World Education News and Reviews

July/August 2002

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Regional News

Africa

KENYA

New University Gets Go-Ahead

The opening of a new university that will offer diploma-and degree-level courses in health and education was announced in July. Named Aga Khan University, it will be based in Nairobi's Parklands area.

The private university will become Kenya's 10th, and will allow working nurses to study for degrees. Once fully operational, the school will offer a three-year diploma course in nursing, a four-year bachelor of science degree and a master of science degree in nursing.

— The Nation
July 16, 2002

NAMIBIA

Higher Education Spending Up

The Namibian government's investment in higher education has grown more than seven-fold since 1990, when the country gained its independence.

Research conducted by the Institute for Public Policy Research found that between 1990 and 2002, the budget allocation to tertiary universities grew an average 18.3 percent annually, compared to the growth in primary (11.2 percent) and secondary (4.5 percent) education budgets. The University of Namibia and the Polytechnic of Namibia account for almost half of all spending on tertiary education.

— The Namibian
July 18, 2002

NIGERIA

Lagos School Links With University of Tennessee

The University of Lagos (UNILAG) and the University of Tennessee in the United States have agreed to collaborate in a variety of areas.

In an effort to increase international awareness and understanding, the two universities have agreed to give students, faculty members and administrators the chance to study at either institution. Participants will be able to study engineering, religion, African-American studies and the arts.

The collaborative plan was developed after a University of Tennessee delegation visited UNILAG in April 2001.

— This Day
July 17, 2002

St. Andrew's in Oyo to Become University

Plans are under way to transform St. Andrew's College, Oyo, into Anglican Communion University, according to the bishop of Ijebu Diocese, the Rt. Rev. Akinyele Omoyajowo.

An additional 494 acres of land is needed to make St. Andrew's spacious enough to accommodate the university and its infrastructure, according to a news release. Diocesan sources said a bank had promised to sponsor the project, but Diocesan parishioners need to raise US$392,600 to guarantee the bank's sponsorship.

— This Day
July 1, 2002

UGANDA

Lecturers' Pay Suspended Amid Grant Controversy

Makerere University has suspended the salaries of 72 lecturers who failed to account for US$764,167 in grant money from the Rockefeller Foundation.

The funds, given to the lecturers in 2001 and 2002, were part of a $5 million grant awarded to Makerere to improve government services and management in regions throughout Uganda. The grant agreement, which awarded more than $10,000 to each lecturer for new research, asked that they account for the money within three months of receiving it; most of them have not. University officials now believe the lecturers never carried out the projects.

— The Chronicle of Higher Education
July 25, 2002

ZIMBABWE

University Considers Spring Enrollment

The University of Zimbabwe may revert to its former academic calendar and enroll first-year students in March. Local officials cited the continuing loss of top students to other universities as the reason.

The university, which normally enrolls students in August, was instructed by the government to begin enrollment in March 2003, but the plan is still under consideration. If it is endorsed, accommodation woes on campus could multiply. One university lecturer said the proposed double intake would worsen already poor conditions at the institution. Plagued by a massive brain drain due to poor pay and working conditions, the school has recently engaged graduate teaching assistants and graduate research assistants to reduce the workload on the few remaining lecturers.

— The Daily News
July 19, 2002

CANADA

U.S. Schools Woo Ontario Graduates

As Ontario eliminates its five-year high school curriculum in favor of a four-year plan, 2003 will see twice the number of graduates seeking admission to university. Hoping to capitalize on fears the province won't be able to cope with the unprecedented surge in students, U.S. schools have begun an aggressive recruitment drive north of the border.

Amid speculation that as many as 30,000 students might be refused admission to Ontario universities, U.S. schools are pitching themselves as convenient alternatives. "Some students who may not have considered studying in the United States will have no other option because of the double-cohort problem," said Stephen Dunnett, vice provost at the University of Buffalo. "Coming to the border institutions may be viewed as a more affordable option than going out of province."

