UK - Admission Requirements and English Proficiency Test for entry into Higher Education Institutions

ENTRY REQUIREMENTS AND ENGLISH PROFICIENCY TEST:


EVALUATION OF INDIAN EDUCATIONAL QUALIFICATION FOR ENTRY TO HIGHER EDUCATION SERVICES:

The evaluation in Britain as given by the National Academic Recognition Centre is as follows:

Secondary school certificates awarded on completion of standard X

Matriculation Certificate, Secondary School Certificate, All India Secondary School Certificate, Indian Certificate of Secondary Education are generally considered to be below GCSE standard.

Higher secondary school certificates awarded on completion of standards XI or XII

Indian School Certificate (ISC), Intermediate Certificate, Higher School Certificate (HSC), Higher Secondary Certificate, All India Senior School Certificate if awarded at Standard XI, may be considered to approach GCSE standard. If awarded at Standard XII, is considered comparable to GCSE standard (grades A, B and C) on a subject-for-subject basis. Students with excellent results in the standard XII examinations of the Central Board of Secondary Education (CBSE), and the Indian Council School Examinations (ICSE), and other State Boards are considered for admission to undergraduate courses in all universities except Oxford, Cambridge, Imperial College and London School of Economics. A good aggregate at CBSE is above 75% aggregate.

Higher education

Bachelor of Arts/Science/Commerce may be considered to satisfy the general entrance requirements of British higher education institutions.

Bachelor degree (when awarded from a central university or a university with departments recognized as centers of advanced study) and Bachelor of Science/Engineering/Technology degrees are generally considered comparable to British Bachelor (Ordinary) degree. Exceptionally bright students with very high grades may be considered for admission to postgraduate study.

Bachelor of Science/Engineering/Technology (when awarded from an Indian Institute of Technology (IIT) or the Indian Institute of Science, Bangalore) is generally considered comparable to British Bachelor (Honors) degree standard.

Master of Arts/Science/Commerce is generally considered comparable to British (Ordinary) degree standard. Students with very high grades may be considered for admission to postgraduate study.

Master degree when awarded from a central university and from the Universities of Mumbai, Chennai and Osmania and Master of Science/Engineering /Technology are generally considered comparable to British Bachelor (Honors) degree standard.

Master of Technology/Science (Engineering) when awarded from an Indian Institute of Technology (IIT), the Indian Institute of Science, Bangalore or a university with departments recognized as Centers of Advanced Study are generally considered comparable to British Master degree standard.


GCE and GCSE FOR STUDENTS OUTSIDE BRITAIN

Overseas students wishing to take GCE (or GCSE) examinations can study in their own country and take the examinations in an overseas centre nominated by the concerned university board The GCSE examination offered in schools in Britain is generally not available overseas because of its emphasis on practical work and continuous assessment. The University of Cambridge Local Examinations Syndicate has developed an International GCSE (IGCSE) which is available in a growing number of centers overseas. The examination boards are also continuing to offer GCE O-level for students overseas. GCE O-level and IGCSE are recognized worldwide.

GCE and IGCSE examinations in India

The British Council Division (BCD) of the British High Commission in India provides facilities to take GCE examinations of the University of London Examinations and Assessment Council (ULEAC), twice a year in January and June, at its four regional centers in Delhi, Mumbai, Kolkata and Chennai. In certain circumstances arrangements are made for students to take the examinations for the GCE Boards of other universities also. These are:

• Associated Examining Board, Stag Hill House, Guilford, Surrey, GV2 5XJ
• Oxford Delegacy of Local Examinations, Ewart Place, Summer town Oxford OX 2782
• Cambridge University Local Examination Syndicate, Hills Road Cambridge CBI 2EU.

The British Council Division does not provide tuition for the examinations. The following are a few guidelines for candidates intending to study for GCE examinations in India.

