021. These regulations came into force on July 28, 2021, the date of their notification in the Gazette of India.
According to the notification:
These Regulations shall apply to all Universities in India established or incorporated by or under a Central Act, a Provincial Act, or a State Act; the institutions Deemed-to-be Universities declared as such under Section 3 of the University Grants Commission Act, 1956 (3 of 1956); and the Autonomous Colleges as defined in these regulations.
“Academic Bank Account” means an individual account with the Academic Bank of Credits opened and operated by a student. All academic credits earned by the student from a course of study are deposited, recognized, maintained, accumulated, transferred, validated, or redeemed to the account for awarding a degree/diploma/certificate by an awarding institution.
“Academic Bank of Credits” means an academic service mechanism as a digital or virtual or online entity established by the Commission with the approval of the Central Government to facilitate students to become academic account holders. It will pave the way for seamless student mobility between or within degree-granting Higher Educational Institutions through a formal system of credit recognition, credit accumulation, credit transfers, and credit redemption to promote distributed and flexible teaching-learning.
“Academic Flexibility” means the provision for innovative and interchangeable curricular structures to enable creative combinations of Courses or Programmes in Disciplines of study leading to a Degree or Diploma or Post Graduate Diploma or Certificate of Study offering multiple entry and multiple exit facilities while removing rigid curricular boundaries and creating new possibilities of life-long learning.
UGC has explained that the Academic Bank of Credits (ABC) is based on the principle of Distributed & Flexible Teaching-Leaming that allows students to leam as per their convenience, drop education mid-way, and pick it up again per their choice and convenience.
ABC will digitally store the academic credits earned by students from HEls registered with it for awarding degrees/diplomas/certificates taking into account the credits earned by the students. In addition, ABC will ensure the opening, closure, and validation of Academic Bank Accounts, credit verification, credit accumulation, and credit transfer or redemption for students.
Higher Education Institutions (HEI’s) that meet the eligibility requirements can register with the Academic Bank of Credits on the ABC website. Furthermore, students can also register by visiting the ABC website. A comprehensive User Manual for both HEIs and Students with step-by-step instructions and screenshots is available on the ABC portal’s Resources section under the General Resources category.
UGC has asked all eligible HEIs to take appropriate steps for joining the ABC Platform at the earliest. Further, it has advised them to make their respective University/Institution’s students aware of the ABC facility and encourage them to open Academic Bank Account.
Source: University Grants Commission (UGC), New Delhi.
|GlobalGiants.Com|
• University Grants Commission (Establishment and Operation of Academic Bank of Credits in Higher Education) Regulations, 2021 •
— FURTHER EXPLANATION —
• “Registered Higher Education Institution” means an eligible Higher Educational Institution registered by the Academic Bank of Credits.
• Eligibility Criteria for approval of HEIs to register with Academic Bank of Credits:
The University/Autonomous College should have been accredited by either the National Assessment and Accreditation Council (NAAC) with a minimum ‘A’ Grade or by the National Board of Accreditation for at least three programs with a minimum score of 675 individually;
Or, it should be in the top 100 institutions ranked by the National Institutional Ranking Framework (NIRF) or similar Assessment and Accreditation body established by the Government of India;
Or, it should be among the top 1000 Higher Education Institutions appearing in the World Ranking of Quacquarelli Symonds (QS) / Times Higher Education (THE);
Or, it should be an Institution of Eminence or Institution of National Importance as declared by the Government of India.
The HEI’s Accreditation or Ranking Status must be valid at the time of registration with the Academic Bank of Credits.
The HEI should have obtained approval from its Statutory Authority such as the Governing or Executive Council, or Syndicate, or Senate, or Board of Management, or Academic Council, to register with the Academic Bank of Credits.
The Registered Higher Education Institution shall have the appropriate educational infrastructure in audio-visual facilities, e-resources, virtual classrooms, and studios. It should have specifically high bandwidth internet connectivity to support ODL or Online courses or programs. Further, it should be equipped with other infrastructural facilities for face-to-face theory or practical or training courses as specified, from time to time, under the relevant University Grants Commission Regulations and Higher Education Statutes or Ordinances.
A Registered Higher Education Institution shall have a webpage on its website containing:
• Monitoring, Support, and Quality Assurance:
It shall be the responsibility of Registered Higher Education Institutions to monitor the development and operationalization of the Academic Bank of Credits program at the university level and the level of their affiliated autonomous colleges.
Registered Higher Education Institutions shall offer teacher or staff training, mentoring, academic and administrative audit, and other measures for improving the quality of performance of the Academic Bank of Credits facility and promoting holistic/multidisciplinary education with the support of Academic Bank of Credits. It may be in the form of Faculty Development Programmes or Quality Improvement Programmes or Professional Development Programmes, or Technology Inculcation Programmes.
The Quality Assurance of the implementation of Academic Bank of Credits at the level of the registered University or autonomous college shall be developed by the University or the college concerned either through the Internal Quality Assurance Cell (IQAC) or any other appropriate structured mechanism.
Every Registered Higher Education shall upload, annually, on its website, a report of its activities vis a vis the Academic Bank of Credits, as well as of measures taken by it for Quality assurance, Quality sustenance, and Quality enhancement.
There shall be an Academic Bank of Credits-Grievance Redressal Mechanism at the level of Central Government/University Grants Commission/Academic Bank of Credits and every Higher Education Institution registered with Academic Bank of Credits to address the grievance/appeals of students.
• Consequences of Violation:
Where a Registered Higher Education Institution fails to fulfill the conditions or requirements prescribed under these regulations, the Commission may, after providing a reasonable opportunity to be heard, direct the Institution to rectify the deficiency within such period as stipulated by the Commission.
