Study Abroad Guide-GECS India

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Management Students

An International MBA is a main choice for most students not only because it involves a generous deal of money and time, but also because it is important for making a career change for some people. For others, it is a path to making an international career.

How effective an MBA is, in meeting these end objectives, is clearly a function of what kind of program you enroll into.

In good times or bad times, forming a decision becomes important. As a trend we see that the shorter programs have suddenly gained importance. In some cases, students have begun to opt for lower cost programs at lesser known B-schools or even seek out specialized programs.

Should one undertake an MBA in such a situation then? While these are good times for a time off, admission in B-Schools are also becoming difficult thanks to the surge of aspirants in the current environment.

It leads to a desperate situation for a student that they increase their number of applications for some school or the other. This at times works against them for they really cannot reason out as to where they would want to enroll for their respective program.

Many others opt for lower ranked schools because the number of applications to every school has increased.

At this stage, counseling comes to their rescue. Discussion with a group of students and alumni, local representatives of overseas institutions and doing general research on the Internet can be a rewarding exercise in serving the purpose of short listing your institutes.

Global Education Consultancy Services
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Tel: 080 4150 8188
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New Delhi, Nov 13 (IANS) The UK Visa Services, in association with the British Council has launched a rap music video to encourage Indian students to study in Britain.

According to a press release, Indian students represent the second largest number of international students in higher education in Britain.

“The number of student visas issued in India has been increasing year on year. 2008 marks another record year with 26,000 student visas issued so far – an increase of 14 percent on the whole of 2007,” said the release.

To cash in on this growing demand, UK Visa Services and British Council have attempted to simplify and explain the right way to students to apply for a visa through a rap music video. The campaign was launched here Wednesday.

A production by the press and communications department of the British High Commission here, the student visa rap music video can be found on the websites — http://www.ukinindia.fco.gov.uk and http://www.britishcouncil.org.in.

The visa application process for students will be incorporated into the Points Based System from March 2009.

To make the process more transparent and simpler, a new Tier 4 system will be used.

The event, hosted by the British High Commissioner Richard Stagg, also marked the beginning of the Britain education exhibitions across India.

The two-day exhibition will start in Mumbai Saturday and will begin in Delhi Nov 22. The exhibitions will include visa seminars as well.

The Government is to spend $10 million over the next four years to encourage overseas students to study here.

Tertiary Education Minister Michael Cullen said today that more than 93,000 international students from 150 countries were studying in New Zealand.

“The economic returns are worth nearly $2 billion a year.”

This makes international education New Zealand’s fourth largest export earner.

But Dr Cullen said that for all the success New Zealand had had over the long term, “we have had recent experience of our foothold weakening”.

“We need to respond to the decline in the number of students we have hosted here since a peak in 2003. The number of Chinese students in our English language schools was down 84 per cent last year compared with 2003, for example,” he said.

Spending by international students studying English was $9 million higher this year than a year ago – up to $233m – but Dr Cullen said the country could do better.

In a speech in Christchurch, Dr Cullen said the $10m fund would be used to support and invigorate the international education industry.

He said:

  • $3.4m would go to enhance the international recognition and value of New Zealand qualifications for study and employment purposes;
  • $3.96m would be used to develop and implement the New Zealand Education brand strategy for the sector in 2007/08 and 2008/09, and provide an ongoing increase in the budget for generic education promotions activities.
  • $2.4m would be used for “education diplomatic activity” and to fund an education counsellor in the Gulf states. This counsellor would join a network of education counsellors based in Washington DC, Brussels, Kuala Lumpur, Beijing, Santiago and Delhi. A counsellor was also planned for Seoul.Dr Cullen said the six Gulf states – Saudi Arabia, Kuwait, Bahrain, Qatar, the United Arab Emirates and Oman – collectively took $720m in exports from New Zealand over the past year, which made the region only a slightly smaller market for New Zealand than a major market like Germany.In June, the first of 200 Saudi Arabian students arrived under a Saudi Arabian government sponsored programme.