Government of India permission - Indian nationals can take the examinations only on receipt of written permission from the Government of India, Ministry of Human Resource Development. Application for permission should be addressed to:

The Under Secretary, Ministry of Human Resource Development, (Department of Education), U-3 Section, Shastri Bhavan, New Delhi - 110 001

Such permission is normally granted to the following:

• Candidates whose mother or father (or both) is a foreign national
• Candidates whose parents are in diplomatic service, or in any other business or service that involves living abroad for considerable periods of time at a stretc
• Candidates who have received part of their education abroad and find it difficult to switch over to courses available in India
• Candidates who wish to go to Britain for a course which is not available in India

Government of India permission is necessary only for Indian residents in India.

Subjects - It is not possible for British Council offices to conduct examinations in all O and A-level subjects. Students should therefore enquire from the respective centers to find out if the subjects they wish to take are offered, particularly if subjects involve practical examinations.

Examination fees - Two types of examination fees are payable:

• University fees, to be paid in pounds sterling by banker's draft drawn on a London bank
• Local fees, to be paid in rupees by banker's draft.

Details of fees can be obtained from the British Council offices.

Regulations and syllabuses - Copies of the "Regulations and Syllabuses" can be obtained from the University of London School Examinations Board, Publications Department, 50 Gordon Square, London WCI OPJ. Copies are also available for consultation in the British Council Libraries. Photocopies of relevant sections of the syllabuses can be made.

Entry Form - Entry forms and instructions for January examinations are generally available from British Council offices in early August of the preceding year. For June examinations they are available by the end of November of the preceding year. The completed entry form should be returned by the first week of September for January examinations and the last week of December for June examinations. Entry forms and detailed instructions can be obtained by writing directly to the British Council Division offices.

Coaching - The British Council Division does not provide coaching for GCE examinations. A number of schools, including those listed below; currently prepare students for these examinations.

• The British School [IGCSE and A-Level],Chanakyapuri, New Delhi - 110 021
• Calcutta International School,18 Lee Road, Calcutta - 700 020
• Woodstock School(O and A-Levels), Mussorie - 248 179, UP
• Hebron School ;Washington Hall, Ootacamund - 642 001[run courses for GCSE with 3 British examining boards but not the University of London]
• Mussoorie International School; Mussorie - 248179, UP.[IGCSE and A-Level]
• New Era School, Panchgani - 421 805; Maharashtra [O-Level]

The Council for the Accreditation of Correspondence Colleges lists six accredited colleges that offer the GCE `A' level courses through correspondence. When corresponding with these colleges the candidate is advised to specify the examination board, e.g., University of London Examinations and Assessment Council

• The Civil Service Correspondence School, Ware, Herts SG12 9
• Henley College Home study Unit
• Henley College Coventry, Henley Road, Bell Green, Coventry CV2 IED
• Mercers College, Ware, Herts SG12 9B
• National Extension College, 18 Brook-lands Avenue, Cambridge CB2 2H
• The Open Learning Centre, 24 King Street, Carmarthen, DYFED SA31 1B
• The Rapid Results College,Tuition House, 27/37 St George's Road, London SW19 4DS

ENTRY REQUIREMENTS

Universities and Colleges in UK are independent institutions which do not depend on the Government for entry regulations. Each is free to decide which overseas qualification it would recognize. The National Academic Recognition Centre at Manchester has worked out equivalence's for the purpose of setting guidelines. There is, however, no automatic equivalence between British and Indian or other qualifications but they generally refer to established equivalence standards.

Students from India will find that their school leaving certificates are regarded as the approximate equivalent of GCSE's and that they may be required to take the `A' level exams, if their AISSCE aggregate is less than 75%, to be able to apply to most British institutions.



English language courses

Entry is flexible and offered on the basis of previous ability.

Boarding schools and colleges

Independent schools admit students at the ages of 7, 11, 13, or 16. For entry at 11 or 13 years students have to take the Common Entrance Examination. Schools admitting students for 'A' levels may take a Maths and English Test (for international students)

Career based courses

GNVG courses and vocational 'A' levels require 4-5 GCSE. HND requires 'A' levels or equivalent qualification (see next section) work experience/drawing portfolio may be required for practical courses.