And, the Commission may, on failure on the part of the Higher Education Institution to do so, terminate the registration of such Institution from Academic Bank of Credits and, in addition, cease to provide grants under the Act, where such grants are admissible to the Institution.
• Interpretation:
The Commission shall decide any question as to the interpretation of these Regulations, and its decision shall be final and binding in the matter.
Source: University Grants Commission (UGC), New Delhi.
|GlobalGiants.Com|
Edited & Posted by the Editor | 4:09 AM | View the original post
Photo: Munich, Germany. Munich is one of the top QS Best Student Cities for 2022. Image Credit: Peter.
LONDON, July 28, 2021 — With the world’s students seeking to resume their international study plans, QS Quacquarelli Symonds, global higher education analysts, have released the ninth edition of the QS Best Student Cities Ranking.
The results, which enable students to compare 115 premier educational destinations, see London retain its status as the world’s best student city for the third consecutive edition. Munich follows London, rising from 4th to 2nd.
London’s ascendency is due to:
Its high concentration of world-class universities getting the second-best score in the University Rankings indicator.
Highly positive feedback from students studying in the city: it scores 98.4/100 for Student View, a result bettered only by Berlin.
Outstanding career opportunities for graduates: it is placed 4th in the Employer Activity metric, scoring 92.9/100.
Its high levels of openness to international students, which see it achieve the world’s fifth-best score (95.9/100) for Student Mix.
Other highlights from this year’s edition include:
Boston is the only new entrant into the top ten, rising from 13th to joint-9th. It shares the position with perennial table-toppers Paris (down two spots) and Montreal (down three places).
Germany and Australia are the only locations to have two of the world’s ten best student cities.
The United States’ 15 ranked cities are suffering from a systemic decline in the Desirability indicator.
Latin America’s number-one student destination is Buenos Aires (22nd, up by nine ranks).
Switzerland’s Lausanne enjoys a noteworthy debut in the rankings by getting placed at 19th.
Moscow and Beijing break into the top thirty, sharing 25th-position.
Driven by declines in Employer Activity, five of Australia’s seven ranked cities have fallen.
All three of Spain’s ranked cities suffer double-digit drops in rank.
Ben Sowter, QS Director of Research, said: “Responses to our surveys from students that have studied in London make it clear that the city still offers outstanding cultural, economic, and educational opportunities. With two of the world’s ten best universities situated in the city, it remains a world-leading educational hub. However, exponentially-increasing COVID cases and lingering Brexit effects may serve to undermine London’s privileged position.”
• QS Best Student Cities Ranking 2022
Rank — City
QS ranks cities with a population of more than 250,000, with at least two universities placed in the QS World University Rankings. The ranking offers a powerful lens into the sentiments of both prospective and former students, with over 95,000 survey responses contributing to the Desirability (prospective students) and Student View (former students) indexes.
Source: QS Quacquarelli Symonds
|GlobalGiants.Com|
Edited & Posted by the Editor | 11:18 AM | View the original post
Photo: Faculty members of Chandigarh University Institute of Distance Learning (CU-IDO) launch the prospectus for Admissions 2021 September session at the university campus. Approved by UGC-DEB (University Grants Commission - Distance Education Bureau), CU-IDOL offers 5 Post-Graduate and 5 Under-Graduate programs that include MBA, MCA, M.Com., MA English, MA Psychology, BA, BCA, BBA, B.Com., and B.Sc. Travel & Tourism. Chandigarh University is a NAAC (National Assessment and Accreditation Council) A+ Grade autonomous educational institution located near Chandigarh in Punjab, India.
Source: Chandigarh University
|GlobalGiants.Com|
Edited & Posted by the Editor | 10:12 AM | View the original post
Vice President of India addresses the World Universities’ Summit organized by OP Jindal University.
Urges philanthropists and industrialists to help in the cause of education.
Says virtual education is no substitute for classroom learning; we need to develop a hybrid teaching model for the future.
Says teaching is not simply content delivery; it should prepare students to think independently and creatively.
Calls for using technology to build a more equitable system of teaching and learning.
Asks for using artificial intelligence and big data for personalized education of every child.
Wants universities to become flag bearers of sustainability in every field.
Praises the role of universities in research on Covid-19 vaccination and related subjects.
New Delhi, July 21, 2021 — The Vice President of India, M. Venkaiah Naidu, today asked universities to become thought leaders in finding solutions to global challenges such as climate change, poverty, and pollution. He also wanted the universities to discuss various socio-economic and political issues facing the world and develop ideas that the governments can implement as per their needs and suitability.
Addressing the inaugural session of the World Universities Summit organized by O.P. Jindal University virtually, the Vice President said that universities should produce good academicians, economists, and politicians who have good conduct, capacity, character, and caliber.
Referring to the theme of the Summit, “Universities of the Future: Building Institutional Resilience, Social Responsibility, and Community Impact,” Mr. Naidu called for promoting multi-disciplinary approaches and emphasized the need for collaborative academic effort to create sustainable and scalable solutions to the challenges around us. He opined that sustainable development was the answer to many challenges today, and universities can play a significant role towards this end. “Universities need to embed sustainability as an underlying mission across all activities they pursue in various fields,” he said.
Stating that virtual education cannot substitute traditional classroom learning, the Vice President emphasized the need to develop a hybrid teaching model for the future by combining the best offline and online education elements. He said that such a model should be both interactive and exciting for the learner and the teacher to ensure optimum learning outcomes. Furthermore, Mr. Naidu stressed that teaching is not simply content delivery; instead, it should prepare students to learn independently and creatively. “Through pro-active critical thinking, learners should be molded into leaders in their chosen fields so that eventually they evolve into drivers of social change,” he added.
Mr. Naidu recognized that the COVID-19 pandemic had forced faster innovation in the discipline of education, which can help us build a more equitable system of teaching and learning. However, he also expressed the need to improve and upgrade the online academic ecosystem constantly.