Source: http://www.stuff.co.nz

Misinformation and outright falsehoods keep many students from even considering studying abroad each year. Too many students mistakenly believe that there is no place in their academic plan or major for time abroad or that study abroad is just a luxury that they can neither afford nor benefit from. Au contraire! Below are some of the most common myths students believe about studying abroad and, more importantly, the facts that debunk them.

Myth #1: I have to study in an English-speaking country because I don’t know any foreign languages.

This is a common misconception. There are many study abroad programs that require no prior foreign language instruction and will provide you with intensive language classes at the beginning of your stay abroad. Other programs require just one semester of a language before you depart for a given country. It’s true that the more language background you have before you leave, the more immersed you can become once you arrive. However, you shouldn’t let lack of skills in a language stop you from studying in a particular country. Study abroad programs in English-speaking countries are far more competitive than those in countries where other native languages dominate. This is in part because so many students share the common misconception that their monolingualism restricts their choices to English-speaking countries.

Myth #2: I’ll have to extend my studies or won’t graduate on time if I take time out to go abroad.

The fact is that you can typically earn college credits while studying abroad, both toward fulfilling general education requirements as well as toward your major. In fact, study abroad can give your language skills such a boost that adding a minor or even a second major in a language may require very few, if any, additional courses after you return to your home campus. In addition to year-long programs, many universities offer semester-long or summer programs. And if it so happens that you must delay graduation for a few months to fit in studying abroad, what you will gain from the experience far outweighs what you think you’d be sacrificing.

Myth #3: I don’t have enough money to study abroad.

Studying abroad often costs the same or even less than spending the same time at your home campus. Especially if you study in a country that has a lower cost of living than at home, your day-to-day living expenses may be far lower than those you are accustomed to. In addition, if you qualify for financial aid, you can still receive this aid while studying in an credit-earning study abroad program. Because your personal contribution is assumed to be less while abroad (since it’s not expected you will be able to work while out of the country), you may even qualify for more aid for your study abroad year. For the same reason, students who have never qualified for financial aid may do so for the first time when they decide to study abroad.

Myth #4: I can always travel later once I have a job and am earning money. That is just as good.

Easier said than done. Once you are locked into a job and responsibilities, it’s very difficult to get away for any length of time. You may have a difficult time getting the time off from work and you probably won’t be able to afford unpaid vacation time because you will have locked yourself into long-term financial responsibilities: a car, rent payments or a mortgage, credit cards, and family responsibilities, for example. In addition, traveling as a tourist is a much different experience than living as an integrated part of a foreign culture. The two experiences are incomparably different. As a tourist, you will typically be seen as an outsider. When you live in a foreign culture and participate in its day-to-day life, you become an immersed and daily participant in the culture.

Myth #5: Only language majors study abroad.

Study abroad programs are open to students of all majors, and in fact, more social sciences, business, humanities, and arts majors study abroad than foreign language majors. You certainly could add a language major to your studies as a result of your study abroad units, but you will also very likely be able to earn units for other majors as well as to fulfill general education requirements at your university.

Myth #6: Study abroad is not for everyone.

No matter what your major, gender, ethnic background, or interests, studying in a foreign country can benefit you personally, academically, and professionally. There are a myriad of programs available around the world. There are sure to be several that suit your needs and interests.

Myth #7: Study abroad is a luxury.

Some students (and their parents) believe that studying abroad is not really studying. Quite the contrary! It’s true that the academic setting will probably be different than what you are used to, but that doesn’t make it any less valuable. In addition to the formal instruction you receive, numerous learning experiences will happen outside the classroom – experiences you would never get at your home college or university. The entire experience abroad will change your life as well as enhance your resume and employment potential. In fact, international experience is increasingly important for those seeking a job in an global economy that relies on good relations and the ability to communicate with diverse peoples around the world.

If you talk to anybody who has ever studied abroad, they will likely tell you that any worries or concerns they had before they departed melted away once they arrived in their host country. They will confirm to you that their experience was well worth any extra expense or time it may have taken and that the benefits they have experienced as a result are more numerous and lasting than they ever could have imagined.