Degree courses

3 'A' levels

Entry requirements for undergraduate courses

Students in UK are admitted to universities on the basis of their GCSE and GCE grades. They have to meet the general entrance requirements, i.e., pass grades in 5 GCSE subjects with two at least at A. Pass in 4 and `A' in 3 are also accepted. Very often pass in English, Maths/Science is expected. Many universities find 3 A passes acceptable. Since 1989 all universities consider 2 AS subjects as equivalent to one A subject.

In terms of course requirements specific subjects are desirable. For subjects such as education, politics and social studies and law AS levels are required as course requirements. While AS levels may not fulfill course requirements for medicine, mathematics etc., other acceptable qualifications are the International Baccalaureate which some international schools offer in India.

International Baccalaureate, an alternative to `A' levels, is a 2-year course. It covers a wider range of subjects than `A' levels. Study of 6 subjects including 2 languages (native and second language) is required.


Address for reference:

International Baccalaureate office, University of London, Institute of Education 18 Wabtern Square, London - WCIH ONS.

In UK, Business and Technology Education awards, higher national certificate (HNC) and higher national diplomas are also accepted by universities. In Britain, however, possessing recognized qualifications does not ensure a place in a higher education institution. Institutions desire specific grades. In fact by this rigid process British institutions ensure a high success rate in their courses. Recently, however, British universities and higher education colleges have displayed a more flexible attitude in considering equivalent non- standard and overseas qualification of applicants to UK degree courses. An outstanding All India Senior Secondary Certificate Examination (AISSCE) record of CBSE may be considered as equivalent to `A' levels for entry to university courses. For BTEC (HND and HNC) generally All India Senior Secondary Certificate Exam (AISSCE) results are acceptable for entry.

For students pursuing ISC the general requirements are: 5 subject passes (2 GCE A-levels and 3 GCSE at grade C minimum) or 4 subject passes (3 GCE A-levels and 1 GCSE at grade C minimum) or

Equivalent Indian qualifications: The most comprehensive picture to entry requirements is supplied by UCAS official guide. The only authoritative statement of entry requirements is the formal offer from the university.

Entry criteria for various subjects of study - Entry criteria are influenced by supply and demand for places. Over the years there has been variation in demands for certain courses, e.g., computer studies, communication and media studies seem to have grown in demand. When demand grows for a particular course it is but obvious that entry becomes competitive. Many institutions prefer to take in BTEC national diploma or International Baccalaureate students.

Universities are looking for people who fit into the demands of higher education. By inviting applications from students across the globe they aim to select students who can benefit from higher education.

Universities expect specific grades or courses for specific subjects, e.g., maths at the A level is required for all engineering courses. For Business and Finance, Maths and English are considered. For language course A-level in the specific language is required. Medicine, veterinary and dental science requires science courses at A-levels. Physical sciences require mathematics and the subject you are applying for. Entry requirements for humanities vary from subject to subject. For economics you may require Maths at A-level while for history it would be A-level in history. For psychology and philosophy, maths and English at the O-level may be needed. Architecture entrants need to have studied Maths at A-level. (UCAS Handbook has latest details in terms of entry requirements.)

Postgraduate program

Undergraduate degree in the relevant subject. Conversion to another area is possible by doing a subject conversion course.

For PhD in Philosophy - PG in Philosophy in Britain is required.

TESTS OF ENGLISH PROFICIENCY:

Most institutions in UK do not accept an international student without evidence of proficiency in the English language. Without fluency in the English language a student may not be able to cope in a British setting. However, there is no uniformity in the qualification and grades universities might be looking for.

British Council students’ services division guides students for proficiency tests. Many overseas students with inadequate preparation in the English Language fail in their first year examination and have to repeat the year.