Referring to the saying “no one is safe until everyone is safe,” he stated that crisis management on a global scale requires a many-pronged, multicultural, collective approach warranting the cooperation of all.
Mr. Naidu appreciated the role of universities in research on Covid-19 vaccination and related fields. He said that humanity owes much to thousands of faculty members, research scholars, and students who have spent countless days and nights working silently to bring out helpful research for the world’s benefit.
Calling for the internationalization of the curriculum, he wanted increased collaboration on research, joint classes, and student projects with the active involvement of the industry. He also wanted Indian varsities to sensitize the world to the richness of ancient Indian knowledge systems that seek to promote sustainable ways of production and consumption.
Mr. Dharmendra Pradhan, Union Minister of Education, and Prof. (Dr.) D. P. Singh, Chairman, University Grants Commission (UGC), were among the dignitaries who attended the virtual event.
This Summit will witness 150+ Thought leaders from 6 continents and 25+ Countries. Institutional heads from over 100 universities will participate in the Summit. That includes 31 Vice-Chancellors, 28 Presidents & Rectors, 21 Provosts, Deputy/Associate/Executive Vice Chancellors & Vice/Associate Provosts, and 25 Deputy/Vice/Executive/ Presidents & Rectors.
Leading Universities and Colleges across Australia, Brazil, Canada, China, Columbia, Ecuador, France, Germany, Ghana, Hong Kong SAR, India, Israel, Italy, Japan, Malaysia, New Zealand, Pakistan, Russia, South Africa, South Korea, Spain, Taiwan, Thailand, the Netherlands, the United Kingdom, and the United States of America are participating in the Summit.
• The Summit will see senior leadership from multiple National, Regional, and International organizations. That includes:
• One will get an opportunity to hear from and even interact with renowned academics from leading universities, which include:
• The participants will discuss over 30 themes across the sessions to cover a wide range of topics that include:
Sources: Vice President’s Secretariat, O.P. Jindal Global University.
|GlobalGiants.Com|
Edited & Posted by the Editor | 12:14 PM | View the original post
University Grants Commission (India) has issued Guidelines on Examinations and Academic Calendar for Higher Education Institutions. The new academic session in universities and colleges across the country will begin on October 1. The admission process has to be completed by September 30.
Photo: University Grants Commission (India) issues Guidelines on Examinations and Academic Calendar for Higher Education Institutions.
Source: University Grants Commission, New Delhi.
|GlobalGiants.Com|
Edited & Posted by the Editor | 11:26 AM | View the original post
• Chandigarh University offers global programs in association with universities from the USA, Australia, UK, and Canada.
Photo: Officials from the University of Maryland, USA, and Chandigarh University exchanging the Academic MoU documents under the International Academic Alliance Program.
CHANDIGARH, India, July 19, 2021 — Indian students find it challenging to travel abroad due to the prevalent travel restrictions imposed by countries because of the pandemic. According to an estimate, more than 7.5 lakh students from India travel abroad every year to pursue their dream to study at International Universities. However, it saw a 30% percent decline during 2020. Chandigarh University offers an alternate plan to realize the dream of studying abroad for Indian students under its International Academic Alliance program. With tie-ups with more than 309 Universities in 60+ countries, CU is offering various programs, including semesters abroad, student exchange, summer internships, and joint research initiatives. Chandigarh University is also offering International Articulation Programs in Engineering, BBA, Fine Arts, Commerce, Hospitality Management and MBA.
“More than 1200 students have benefited from the International Academic Alliance program at Chandigarh University. They have traveled abroad to countries like the USA, Canada, Australia, UK, Italy, and Germany to fulfill their dreams of pursuing higher education from foreign universities,” said the university Pro-Chancellor. Foreign institutions are offering 1+1 Masters and 1+2, 2+2 Under-Graduate programs for Indian students. Participating institutions include Vancouver Island University Canada, University of North Alabama USA, New York Film Academy, Arkansans State University, University of Canberra, University of New Castle, Curtain University, and Wollongong, Australia,” he added.
The Pro-Chancellor further said that “Indian students seeking admissions under the International Articulation Programs are in a win-win situation as they complete their initial 1 or 2 years of study at Chandigarh University. It saves money as they have to pay fees according to the local fee structure. They can then shift to their respective foreign universities to complete their degrees. It is a safe way to fulfill your dreams to study abroad as the success rate of getting visas under the International Articulation Program is 100%. In addition, the students are also eligible for benefits like work permit, stay till completion of the degree, and application for PR.”
“The students need not wait to ease travel restrictions as the initial 1 or 2 years of academic learning will be done in India. By then, things would be normal, and hence the students will save at least one academic year under the Chandigarh University International Articulation Program. In addition, the students are also eligible for government and university scholarships and fellowships. To date, CU has extended a benefit of Rs. 28 crores in the form of scholarships to students traveling abroad,” said Meenu Bhardwaj, Department of International Affairs, Chandigarh University.
Satnam Sandhu, Chancellor, Chandigarh University, said, “Chandigarh University has always worked to match the aspirations of today’s youth. Students and their parents aspire to undergo world-class education, enhancing career options at the global level. With this aim, we have started this International Academic Alliance Program where students get a platform to choose the country, university & course from the wide variety of international options. It can turn the dream of studying abroad into a reality.”
Chandigarh University is an autonomous educational institution located near Chandigarh in the state of Punjab, in India. It offers more than 109 undergraduate and postgraduate programs in engineering, management, pharmacy, law, architecture, journalism, animation, hotel management, and commerce.
Source: Chandigarh University
|GlobalGiants.Com|
Edited & Posted by the Editor | 10:25 AM | View the original post
Photo: NYU School of Professional Studies. Image Credit: SKEMA.