Global Education Consultancy Services
181/1 & 2, RV Road,
V V Puram
Bangalore – 560004

Tel: 080 4150 8188
Fax: 080 4150 8189

General Enquiries: gecs@gecsindia.com
Email your Application: app@gecsindia.com
Advertising: contact@gecsindia.com

USA! The land where, in spite of the financial turmoil, all dreams are fulfilled! OR
UK — an unvoiced aspiration, a touch of class OR
Europe —  pretty, romantic, refined? OR
Australia
— spanking new, cheerful, fun! OR
Far East — picturesque, ancient yet ultramodern OR
South East Asia — closer to home, familiar, comfortable, cheap!

The decision to go abroad for the MBA was made, but when the time came to decide where exactly to go, the number and variety of options was baffling me, to say the least! Where should I start?!

The US seemed the natural first choice for most of my fellow MBA applicants, thus, it seemed obvious to follow suit. It was, after all, the place where many Indians had transitioned from the mindset of a controlled socialist regime to the wonderful meritocratic broad-mindedness of capitalism. It was where middle class migrants had found an impartial platform to take their dreams to reality. It was the richest economy in the world, which welcomed foreigners like no other country in the world, to partake of that wealth. And, of course, it had the largest concentration of top international business schools. The legendary Harvards, Kelloggs and Yales of the world resided there. It was the ultimate destination for a young upwardly mobile corporate worker.

But then, in 2001, the world learned of a man named Osama Bin Laden. USA, after being struck by disaster on 09/11, changed its attitude towards foreigners and the value they added to its economy almost overnight. In an already recessionary economic trend, the September 11 attacks on the World Trade Centre in New York only served to extinguish the hopes of many MBA aspirants of making a successful career in the American corporate world.

Needless to say, it also dampened my spirits and inclination to retain US B-schools at the top of my priority list. In fact, the economic events of 2001 made me rethink my decision to even go to business school in the coming year. I rescheduled my GMAT test date for a later time in order to go over the MBA plan in greater detail.

However, given that the USA was still home to the greatest number of highly regarded B-schools, and because a strong brand name would matter even more in a slowing global economy, USA (Los Angeles and New York) remained a strong contender in my list of places to consider.

Most top US schools were similar in some respects — a two-year format, very high tuition fees, living expenses almost as much as tuition fees, and few sources of funding open for international students. Given that Indians tend to find any other country (with the exception of Nepal, Bhutan and Sri Lanka !), much more expensive than their motherland, the expected costs of doing an MBA in the US looked more terrifying, with each passing day.

To top that, the rupee-dollar exchange rate had never turned so unfavourable and so quickly for students as it did at that time. With the forex rate at Rs 47.50 to a dollar and expected to move to anywhere between Rs 49.00 to Rs 52.00, the feasibility of funding the education was becoming lower each day.

I voiced the concerns to a friend, an older, wiser and more knowledgeable colleague. He suggested something that had never occurred to me — why not Australia? Why not, I said! It was certainly much cheaper, it had variable MBA formats from 16-month to 21 month programmes. There was less competition for the schools there and, thus, acceptance could be easier.

And, of course, the Aussies were known to be fun-loving people living in a beautiful country… er… continent. I quickly went to a global ranking list of B-schools, the famed Financial Times rankings, to figure out which schools were worth getting further information on. At least two appeared to meet the basic criteria. I put Australia (Sydney and Melbourne) on my long list.

From this experience, however, I felt it might well be worthwhile to expand my scan to a wider geography. When the cost impact of a shorter versus longer programme became apparent, I thought it only made sense to scour the B-school map for programmes shorter than two years. That was when I became aware of the European model of business education.

The consistently shorter programmes, more diverse classrooms, and the attraction of bilingual teaching methods proved to be a strong proposition, not to mention the charm of a European city. Living and working there in the future appeared as exciting as anywhere else. It was heartening to note that several European B-schools were ranked high on many important aspects by various publications. So, Europe, more specifically France  (Paris) and the Netherlands (Rotterdam), found a place on my long list.

Now, one could not go to the continent and not visit the islands, the once-upon-a-time masters of our motherland. Given the long-standing affinity that Indians have had for the Kingdom, I checked out the UK B-schools too.