English as a foreign language (EFL)

Cambridge EFL examinations are run by the University of Cambridge Local Examination Syndicate (UCLES). The range of Cambridge EFL examinations include specialist exams in Business English, English for Academic Purposes, test for young learners and a suite of certificates and diplomas for language teachers. The examination covers skills like - Listening, speaking, reading & writing.

International English language testing system (IELTS)

The IELTS test is the usual means by which the British Council and even the International Development Program of Australian Universities and Colleges measure the language skills of students from overseas who need to provide evidence of their English language proficiency. Its purpose is to find out if your proficiency in English will meet the demands of a course where the teaching is done which is entirely in English.

The test covers the language skills needed for courses of study and uses the kinds of text and tasks you may find on a course in Britain. It is not, however, a test of knowledge of any particular subject which you intend to study.

The test is made up of four subtests taken in the following order:

1. Listening (30 minutes)
2. Reading (60 minutes)
3. Writing (60 minutes)
4. Speaking (10-15 minutes)

The listening subtest is general and the reading and writing subtests test skills in particular areas suited to the chosen course of study. The speaking subtest is also general and is recorded on cassettes. Two modules are available and the module closest to your own subject will be given to you.

Modules - IELTS modules are as follows:

Academic reading and writing - This test helps to assess whether a candidate is ready to study or train in the medium of English at an undergraduate or postgraduate level. Admission to undergraduate and postgraduate courses is based on academic modules.

General training - reading and writing - This is not designed to test the full range of formal language skills required for academic purposes. It is suitable for candidates who are going to English speaking countries to complete their secondary education or to undertake work experience or training programs not at degree level. For the test a fees of over Rs. 3500 has to be paid.

Specimen material packs are available at British Council offices which include a book on How to Prepare for IELTS.

Repeating the IELTS - Students cannot retake the test until three months after their first sitting. They have to produce their previous test report form for details to be checked.

Information about IELTS Testing can be procured from,

IELTS Administrator,

British Deputy High Commission,

British Council Division.

AGE REQUIREMENTS:

There are 2 categories of students accepted in UK. 17-18 years old and `Mature students' who are of 19-25 year old.

`Mature students' - A student who has completed conventional school/college education and seeks admission to a UK university at the age of 21 years or more is a mature student. He can follow the normal application process. Mature students are also those who do not possess standard entry requirements but have alternative qualification/work experience.

Australia - The Education System

THE EDUCATION SYSTEM

Australia is another popular destination; a few hours away in terms of flight time from the Indian subcontinent. It has attracted the attention of students seeking post-graduate, graduate as well as technical education. The demand for educational opportunity in Australia has grown as the number of overseas students studying in Australia had increased from around 4000 in 1996 to 95,000 in 2000. Australia's higher education sector has recorded a growth of 7.6%. India is ranked in the top ten source countries for overseas students.

EDUCATIONAL STRUCTURE

School education

Each Australian State operates its own public school system which depends largely on funding by the Federal Government. Private schools are run with or without religious affiliation and are more expensive than the public schools. Elementary education begins at the age of 6 years and continues for six to eight years. The number of years varies from one state to another. Secondary schools offer 5-6 years of education and after junior and secondary school students opt for vocational education. Higher education is only available to students who have completed 12 years of school. Students can select from a number of options for further study or vocational training. They can go to University, Technical and Further Education (TAFE) institutions or business colleges or for vocational training. At school, in accordance with the National Curriculum Framework the following subjects are taught: English, Maths, Science, Technology, Society and Environment Education, Health and Physical Education, Arts and Language.

On successful completion of the final two years of schooling, the Senior Secondary Certificate of Education is issued. Each State and Territory in Australia has its own Certificate. While these certificates have different names, they all require an equivalent standard of education and are recognized by all Australian universities.

Note: Vocational education training institutions and universities can issue Diplomas and Advanced Diplomas. Most Diplomas and Advanced Diplomas are issued in the vocational education and training sector.

Vocational education

In Australia government has worked together with the industry to build an effective national vocational education and training (VET) system. Business and industry design courses provide ample employment opportunities while vocational institutes specialize in training students for the workforce.