PARIS, July 15, 2021 — SKEMA Business School has announced a new agreement with the New York University School of Professional Studies (NYU SPS) Division of Programs in Business (DPB).
SKEMA Business School is one of the top French business schools devoted to higher education and research.
This agreement will establish the creation and launch, in New York City, of a customized course that will serve to complement the courses offered by SKEMA’s Global Luxury and Management (GLAM) program—an MSc accredited by the French Conférence des Grandes Ecoles. The program, which is open to students holding a bachelor’s degree or higher, affords a one-year and a two-year track, with a limited cohort of 50 students. Under the agreement, NYU SPS will also offer four courses on ‘Luxury Business Ethics.’
Students will spend their first semester in the United States on SKEMA’s American campus (Raleigh, NC) and the NYU SPS campus. They will continue their second semester on the new ‘Grand Paris Campus’ (France) Flagship, which opened in early 2021.
• Living present luxury and thinking its future
In addition to the courses given at NYU SPS, the program includes a study tour of New York City, including visits to significant luxury companies such as Tiffany & Co.
According to Anthony Ledru, President & CEO of Tiffany & Co, a 1995 SKEMA alumnus and member of the GLAM program board: ‘The United States is one of the leading luxury markets. To be able to understand it from inside with its actors on the field is an undeniable added value for a young graduate who ambitions to start a career in this sector.’
In addition, the GLAM MSc allows students to understand the diversified world of luxury - Paris, New York, Champagne, Cannes, or Monaco - through various sectors: fashion, hotels, travel, automotive, yachting, services… The program also addresses the new challenges of luxury - Corporate Social Responsibility & sustainability, digitalization, and client-centric processes - and ends with completing a master thesis and an internship of at least four months.
According to Patrice Houdayer, Vice-Dean in charge of the international programs and student life: ‘The development of strategic agreements is one of our SKY25 strategic plan (SKEMA Years 2020-2025). The choice of NYU SPS, already recognized for its expertise in the luxury sector, illustrates this perfectly and allows our students to access one of the best universities in the field.’
Source: SKEMA Business School
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Edited & Posted by the Editor | 12:20 PM | View the original post
NEW YORK, July 13, 2021 — Today, FORTUNE Education published its first-ever Best MBA Programs ranking, with Harvard University taking top honors, followed by Stanford University and The University of Pennsylvania’s Wharton School. The Howard University School of Business (No. 30) was named the nation’s most underrated full-time MBA program by FORTUNE’s editors.
FORTUNE produced a ranking that gets back to the core of why professionals decide to pursue MBAs: To position their careers better and significantly improve lifetime earnings. The payoff of an MBA continues to increase, and FORTUNE’s research finds an extraordinary rise in starting salaries for MBAs.
FORTUNE Education Editorial Director Lance Lambert says, “Employers still want MBA grads, and they’re willing to pony up for them. But not all programs are equal. That’s why in this fast-changing digital world, FORTUNE set out to find the top business schools. We looked for programs that not only see their graduates head into good jobs right out of the gate but also have a track record of placing alumni into the highest echelons of Corporate America.”
FORTUNE invited around 100 traditional full-time MBA programs to participate in the 2021 ranking. In all, 69 programs completed the questionnaire. That information, along with data collected from companies and executives, was used as the core of the ranking. A FORTUNE 1000 Score, based on the number of alumni C-Level employees at FORTUNE 1000 companies, accounts for 10% of each school’s score. Based on alumni starting salary and placement rates, an Outcomes Score accounts for 65%. Finally, based on Ipsos survey results of business professionals’ opinions of the schools, a Brand Score accounts for 25%.
• FORTUNE’s Top 10 MBA Programs of 2021
• Complete Ranking
Curated by a team of expert journalists, FORTUNE Education is a destination for articles, insights, and ongoing reporting about what prospective students should know to make the best, most impactful decisions for their careers. FORTUNE Education also produces rankings and ratings of graduate, post-graduate, executive education, and personal and professional improvement programs, informed by FORTUNE’s unique understanding of which skills matter to businesses today.
FORTUNE says it drives the conversation about business — “With a global perspective, the guiding wisdom of history, and an unflinching eye to the future, we report and reveal the stories that matter today-and that will matter even more tomorrow.” It adds, “With the trusted power to convene and challenge those who are shaping the industry, commerce, and society around the world, FORTUNE lights the path for global leaders and gives them the tools to make business better.”
Source: FORTUNE Media
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Edited & Posted by the Editor | 12:09 PM | View the original post
Photos: The Prime Minister, Narendra Modi, at a cabinet meeting, at the Prime Minister’s Office, in South Block, New Delhi, on May 31, 2019. [File Photos]
New Delhi, July 10, 2021 — The Union Cabinet of India, chaired by Prime Minister Narendra Modi, has approved the Memorandum of Understanding (MoU) between the Institute of Cost Accountants of India and the Association of Chartered Certified Accountants (ACCA), United Kingdom (UK).
The Union Cabinet is the supreme decision-making body in India. Only the prime minister and ministers of the rank of cabinet minister are members of the Union Cabinet.
The Memorandum of Understanding (MoU) entered into by the two institutes would provide advanced mutual entry to the Institutes’ Members through exemptions from appearing in most papers for acquiring the Qualification of the other Professional Body. In addition, the institutes would undertake joint research and professional development activities.
The MoU focuses on exchanging knowledge and discussing research and publications. Such interaction would strengthen good governance in both jurisdictions. In addition, both parties will initiate a joint study relevant to the Cost Accountancy profession, involving collaborative research in technical areas.
The MoU will facilitate the movement of professionals in both jurisdictions and enhance the employability of Cost Accountants in India and abroad. Further, it would provide a pathway to enable members of one Institute to seek full membership status of other Institute by successfully passing the minimum number of subjects of professional level.