By now, I had ordered brochures through the online request forms for over 50 schools from around the world. Managing all the information in my head would not prove efficient, I realised. I took recourse in the wonders of MS-Excel and created a master database with information on every conceivable variable that a typical B-school applicant would want to consider in a B-school. Of course, the UK was also officially on the long list now. The giants, Oxford and Cambridge, had to be considered. And the idea of being in or near the beautiful and happening London  was a strong motivator.

No major geographical region should be left out, I reasoned, especially, if there was a chance to find out whether a gem was hidden in my own backyard. I hastened to check out what Asia had to offer. While China and Hong Kong posed a language problem (Mandarin and its various forms not being the easiest to learn) Japan  had yet to earn a strong reputation for its business education.

Philippines did not resonate with my ambitions of settlement and was ruled out. Singapore, however, seemed to be an ideal fit, the right balance between quality, cost, reputation, opportunity for work, internationalism and familiarity. It was a winner from the start, and it went up on the list.

The research was now complete, I decided. I now had five major geographical regions on my list, each represented by two locations on average. By now I also was the proud owner of my very own library of B-school programme brochures from over ninety schools across the globe. I knew, in careful detail, the attributes of at least 75 of the schools on the current Financial Times Top 100 Global MBA Rankings, and those of another 15 odd that are not currently ranked.

Each brochure had markings in relevant sections in various colours, date of receipt of the brochure, a sign extracted from a well-defined legend indicating the level of desirability of the school/ programme on the cover page, and an autograph by yours truly.

I would have to admit that even though my search for a location and B-school was more broad-based than that of many others, who singularly focussed on one country, usually the US or UK, I did rely on rankings, albeit from more than one source (about five, actually), to make a first cut. Also, I looked at rankings across three or four years to ensure that a school’s reputation was consistent.

However, I was so involved in the due diligence that I went beyond an academic study of school websites and brochures, and ensured that I spoke to alumni from the schools wherever possible, whether I intended to go to the school or not. I consistently kept track of discussion threads on online message boards to get a sense of the environment at the schools. I interacted with other MBA hopefuls to stay motivated, to get ideas for improving my application, and to develop clarity in my own objectives.

When I look back, it surprises me that I had the perseverance to keep up the research for a whole year before I started the application process. Of course, the immersion in this study ensured that my application process was extremely efficient and effective. In fact, through the process, I have had the chance to get in touch and stay connected with alumni from several B-schools around the globe, something that would have hardly been possible if my search had been uni-directional. The need or benefit of having that network has already started becoming apparent in my life post MBA.

To all aspirants, I would say, it is great if you have already made the decision to study in a specific country. If you have not yet reached that stage, however, do remember to keep your mind open to possibilities. An MBA is not a fad; it will be a major investment from which you should be able to extract as much value as possible. Whatever course you take, ensure that you retain the objectivity in your plan.

Source: Rediff.com

Source: German Information Center, new Delhi

German Minister Annette Schavan and India's Kapil Sibal inaugurate the S&T Centre

India and Germany on Tuesday, September 9, inaugurated the Indo-German Science and Technology Centre. On a two-day visit to India, German Federal Minister of Education and Research, Dr Annette Schavan, along with her Indian counterpart Kapil Sibal inaugurated the Centre in New Delhi.

The Centre was announced during the visit of Prime Minister Manmohan Singh to Germany in April 2008 and the Memorandum of Understanding (MoU) for setting up of the Centre was signed by Schavan and Sibal in October 2007, during the visit of German Chancellor Angela Merkel to India. The Centre will provide links to research, academia and Industry and support flagship projects between India and Germany in the areas of common interest. Both governments will be contributing €2 million each year for the initial five years.

Schavan and Sibal also inaugurated the campaign ‘India and Germany – Strategic Partners in Innovation’ in New Delhi. Both ministers reiterated their commitment for developing Indo-German strategic partnership in Science & Technology. A Joint Declaration on ‘Science for Sustainability’ was also signed by Sibal and Schavan to develop a full-fledged Indo-German programme in the areas of science for sustainability.

Another joint intent for exchange of students was also signed between both the countries. This includes the exchange of students and teachers between India and Germany for Zulab programmes of Germany and National Children Science Congress of India., and setting of ‘Youlabs’ at Indian institutes.