The Ontario government insists that every qualified and willing student will find a home at a school in the province. Student trends suggest otherwise: the number of Canadians studying in the United States jumped 7.4 percent in 2000-01, and more recent figures may show an even more dramatic increase.

To attract students from Ontario's class of 2003, U.S. institutions are stepping up attendance at Canadian recruitment fairs, visiting high schools and using mass media and direct-mail campaigns.

— The Canadian Press
July 22, 2002

CUBA

Government Offers Scholarships to Kenyans

The Cuban government in July announced a five-year undergraduate scholarship program for underprivileged Kenyan students.

Ten Kenyan students have already been picked to start various degree courses in Cuba this September. Every year for five years, a similar number of underprivileged students will be selected for the program.

Currently - and completely unrelated to the scholarships - there are six Kenyan students in Cuban universities taking degree courses in pharmacy, agricultural engineering, veterinary sciences and general medicine.

— The East African Standard
July 24, 2002

UNITED STATES

New Immigration Policy Threatens Border Institutions

In the last issue of WENR, we reported a new federal policy that prohibits Mexicans and Canadians from enrolling part time at colleges in the United States. The Immigration and Naturalization Service (INS) announced the policy on May 22 in a memo to INS field offices and to the Association of International Educators (NAFSA), a nonprofit organization that supports international education and exchange in higher education.

Officials at some institutions complained about the lack of warning with regard to the announcement. Under the new policy, part-time students in continuing education programs that started before May 22 were able to complete their courses through the end of the session but were no longer permitted to sign up for courses on a part-time basis.
As a result, thousands of Canadian and Mexican college students are barred from returning to school this fall, which will cost colleges and universities near the borders millions of dollars.

The potential losses are serious on both borders. El Paso Community College in Texas stands to lose most of its 2,400 Mexican commuter students, $2 million in state financing, as well as tuition losses "too mind-boggling" to calculate, says one school official. In Detroit, Wayne State University expects to lose more than 500 students, or 2 percent of enrollment, costing $1 million in lost tuition.

Schools are being forced to reassess programs designed to attract foreign students. The University of Buffalo recently began promoting a teacher-training institute intended for a large enrollment of Canadians. Stephen Dunnett, vice provost for international education at the university, said that without Canadian commuters, the training institute's enrollment could be cut in half.

"We now have no idea what's going to happen to it," Mr. Dunnett said.

Two congressmen from border states, Representative Jim Kolbe, Republican of Arizona, and Representative John J. LaFalce, Democrat of New York, introduced a bill in July to create a nonimmigrant visa category to include part-time students from Canada and Mexico. Mr. Kolbe said he thought the bill would not meet much opposition, but there is little chance it can work its way through the House, Senate and the Bush administration before the fall terms begin.

— The New York Times
July 8, 2002

Many Find School a Haven From Recession

Increasing numbers of people are seeking refuge from the recession by staying in school or going back to college to earn professional degrees. Law schools are experiencing the biggest rise in applications in 20 years, according to the Law School Admission Council (LSAC). Business schools and other graduate programs are also seeing an increase.

The current trend is a reversal from late 1990s, when many students skipped graduate school for high-paying jobs at booming companies and "dot-coms." In a report published last spring by the National Association of Colleges and Employers, the 415 companies surveyed estimated they would hire 36.4 percent fewer graduating seniors this year than last.

Applications for law school are up 17.9 percent for 2002-03. As of July 5, the LSAC counted 88,418 applications nationwide, compared with 74,994 the same time last year.

At the University of Connecticut School of Law in Hartford, a record 2,914 applications were processed, up 46 percent from last year. The school expects to take in 240 students this fall, up from the 210 it normally enrolls.

About 7,400 applicants applied to Columbia Business School, up 26 percent from last year. The University of Pennsylvania's Graduate School of Education received approximately 1,700 applications, a 38 percent increase.