The Institute of Cost Accountants of India was first established in 1944 as a registered company under the Companies Act to promote, regulate, and develop the profession of cost accountancy.
On May 28, 1959, a particular act of Parliament, namely, the Cost and Works Accountants Act, 1959, established the Institute as a statutory professional body to regulate the profession of cost and works accountancy.
The Institute is the only recognized statutory professional organization and licensing body in India specializing exclusively in cost and works accountancy.
The Association of Chartered Certified Accountants (ACCA), founded in 1904 and incorporated by the Royal Charter in 1947 under the laws of England and Wales, is the global body for professional accountants. It has more than 2,27,000 fully qualified members and 5,44,000 future members worldwide. ACCA’s headquarters are in London. ACCA works through a network of over 104 offices and centers in 52 countries.
Source: The Cabinet Secretariat, New Delhi
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— The editor is an alumnus of the Institute of Cost Accountants of India. He was a delegate to the 18th All India Cost Conference, New Delhi, inaugurated by the President of India.
Edited & Posted by the Editor | 7:37 AM | View the original post
The City of Mohali has emerged as the education hub of North India, says Principal Secretary to Chief Minister Punjab.
Punjab has emerged on the International Map as a destination for International Students for undergoing their Higher Education, says Dr. Ashwin Fernandes, CEO QS I-Gauge.
CHANDIGARH, India, June 18, 2021 — The emergence of world-class Higher Education institutions like Chandigarh University and Chitkara University has made Mohali the education hub of North India, Tejveer Singh, IAS, Principal Secretary to Chief Minister Punjab, said. He was speaking during the inaugural session of the QS I-Gauge Virtual RISE Conference, Punjab Edition. It is the first state-level conference organized by QS I-Gauge in association with Chandigarh University and Chitkara University on the theme “Redefining Institutional Strategy for Excellence” (RISE-2021).
The virtual conference involved education leaders and renowned academicians from all over Punjab, India. International speakers were from 3 countries — Germany, U.K, and Australia. Prominent discussants included Dr. Ashwin Fernandes, CEO, QS I-Gauge; Satnam Singh Sandhu Chancellor, Chandigarh University; Dr. Heike Schinnenburg, University of Applied Sciences, Osnabrück, Germany; Prof Paul Stapley, University of Wollongong, Australia; Dr. Harivansh Chaturvedi, President, EPSI; Prof. Rajeev Ahuja, Director IIT Ropar; and Dr. Madhu Chitkara, Pro-Chancellor, Chitkara University.
Delivering the inaugural address, Tejveer Singh, Secretary to Chief Minister Punjab, said, “In India, we still have a long way to go as far as improving access to higher education is concerned. While the gross enrolment ratio for higher education in India is 27.1 percent, Punjab has a better GER of 30 percent. The National Education Policy announced by the Government of India provides a road map for steps to improve the current situation.” Tejveer Singh added, “We need to focus on the ability to attract quality faculty, create a liberal campus environment where young minds bloom, and concentrate on content & pedagogy.”
Giving the keynote address, Dr. Ashwin Fernandes, CEO, QS I-Gauge, said, “Punjab has emerged as the next education hub of India, which currently accounts for ten lakh students pursuing Higher Education. Moreover, Punjab has also appeared on the International map as it has successfully attracted a reasonable number of international students from more than 50 countries, which are currently 4500 in number.”
Satnam Singh Sandhu, Chancellor, Chandigarh University, said, “With an emphasis on meeting the aspirations of today’s youth, the higher education institutions of Punjab have been able to attract quality students from all over the world to choose Punjab as their preferred destination for education. Ranking and rating agency QS I-Gauge has helped the institutions to understand the framework of global ranking parameters which are necessary to implement for upgrading the level of education imparted.”
Dr. Madhu Chitkara, Pro-Chancellor, Chitkara University, said, “RISE Conference is a positive initiative considering the demand for strategic transformation of the institutions. The education sector has emerged as a beacon of hope. The pandemic has allowed us to learn, re-learn, evolve ourselves, and redefine the new education paradigm for the generation to come and follow. This pandemic enables us to redefine our strategy for new possibilities.”
Sources: Chandigarh University, Chitkara University
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Edited & Posted by the Editor | 1:02 PM | View the original post
• QS announces World University Rankings 2022.
• MIT celebrates a decade as the world’s best university.
Photo: Stata Center, MIT campus, Cambridge, MA. Image credit: Nicole Cho.
Photo: Stanford University. Knight Management Center (Stanford Graduate School of Business, Palo Alto, California). Image Credit: Corey Seeman.
LONDON, June 8, 2021 — QS Quacquarelli Symonds, global higher education analysts, have released the eighteenth edition of the QS World University Rankings. Massachusetts Institute of Technology (MIT) celebrates an unprecedented, unbroken decade as the world’s best university.
L. Rafael Reif, President of MIT, said: “We deeply appreciate the recognition of our institution and the faculty, staff, alumni, and students that make MIT what it is - and we also tremendously admire the achievements of academic institutions around the globe. The world benefits from a strong higher education network that delivers countless benefits for humanity, from fundamental discoveries to novel solutions to pressing challenges in climate and health to the education of the next generation of talent. We are proud and grateful to belong to this great human community of scholars, researchers, and educators, striving together to make a better world.”
The top five universities experience their most significant reconfiguration for half a decade: Harvard University (5th) falls out of the top three - its lowest-ever rank - to be replaced by the University of Oxford (2nd, up from 5th) and the University of Cambridge (joint-3rd, shared with Stanford University).
Caltech (6th) drops out of the top five for the first time since 2015.
ETH Zurich remains continental Europe’s best university for a fourteenth consecutive year.
In a significant milestone, Mainland China is home to two of the world’s top twenty universities for the first time.
Asia’s two top universities are the National University of Singapore (11th) and Nanyang Technological University (12th).