On September 8, the German minister announced a new Scholarship for Technical Education and Research (STAR) for the faculty and students of the Indian Institute of Technology, Madras (IIT-M). An MoU was signed between IIT-M and German Academic Exchange Service (DAAD) that envisages setting up of the Centre for studies in Sustainable Development at IIT-M.

She also said a funding package ‘A New Passage to India’ comprising study and research, internships and setting up of Indo-German Centres of Excellence would be financed by the German Federal Ministry of Education and Research and would begin in 2009. It will deal with renewable energy, water and waste management. Schavan said at the event, “The new programme will be an exchange programme especially for scientists. The number of Indian students coming to Germany has increased by a factor of six. For this, Germany has provided a funding to €4.3 million a year for scholarships, internships and tie-ups,” she said.

India and Germany have had over five decades of cooperation and exchange in the field of science and technology. India is a priority partner of Germany in Asia and science and technology cooperation (STC) is one of the most important strategic goals for the future of Indo-German relations.

Source: The Hindu – Education Plus

German Academic Exchange Service is all set to launch its new initiatives, ‘A new passage to India’, that will benefit students and young researchers from Germany and India.

  • Modern Indian studies will be offered in select German universities.
  • Indian students can do their practical internship in Germany.

Max G. Huber, vice-president and special delegate of the Federal Government for the Promotion of German Universities abroad, the German Academic Exchange Service (DAAD), Bonn, Germany, and Nina Lemmens, head of division, Asia, Australia and New Zealand, DAAD, Bonn, Germany, were in Chennai to participate in the golden jubilee celebrations of the Indo-German cooperation in higher education, organised at the Indian Institute of Technology, Madras (IIT-M) on September 8. Spea king exclusively to Education Plus, they delved in detail about the new DAAD initiative, ‘A New passage to India’, a package that will be promoted in 2009. “Intensive exchange of knowledge is very important and DAAD has been striving to strengthen the academic relations between India and Germany,” says Mr. Huber. “We are constantly looking for young people with expertise and intensify the exchange process,” he says.

The DAAD office was set up on New Delhi in 1962 and since then there has been a gradual raise in the number of students going to Germany for higher education and research. “Our concentrated marketing campaign has been fruitful. Right now, there are about 3,800 Indian students studying and pursuing research in Germany,” he points out.

Though the focus is in the field of nanotechnology, new materials, biotechnology, IT and other related fields, there is scope for studies in humanities also. ‘A new passage to India’ has taken this aspect also into consideration.

“The objective of our new initiative is to kindle interest among German students of all discipline and courses to study or carry out research in India,” says Mr. Huber. “The package also introduces parallel measures which will ensure the requisite reciprocity by encouraging Indian students to carry out research in Germany.” “The Indo-German STAR scholarship announced by Minister Annette Schavan on the occasion of the golden jubilee is also one of the important programmes that comes under this new DAAD initiative,” he informs.

According to Ms. Lemmens, this new initiative was the brain child of Ms. Annette Schavan, minister for higher education and research, Federal Republic of Germany. She came up with this idea after she visited India twice in 2007. Funds to the tune of 4.3 million Euros per year will be allotted for ‘A new passage to India’ and, this will benefit students and researchers from both the countries.

‘A new passage to India’ is structured in three levels. 1. Study and research, 2. Internships, and 3. Indo-German centres of Excellence. “The programme is sponsored by the ministry of education and research with stress on more German students and researchers going to India. Indian universities can contribute by even giving a tuition fee waiver,” says Ms. Lemmens.

Student mobility

The first level aims to stimulate interest among German students from all disciplines and at all levels (diplom /bachelor / master / Ph.D) to study/research in India. It will also promote two way exchanges, wherein institutes from both the countries can enter into strategic partnerships or sign MoUs and exchange student and faculty.

Setting up of bi-national double degree programmes will also be promoted. The participation of German and Indian universities which already have cooperation shall be particularly encouraged to further the internationalisation of universities and to strengthen faculty and student exchange. “At a later date, accreditation to Indian courses in Germany will be possible in order to facilitate entry into the European market,” Ms. Lemmens says.