— Associated Press
July 23, 2002

Research: Standardized Tests Don't Give Complete Picture

Research presented at a meeting of the American Association for the Advancement of Science challenges current standardized testing methods and traditional university application standards. The research concludes that testing analytical skills alone is not an accurate measure of future student performance, and that testing for creative and practical abilities should be added.

A Yale professor recently suggested in a study that intelligence consists of three components: analytical ability, creative ability and practical ability. He maintains current standardized tests do not gauge creative and practical abilities, so he developed - and tested - new methods designed to gauge these components. Among various other criteria, his test asks students to solve school- and office-related problems, to solve common reasoning problems with everyday math and to tell stories through captioned cartoons.

Researchers conducted these experiments at several U.S. high schools and colleges, and at one business school. The results, they believe, suggest these new testing methods, when used in conjunction with current standardized tests, provide a more accurate picture of a student's potential.

— The Guardian
Feb. 19, 2002

Foreign Students Flock to U.S. Schools Online

International students, scrambling to secure a U.S. education before the Immigration and Naturalization Service cracks down, are turning to online learning in numbers not seen before.

Inquiries from international students were up 40 percent (64,000 potential students) in recent months at Tampa, Fla.-based Bisk Education, a company that has partnered with five universities offering Internet courses.

It is feared stricter reviews of applications for international student visas will dissuade many from coming to the United States, and universities offering online courses are poised to enroll some of those students.

Students from the Middle East - about 37,000 of 547,000 foreign students attending U.S. colleges and universities - face the toughest scrutiny in the refined student visa process, which calls for more thorough background checks and tracking students once they arrive in the United States. In November, the State Department said the United States would slow the process of issuing visas to young men from Arab nations so their backgrounds can be searched for any evidence of terrorist activities.

While the University of South Florida (USF) won't know until classes start in the fall exactly how many international students sign up for online classes, it expects to top last year's figure of about 1,800 foreign students. USF is a Bisk Education partner in online schooling.

Other Bisk offerings are associate's and bachelor's degrees from St. Leo University, a master's in business administration from Regis University, a project-management certificate from Villanova University and an online nursing program at Jacksonville University.

— The Miami Herald
Aug 12, 2000

Three Community Colleges Now Offering Bachelor Degrees

Three community colleges in Florida have been authorized by the state to offer four-year degree programs. The Florida Board of Education granted approval to Miami-Dade Community College to offer bachelor's degrees in secondary education and exceptional education. Chipola Junior College and Edison Community College were authorized to offer bachelor's degrees through joint agreements with two state universities.

Chipola and Florida State University will jointly offer bachelor's degrees in business administration, nursing and secondary education. Edison and Florida Gulf Coast University will offer several bachelor's degrees.

The new degree offerings address the needs of the local work force. All new bachelor's programs will be reviewed by the state each year.

— Community College Times
May 28, 2002

Asia/Pacific

Online Post-MBA Program to Begin in 2003 Athabasca University's Center for Innovative Management has announced a world partnership for the development and delivery of an online, post-MBA international business program. Joining Canada's Athabasca University in the program are Deakin University in Australia, Hong Kong Open University and Open University of the United Kingdom. The four institutions have created the World Alliance on Distance Education and will offer an intensive, yearlong program for working managers and professionals. Participants in the program must have a master's in business administration and will study four courses to receive a joint certificate from the four institutions. The program will begin in June 2003. — Athabasca University, Center for Innovative Management June 13, 2002

AFGHANISTAN

Higher Education Seen as Key to Afghan Recovery

At the Afghanistan-American Summit on Recovery and Reconstruction held July 25 at Georgetown University, Afghan Minister of Higher Education Sharief Fayez emphasized the best way to fight terrorists and promote democracy is with higher education.