Australia’s four top universities rise, with Australian National University re-entering the top 30.
The progress of Malaysia and Russia slows after years of improvement, but both are home to one of the world’s top 100 universities each.
48% of Japan’s universities decline.
Latin America’s best university is Universidad de Buenos Aires (69th). Hampered by low research impact scores, more of the continent’s universities have fallen.
Saudi Arabia’s top university - King Abdulaziz University, 109th - reaches a record high.
• QS World University Rankings 2022: Global Top 60
Source: QS Quacquarelli Symonds
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— The editor holds a certificate in Design Thinking for Leading and Learning from the MIT Teaching Systems Lab.
Edited & Posted by the Editor | 7:41 AM | View the original post
• Due to the increase in Digital Entertainment, Content has become a commodity today, says Prof. Michael Young, President of New York Film Academy.
Photo: Learning Cinematography. New York, NY. Image Credit: Gwenael Piaser.
CHANDIGARH, India, June 5, 2021 — World’s leading and distinguished film school, New York Film Academy (NYFA), today signed an academic MoU with Chandigarh University. As a part of the agreement, Indian students can now pursue globally recognized Under-Graduate 3 years degree in Film Making from New York Film Academy by studying the first year of the program at Chandigarh University while studying the remaining two years at the New York Academy, USA.
The official MoU signing ceremony took place virtually today, where Mr. David Klein, Senior Executive, New York Film Academy, and the Pro-Chancellor, Chandigarh University, and other university officials exchanged the Memorandum of Understanding.
“NYFA is known for imparting hands-on practical learning to the students where they learn every minute aspect of film making. The students will undergo thousands of hours working and creating their content and projects under the guidance of renowned filmmakers, technicians, and experts from Hollywood,” said Prof. Michael Young, President of New York Film Academy. “We introduce the students to various career options in Filmmaking such as Direction, Script Writing, Sound Engineering, Visual Effects, Animation, Camera Handling, Lights and Camera Set-up. They are required to work as a team on small projects,” Prof. Young added.
Prof. Michael Young further said, “Eminent Hollywood directors like Steven Spielberg, Ron Howard, Mira Nair, Doung Liman are some of the prominent guest faculty that the students who are joining the program would be interacting. The students would have the chance to work with them during their academic learning.” Professor Young explained that the students would learn and work on the latest technology and tools in the International film industry to become experienced and ready when they move out of university and start their careers. He further said, “With digital platforms such as OTT, Social Media taking the lead, the content has become a commodity, and the students have to understand the art of developing quality content which is recognized and appreciated by the global audience.”
The Pro-Chancellor, Chandigarh University, said, “This year, most Indian students might not be able to travel abroad to study due to the prevalent COVID-19 pandemic situation. We at Chandigarh University offer a unique opportunity to the students in India through our International Articulation programs. The students get the global academic learning experience by studying for one or two years in India and then moving to respective Universities in the USA, Australia, and the UK to complete their degree programs. By then the situation will improve for traveling. The other important aspects of the International Articulation Programs are that the students save precious academic years and education costs. During the initial years of the academic program, the student would pay fees per Indian fee structure and also in Indian Currency which saves at least 33% cost incurred in comparison if you pursue the full degree abroad.”
Source: Chandigarh Educational Trust
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Edited & Posted by the Editor | 2:10 PM | View the original post
Photos: Covers of two recent issues of “The Management Accountant,” the monthly journal of the Institute of Cost Accountants of India.
New Delhi — The Union Cabinet, chaired by Prime Minister Narendra Modi, has granted ex-post facto approval to the Memorandum of Understandings (MoUs) by the Institute of Cost Accountants of India (ICAl) with various Foreign Countries/Organisations.
The Institute of Cost Accountants of India (ICAl) has signed MoUs with several foreign organizations, such as the Institute of Public Accountants (IPA), Australia, Chartered Institute for Securities and Investment, UK (CISI), Chartered Institute of Public Finance & Accountancy (CIPFA), UK, and the Institute of Certified Management Accountants of Sri Lanka.
The various memoranda seek to facilitate mutual recognition of qualifications and a range of collaborative activities for exchanging knowledge, experience sharing, and technical cooperation through participation in annual conferences/training programs/workshops, seminars, and joint research projects relevant to their jurisdiction.
• Impact:
The signed MoUs would help advance equity, public accountability, and innovation among the beneficiaries countries.
• Background:
The Institute of Cost Accountants of India (ICAl) was established by a Special Act of Parliament, namely, the Cost and Works Accountants Act, 1959, as a statutory professional body for regulating the profession of Cost Accountancy. The Institute is the only recognized statutory professional organization and licensing body in India specializing exclusively in Cost Accountancy. The Ministry of Corporate Affairs, Government of India, governs the Institute.
The Institute is the 2nd most significant Cost & Management Accounting Body in the World and the largest in Asia, having qualified CMAs either in practice or in employment all over the globe. The Institute is a founder member of the International Federation of Accountants (IFAC), Confederation of Asian and Pacific Accountants (CAPA), and the South Asian Federation of Accountants (SAFA).
Sources: The Union Cabinet Secretariat, ICAI
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— The editor is an alumnus of the Institute of Cost Accountants of India. He was a delegate to the 18th All India Cost Conference, New Delhi, organized by the Institute and inaugurated by the President of India.
Edited & Posted by the Editor | 2:01 AM | View the original post
• Pandemic has resulted in a paradigm shift in new talent hunt by the multinationals; They are looking for professionals with specialized skill-set in emerging technologies.
Photo: A building at the campus of Chandigarh University at Mohali, Punjab, India.