VET is delivered by government-funded Technical and Further Education (TAFE) institutes and by a growing network of private training organizations, including private colleges and industry training centres, all registered with the State or Territory Government in order to issue national qualifications under the AQF.

VET institutions offer training programs, ranging from preparatory and entry level, through to operator, technician and professional levels and also accredited English language training and Foundation Studies.

Australian VET qualifications are based on the attainment of industry competency standards rather than how long they have spent in training. There is considerable flexibility in delivery methods, which may include various combinations of formal, informal and on-the-job training and generally include a high degree of work-related learning and assessment. The qualification is awarded only when an individual is assessed as having met the industry competency standards.

Higher education

University education was introduced in Australia in 1850 and the very first Universities of Melbourne and Sydney were designed like Oxford and Cambridge. Six metropolitan towns had each established a university by 1911 to keep pace with the developments in the country. After the 2nd World War several new universities were opened to meet the demand for higher education. New universities too followed the British system for higher education. They enjoyed public status, autonomy, government funding, central accredition and offered academic specialization and 3 or 4 years academic degrees. There are today thirty nine Australian universities maintaining a high level of excellence and located in every state and territory of the country.

Australian higher education institutions follow a unified national system after the amalgamation of former colleges of advanced education and small specialist institutions with pre-existing universities. Hence many Australian universities have a multi-campus structure with associated campuses offering specific disciplines or extension programs under the supervision of parent institutions.

AUSTRALIAN QUALIFICATIONS FRAMEWORK

In 1995 the Australian qualifications framework was introduced to provide a comprehensive structure of educational qualifications. It is based on a national system endorsed by the government with the objective to make the curriculum nationally consistent as well as to make them better understood and accepted internationally. It also concentrated on bringing about necessary modifications in the structure and content of vocational training and education. The Australian qualifications framework aims to encourage flexibility in educational routes for education and training. It has opened pathways between vocational education and training sectors.

Pathways through the framework

Australian Qualification Framework (AQF) provides a range of learning pathways for students between schools, vocational education and training institutions and universities. In India, a student who holds a Diploma and wishes to upgrade this qualification to Bachelor level must enroll in a Degree program at an Indian university. Under the Australian system, a student may be given credit for a Diploma in a relevant field and be granted admission to the second year of a university Bachelor Degree program. It is also possible to move from Degree-level qualifications to gain specific industry skills at Diploma and Advanced Diploma levels, as your career goals may require.

Implementation of the Australian curriculum framework (AQF)

The framework addresses itself to 12 levels of educational qualifications. Beginning with Senior Secondary Certificates (+2) through to Doctoral (PhD) degrees; the Australian qualification framework (AQF) extends across the three educational sectors.

Secondary school education sector - The Australian Curriculums Framework has been implemented by secondary schools too. Some schools give credit towards Certificates I-IV under the AQF. Many schools offer vocational courses so that students may combine their academic studies with vocational training. They get two qualifications - the Certificate of senior Secondary Education and a Certificate I or II. Such dual credentialing is becoming increasingly popular in Australia, with over 20 per cent of students achieving both a Senior Secondary Certificate and a nationally recognized vocational credential. This allows them easy entry into careers.

For more information:

Manager, Australian Education Centre, Australian High Commission, 1/50G, Shantipath, Chanakyapuri, New Delhi - 110021,

E-mail: aec.india@dfat.gov.au

Vocational education and training sector - The greatest impact of the AQF is in the vocational education and training sector. Under the AQF, VET qualifications can lead into university Degree courses, utilizing credit transfer and advanced standing arrangements. In the Australian education system, Colleges of Technical and Further education (TAFE) have been conceived between secondary school and university courses offering another route into higher education. TAFE colleges have a vocational focus, and have linkage with the industry. Entry requirements into TAFE courses are usually not as competitive as those required by universities making it useful to many students who have not attained the grades for direct entry into a degree course. Two years TAFE study is sufficient for entry into university.