Internships

More and more German students will be encouraged to do practical internships in India. This will provide them culture and work experience in India. The six to nine months internship will focus largely on India-specific and cultural issues. Indian students, on the other hand, can also do their research internships in Germany. Students from technical universities in India can visit Germany during their summer break and work with German doctoral research students for three months and assist in their experimental project work. “This has an advantage. Indian students can get familiar with the research scenario in Germany at an early stage in their career,” observes Ms. Lemmens. Fields such as renewable energy, biotechnology, waste management, and health research will be given special consideration.

Centres of excellence in India

An MoU has already been sighed by IITM and DAAD to set up Centre of Excellence for Sustainable Development in Environmental Science and Engineering at IITM. This centre will promote long-term bilateral cooperation and work towards significantly increasing the number of exchanges especially at the doctoral level. At a later date, young researchers from Germany will be given opportunity to carry out their research at the Centre for a period of two years.

Indology

In order to present modern India, modern Indian studies will be offered in select German institutions. These indology centres will educate and train young Germans from all disciplines, who are interested in India. Some indology departments in certain universities are in the verge of close-down and this initiative will identify such departments and revive them. Professors from India will be brought to these departments and modern Indian studies will be offered. The course duration will be for one year. DAAD will provide funds and resources to sustain this programme.

STAR scholarship

The minister for higher education and research, Annette Schavan, who was here in Chennai to participate in the celebrations, has announced Indo-German Scholarship for Technology and Research (STAR) as a presentation to the IITM on the occasion of the golden jubilee. This is to promote partnership between the TU9 universities in Germany and IITM. STAR scholarship comes under the ‘A new passage to India’ initiative. This is a special honour to IITM wherein three pairs of senior and junior scholars from each of the two countries can spend up to three months in one of the TU9 universities. This will be an annual exchange programme.


£35,000 scholarship per student set up exclusively for Indian students for PhD & MPhil degrees in science, technology and social sciences

St. John’s College, a leading college of the University of Cambridge, today released details of this year’s prestigious ‘Dr Manmohan Singh Scholarships’, the programme first launched at the Prime Minister’s residence in Delhi last year.

The scholarship programme has been set up exclusively for Indian students and currently based in India for PhD and MPhil degrees at St John’s College in areas such as science, technology and social sciences. St John’s College, where Dr Singh studied for a First in economics in the late 1950s, is seeking to award £35,000 scholarships to each PhD student for up to three years, with three scholarships already planned for the year 2009-10. The scholarship would be based on merit through a special test, in order to ensure maximum effectiveness. Large organizations like Rolls-Royce India, BP Foundation and others have agreed to sponsor this scholarship. This scholarship programme is administered by the British Council which has a proven track record in managing prestigious scholarships like the Commonwealth Scholarship and Fellowship Plan, British Chevening Scholarships and others.

A selection committee, comprising an appropriate nominee from each sponsor and a panel of academics and others selected by the college will be set up in India to make recommendations to the college regarding the profile of applicants.

This year too there are three scholarships on offer.

Application will be open from 1st week of November and the closing date for the Dr Manmohan Singh Scholarships is 31 December 2008.

For full details on the Dr Manmohan Singh Scholarships 2009-10 and how to apply please visit British Council website.

Notes for Editors

In September 2008, three outstanding scholars – winners of the first Dr Manmohan Singh Scholarships managed by the British Council. They are the first winners of the scholarships announced in honour of the Indian Prime Minister.

Niladri Banerjee, 24, did his master’s programme at IIT Kanpur. After his PhD he would like to remain in the field of academics. “I always dreamt of being able to go to Cambridge. Probably because I heard that Isaac Newton studied there. The desire was very persistent, so much so, that it can safely be called a childhood dream,” says Niladri, who grew up in Kolkata.

Manasa Patnam, 23, was engaged as a teaching/research fellow at the Lahore University of Management Science (LUMS), and would like to focus her work on health and development issues.

Nitu Duggal, 31, was pursuing MPhil in Educational Research at the University of Cambridge and has spent 10 years working with underprivileged children in a Delhi Administration school.