CHANDIGARH, India, May 28, 2021 — While multinational companies have adopted or shifted to new technologies due to change in the working environment during the pandemic, universities and institutions have started redesigning their academic syllabuses to make their students industry-ready professionals. Chandigarh University has taken the lead in this field by introducing 20 new Industry-driven futuristic educational programs, which it would offer from the academic session 2021-22. The newly introduced programs are in the areas of Engineering, Management, Sciences, Para-Medical, Humanities, and Computer Applications.
While giving details about the newly introduced programs, the Registrar, Chandigarh University, said, “Out of the 20 new programs, 10 are Under-Graduate programs, and 10 are Post-Graduate programs. In the Engineering area, we are introducing the Bachelor of Engineering program in Computer Science Engineering with the specialization in the emerging field of Blockchain Technology and Development & Operations (DevOps). In contrast, we are introducing Master’s Programs in the areas of Civil Engineering and Electrical Engineering with the specializations in the emerging fields of Health Safety & Environment Engineering and Electrical Vehicles respectively.” Both Blockchain and DevOps are emerging technologies in the IT sector. They are widely used to develop IT solutions used by Finance & Banking, Healthcare, Energy, Insurance, Supply Chain, Travel, and Real Estate sectors. New technologies are estimated to create more than 97 million jobs by 2025.
“In the field of management, CU has introduced BBA programs in Business Analytics and Digital Marketing. Both are emerging fields and offer lucrative job options in the industry. We have also introduced an MBA program in Logistics and Supply Chain Management, which is a fast-growing industry due to thriving e-commerce,” added the Registrar. Other courses in the field of IT introduced from this year include M.Sc. Data Sciences, BCA with specialization in Augmented Reality & Virtual Release, and MCA programs, specializing in Artificial Intelligence & Machine Learning, and Cloud Computing & Development Operations.
The Registrar of the University further stated that “Government of India has taken the initiative known as INSPIRE to encourage the students to take up Science & Technology as their career choice. Being a partner of the Department of Science and Technology (DST) for INSPIRE program, Chandigarh University has introduced nine programs in the field of Basic and Applied Sciences.” The newly launched programs include B.Sc. Microbiology, B.Sc. (Hons) Maths, B.Sc. Forensic Sciences, M.Sc. Bioinformatics, M.Pharma in Industrial Pharmacy, M.Sc. Industrial Chemistry and M.Sc. Nutrition & Dietetics.
“Chandigarh University has been a pioneer in offering job-oriented programs which meet the industry requirements. The industry dynamics are changing fast, and jobs with new skill-set are replacing the existing job profiles. Both students and academia have to upgrade their knowledge about the changing workforce environment in the industry and plan their future course of action accordingly,” said the Chancellor of Chandigarh University.
Chandigarh University (CU) is a private educational institution in the Punjab State with its campus near Chandigarh, a city in India, about 250 kilometers north of Delhi and 200 kilometers southeast of Amritsar. CU offers more than 109 UG and PG programs in engineering, management, pharmacy, law, architecture, journalism, animation, hotel management, commerce, and other disciplines.
Source: Chandigarh University
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Edited & Posted by the Editor | 3:33 AM | View the original post
Photo: Participants at a UNITAR International Training Program in Geneva. Image Credit: UNITAR.
Photo: Traffic Lights. Image Credit: VÃctor VillamarÃn.
NEW YORK, May 19, 2021 — The United Nations Institute for Training and Research (UNITAR) collaborates with Anheuser-Busch InBev (AB InBev) in a joint effort to curb road traffic fatalities in recognition of the United Nations Road Safety Week (May 17-23, 2021).
UNITAR has asked companies and public entities worldwide to download and implement its “Management Practices for Safer Roads Toolkit.” The Toolkit provides government officials, road engineers, and urban planners with a proven methodology and evidence-based solutions to address road safety issues in their communities.
The Toolkit is accessible via desktop on UNITAR’s website or as a Learning App in the Play Store and App Store for Android and iOS devices. UNITAR is also providing dedicated training workshops to assist governments in utilizing the Toolkit and designing their action plans to support road safety.
The Toolkit and its app provide practical solutions to improve existing road infrastructure to benefit all road users. Among its features, the app provides a checklist to support users in monitoring their Road Safety management progress throughout the different stages of the “Plan-Do-Check-Act” Toolkit’s methodology. This week, the partnership hosted a virtual workshop with public officials in South Africa to exhibit how to best apply the Toolkit to existing faults in the country’s roads.
“We hope that this Toolkit and Learning App serve as a substantive contribution to advance our shared goal of making cities safe, resilient, and sustainable,” said Dr. Deisi Kuztra, member of the Board of Trustees for UNITAR. “The Agenda 2030 reminds us of the urgency to provide access to safe, affordable, accessible and sustainable transport systems for all, thus improving road safety with special attention to the needs of those in vulnerable situations, including women, children, persons with disabilities, and older persons,” she emphasized.
For Road Safety Week 2021, celebrated on May 17-23, the United Nations has called on policymakers globally to take action in favor of low-speed streets worldwide, limiting speeds to 30 km/h (20mph) in residential areas. The knowledge and materials available in the Toolkit provide governments with a clear framework for practical speed limitations and black spot management, among others.
“As part of our tremendous efforts to expand the accessibility of this Toolkit, we have now made it available in 6 languages, including English, Spanish, French, Hindi, Portuguese, and most recently in Italian. We hope it will greatly benefit the organizations and governments working to make a positive impact toward improving road safety,” said Catalina Garcia, Global Director of Corporate Affairs at AB InBev. “The app’s methodology has been continuously tested and improved upon through several local projects in countries like Brazil, China, Dominican Republic, India, Mexico, and South Africa. We are certain that its adoption will continue to lead to positive results and save more lives, and especially now that it’s readily available on any mobile device.”