The four Certificate levels recognize more skill levels, from basic (Certificate I) to the most advanced (Certificate IV). Certificate II is equivalent to traineeship certificates and Certificate III is about the same level as a trade certificate. A certificate IV is the same as Associate Diploma or Advanced Certificate.

Diplomas and Advanced Diplomas are similar to the existing Associate Diplomas and Diplomas.

One of the major features of the AQF is that it places emphasis on the skills and knowledge needed to gain a qualification rather than on the type and length of course. The time taken to gain a qualification under the AQF can vary, depending on the organization providing the training, the amount of recognition and credit given for previous study or experience, skills gained through on-the-job training, or work experience, or any combination of these.

Indian students apply for diploma and advanced diploma courses, Para-professional qualifications including a degree of technical & supervisory ability. The Advanced Diploma qualification signifies skills & knowledge of a greater complexity than at the Diploma level. Both the Diploma & Advanced Diploma qualifications may articulate into a relevant Bachelor Degree.

Higher education sector - There are 39 universities in Australia, two of which are private. Universities are established under legislation and set their own academic requirements within legislative guidelines. The federal Government provides the majority of funding to universities, although most are established under State Government legislation. A number of other institutions are accredited to offer Degree courses in particular fields, such as theology, dramatic arts, radio, television, maritime studies and management.

Many Australian universities concentrate on traditional areas of learning and inquiry, while others are more vocational and applied in focus. All, to some extent combine tuition with research. Some undertake research across all disciplines, while others concentrate research on special areas.

A Hotel Management Qualification

The hospitality industry has been claimed to be a people-centric industry, where its management success and failure revolves around the management of people, particularly interactions between guests and staff. There is an indicator, which acknowledges the success or failure of such organisations, it is the high level of skills and training of the staff that work in such an industry.

Educational programs for hotel management is not only a career choice but also a fruitful experience. This is evident if one considers the wide range of topics that students are learning in the hospitality programs. Starting from the front office operations, accounting management, food and beverage, marketing, human resources and tourism. Inevitably such a diversity of topics make the learning process for a hotel management diploma or a degree a rewarding experience. Students that are joining such programs will benefit not only of having a qualification hut also of obtaining a wide range of knowledge across different disciplines.

Ambition & values
Often when students are graduating from a hotel management degree or diploma program will say that they will like to become hotel general managers. Their reason is purely on the ambition that they have to succeed as well as of the values that they obtain while they were studying for such qualification. What is critical here is that an educational program needs to build these ambitions of the students from a qualified faculty that they are in a cutting edge of the industry or academia. Students will then look up to their educators and will then build their own careers based on the experiences that they gain while they are studying a broad range of topics.

On a day to day basis in a hotel environment, decisions often need to be made fast. Those decisions can involve anything from purchasing new equipment up to training the staff Hotel managers without any prior knowledge of such topics will often make a mistake or a bad decision that will cost the operation not only in financial terms but most importantly in reputation. How many times we hear stories or cases of things that did not go well and how many times we learn from the hospitality industry that failures occurred because of a lack of knowledge of the market that they were going to invest.

Cultural awareness & knowledge of the global market
In turn, what educational programs for a hotel management qualification do offer are cultural awareness as well as knowledge of the global market. While students are studying for such qualification they obtain knowledge of the hotel markets across the globe, which in turn helps them to seek employment in any part of the world.

A career in the hotel industry
Overall, studying for a hotel management qualification is a rewarding experience not only for the reasons that were mentioned above, but also because it opens the doors to a career in the hotel industry. As the industry grows in terms of its economic importance so do the programs that they do offer education for such a career. What it is important for a successful career in such an industry is that the choice of such program needs to be right. Inevitably, educational programs need to reflect the changes in the global market and they need to be updated regularly so that student will gain an insight of the industry while they are studying.

As a result, a good education program in a hotel management will make students professional managers embodied with the spirit of teamwork, the spirit of solidarity and the spirit of service.