About St John’s College

St John’s College was founded in 1511 by Lady Margaret Beaufort, mother of King Henry VII. The second largest of the 31 constituent colleges of the University of Cambridge, it has about 135 Fellows, 530 undergraduates and 300 graduate students. The total current membership of the College, comprising in essence all those who have studied here, stands at around 12,000. The College is celebrated for the beauty of its buildings, and for the wide-ranging activities of its alumni. During the five centuries since its foundation, distinguished Johnians have been among many other things scientists, statesmen (including five Prime Ministers), economists, public servants, writers, musicians and lawyers.

About University of Cambridge

The University of Cambridge’s reputation for outstanding academic achievement is known worldwide and reflects the intellectual achievement of its students, as well as the world-class original research carried out by the staff of the University and the Colleges. As Cambridge approaches its eight hundredth anniversary in 2009, it is looking to the future. It continues to change in response to the challenges it faces. The modern University is an international centre of teaching and research in a vast range of subjects: about half of the students study science or technology. Members of the University have won more than eighty Nobel Prizes.
Britain’s long standing relationship with India, and the large number of Indian students who have studied at the University of Cambridge over the past 100 years, underlie the University’s continuing engagement with the sub-continent.

For any further information, please contact: Vishu Sharma British Council Tel: +91 9873920295 e-mail: vishu.sharma@in.britishcouncil.org or Tim Holt University of Cambridge Tel: +44 1223 332300 e-mail: tim.holt@admin.cam.ac.uk

For any press enquiries, plesae contact Anjoo Mohun at anjoo.mohun@in.britishcouncil.orgor Angeles Micah at angeles.micah@in.britishcouncil.org

Source: British Council

Helping Indian students study in the UK

Richard Stagg CMG, British High Commissioner to India

The Chevening programme has over the years given a unique opportunity to over 2,000 Indians to study in Britain and develop new skills. It is now the UK’s second largest scholarship programme globally.

The key theme for Chevening 2008 is Leadership. We are looking for exceptional Indian graduates from diverse backgrounds including the private sector and civil society to apply for the programme.

Chevening scholars have continued to make immense contribution to their home country. When I worked in Eastern Europe, two of the region’s Prime Ministers were Chevening alumni. The same is true in business, academics and the media. I see the Chevening Programme as a passport to success.”

Richard Stagg CMG, British High Commissioner to India

Applications to the Chevening Scholarships Programme 2009 will be soon announced

The Chevening Scholarship scheme offers exceptional Indian candidates the opportunity to undertake postgraduate study at leading universities in the UK. It is aimed at future leaders, opinion formers and decision-makers.

For more details on the Chevening Scholarships Programme click here.

Annually, the Chevening programme supports around 2000 individuals from across the globe to study in the UK. Up to 100 Indian professionals receive financial assistance for the duration of their studies each year.

We are looking for exceptional Indian graduates with strong leadership potential from all backgrounds, whether public or private sector, or from the NGO field.

For detailed eligibility criteria click here.

This scheme primarily offers funding for Long-term academic taught masters. Candidates must apply directly to a UK institution for a place to study a Masters or postgraduate course before applying for a Chevening Scholarship.

We provide scholarships for a wide range of disciplines ranging from Economic Governance, Finance and Public Administration to Sustainable Development and Science & Innovation.

For details on the subjects covered in the programme click here.

The Chevening Gurukul’ is a unique 12-week advanced leadership programme, created specifically for India’s future leaders, by the renowned London School of Economic and Political Science (LSE). It was launched in 1997 to mark 50 years of India’s independence and since then has become a prestigious name, attracting high-calibre applicants.

Each year twelve exceptional Indian men and women are selected to participate in an intensive programme which addresses the issues faced by leaders in all fields.

For details on Chevening Gurukul Scholarship for Leadership and Excellence click here.

To read more about what the alumni have to say click here.

Click below to download the:
Application form Icon of Adobe Acrobat, image © Adobe Systems or Application form Icon of MS Word, image © Microsoft Systems
Academic Reference form Icon of Adobe Acrobat, image © Adobe Systems or Academic Reference form Icon of MS Word, image © Microsoft Systems
Professional Reference form Icon of Adobe Acrobat, image © Adobe Systems or Professional Reference form Icon of MS Word, image © Microsoft Systems

For general information on the British Chevening Scholarship Programme, please log on to: www.chevening.com


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