Road traffic-related deaths and injuries have unparalleled health and socioeconomic implications for society, particularly in areas with high death and injury rates. According to the latest report by the World Health Organization (WHO), about 1.35 million people die on the world’s roads every year, and up to 50 million more are left injured or disabled, a majority of whom are young breadwinners between the ages of 15 and 29. Because of this, the United Nations has set the ambitious goal of reducing road traffic deaths and injuries by 50 percent by the year 2030 as part of its 2030 Agenda for Sustainable Development.
UNITAR and AB InBev’s new app draws from AB InBev’s methodology, collecting data on the number and location of deaths by road user type. It relies on management routines, identifying hazardous and critical road locations where excessive numbers or severity of crashes occur, outlining corrective measures, and implementing and monitoring the appropriate interventions.
The “Management Practices for Safer Roads” mobile app in English is available for free from the App Store for iOS users and the Play Store for all Android devices.
The alliance between UNITAR and AB InBev, through the Partnership for Action on Road Safety, seeks to educate and inform on the importance of road safety. It also facilitates the exchange of experiences and best practices resulting in a long-term collaboration within different factors in society to generate concrete measures that improve mobility and road safety globally and ultimately save lives.
• The partnership’s key objectives are:
The alliance also seeks to develop projects on road safety that incentivize taking measures that reduce the various risk factors, such as exceeding the speed limit and irresponsible driving, and the vehicle and road infrastructure design. The initiative intends to socialize this methodology of road safety with governments worldwide and support them in designing and implementing local solutions.
The United Nations Institute for Training and Research (UNITAR) provides innovative learning solutions to individuals, organizations, and institutions to enhance global decision-making and support country-level action for shaping a better future. UNITAR was created in 1963 to train and equip young diplomats from newly independent UN Member States with the knowledge and skills needed to navigate through the diplomatic environment. Over the years, UNITAR has acquired unique expertise and experience in designing and delivering various training activities. It has become a leading institute in providing customized and creative learning solutions to institutions and individuals from both the public and private sectors. With a strategy fully focused on achieving the Sustainable Development Goals (SDGs), UNITAR supports Governments to implement the 2030 Agenda.
Source: United Nations Institute for Training and Research (UNITAR)
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Edited & Posted by the Editor | 4:38 AM | View the original post
• The partnership will enable global genomic sequencing and examination through a specialist platform developed on Oracle Cloud Infrastructure to help mitigate the impact of potentially dangerous COVID-19 variants.
Photo: Oracle Cloud Manages COVID-19 Vaccination Program in the United States. Image provided by & copyright © ORACLE.
OXFORD, England and AUSTIN, Texas, May 16, 2021 — The emergence of more infectious variants of the COVID-19 virus is threatening to slow the global recovery and potentially thwart current vaccine immunity. To help governments and medical communities identify and act on these variants faster, Oxford University and Oracle have created a Global Pathogen Analysis System (GPAS) combining Oxford’s Scalable Pathogen Pipeline Platform (SP3) with the power of Oracle Cloud Infrastructure (OCI). This initiative builds on a Wellcome Trust-funded consortium including Public Health Wales, the University of Cardiff, and Public Health England.
“This powerful new tool will assist public health scientists in research establishments, public health agencies, healthcare services, and diagnostic companies around the world. It would help them in further understanding of infectious diseases, starting with the coronavirus,” said Derrick Crook, Professor of Microbiology in the Nuffield Department of Medicine at the University of Oxford.
“The Global Pathogen Analysis System will help to establish a global common standard for assembling and analyzing this new virus, as well as other microbial threats to public health. It adds a new dimension to our ability to process pathogen data. We are excited to partner with Oracle to further our research using this cutting-edge technology platform,” added Crook.
First used for tuberculosis, SP3 has been repurposed to unify, standardize, analyze, and compare sequence data of SARS-CoV-2, yielding annotated genomic sequences and identifying new variants and those of concern. SP3’s processing capability has been enhanced with extensive new development work from Oracle, enabling high performance and security plus 7/24 worldwide availability of the SP3 system in the Oracle Cloud. The SP3 system will now deliver comprehensive and standardized COVID-19 analyses within minutes of submission on an international scale. GPAS would share the results with countries around the globe in a secure environment.
“The opportunity of applying systematic examination for genetic variants in a range of pathogens will have major benefits for global public health. This program, with Oracle as a partner, takes us a step closer to this goal,” said Sir John Bell, Regius Professor of Medicine at the University of Oxford.
Coupled with the extensive machine learning capabilities in the Oracle Cloud, collaborating scientists, researchers, and governments worldwide can process, analyze, visualize, and act on a vast collection of COVID-19 pathogen data for the first time. It includes identifying variants of interest and their potential impact on vaccine and treatment effectiveness. For example, analytics dashboards in the system will show which specific strains spread more quickly than others and whether genetic features contribute to increased transmissibility and vaccine escape. Already, Oxford has processed half the world’s SARS-CoV-2 sequences, more than 500,000 in total.
“There is a critical need for global cooperation on genomic sequencing and examination of COVID-19 and other pathogens,” said Oracle Chairman and CTO Larry Ellison. “The enhanced SP3 system will establish a global standard for pathogen data gathering and analysis, thus enabling medical researchers to understand better the COVID-19 virus and other microbial threats to public health.”
The next step will be to extend this service to all pathogens while simultaneously collaborating with scientists from research establishments, public health agencies, and private companies to ensure this work can support decision-making on pandemic response strategies worldwide.
The platform will be free for researchers and non-profits to use worldwide.
Oxford is world-famous for research excellence and home to some of the most talented people from across the globe. Its work helps the lives of millions, solving real-world problems through a vast network of partnerships and collaborations. Its research’s breadth and interdisciplinary nature sparks creative and inventive insights and solutions.
Sources: Oracle & Oxford University
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Edited & Posted by the Editor | 11:59 AM | View the original post
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