Fayez said his country needs at least 10,000 teachers to handle the 50,000 students expected to enroll in school this year next year. New university dormitories are also desperately needed. For years, Kabul University had only one student residence hall. A second dorm was only recently built for women, bringing the total number of on-campus residents to 1,000. Next year this year, 2,000 additional students will enroll, requiring two more buildings.

Fayez said international aid has been too little and too slow in coming to adequately facilitate the reconstruction of the country's education system.

Andrew S. Natsios, administrator of the U.S. Agency for International Development (USAID) responded cautiously. "Development takes time," he said. "Reconstruction takes time."

Natsios stressed the Afghan school system "will take years to reconstruct," with long-term priorities focusing on replacing and retraining teachers, rebuilding Kabul's teacher-training college and rebuilding a girls high school.

Natsios also discussed a joint project with the University of Nebraska-Omaha to print 10 million textbooks for Afghan's primary and secondary schools. Half the books were ready for the 2002 school year, which began in March.

In Afghanistan, there are 26,000 students enrolled at 20 institutions of higher education, including eight colleges and universities, 10 four-year institutes to train high school teachers and two other institutions. Four of the schools are in Kabul: Kabul University, with 8,000 students and 300 teachers; a medical school with 4,000 students and 100 teachers; the Soviet-founded Polytechnic Institute with 1,500 students and the newly created Kabul University of Education.

— Alliance for International Educational and Cultural Exchange
July 31, 2002

UNESCO Seeks Aid to Rebuild Education System

In a bid to rebuild Afghanistan's war-ravaged education system, the United Nations recently appealed for US$27 million to meet the country's urgent need for school supplies, facilities and teacher training.

UNESCO said the effort would focus on rehabilitating Kabul University, training education professionals and developing non-formal and distance-learning programs to tackle the country's illiteracy rate, which is among the highest in the world.

According to UNESCO, Afghanistan has lost an estimated 200,000 education experts and academics over the last two decades, while its 17 universities and institutes have been devastated by conflict. In response, the agency has set up a computer-training center and Internet café at the journalism school of Kabul University.

Koïchiro Matsuura, UNESCO director-general, said a "massive effort" has already begun to reopen schools and enable Afghan children to get back to class. "This first phase must now be followed up by longer-term activities to rebuild the education system, including the formulation of sound policies and the strengthening of Afghanistan's professional capacities," he said.

The agency and Afghan authorities have outlined a series of projects to present to donors. Initiatives include outreach programs for out-of-school youths, the illiterate adults who make up an estimated 70 percent of the population — including the vast majority of women — and children with special needs, such as orphans and the disabled.

— UN News Centre
July 10, 2002

Japanese Donation to Aid Millions of Students

The United Nations Children's Fund (UNICEF) recently hailed the Japanese government for donating US$10.8 million to education programs for displaced and refugee children returning to their homes in Afghanistan.

The agency, which said the funds were urgently needed, has already distributed learning materials to more than 2.3 million Afghan students, along with 6,000 tents for temporary classrooms and 10 million textbooks. However, up to 4 million children, many of them recently returned from neighboring countries where their families had been refugees, still need assistance.

The Japanese donation will ensure that 1.25 million of these children have access to primary and secondary schooling in Kandahar, Jalalabad, Mazar and their neighboring provinces. UNICEF is working closely with the UN High Commissioner for Refugees to provide services to returnee children and their families.

"The latest donation by Japan is another example of its formidable commitment to children," said UNICEF Executive Director Carol Bellamy. "Education for all children is the foundation of a peaceful, stable society, and it's a crucial step in the rebuilding process."

Noting "a tremendous amount of work" remains to be done, Bellamy was hopeful that donors would support UNICEF's ongoing effort "to rebuild Afghanistan through its children."

— UNICEF
July 26, 2002

AUSTRALIA

Government Cracks Down on Suspect Visas

Since July 2001, more than 6,000 overseas students have been deported for visa irregularities, nonattendance at classes or working more hours than allowed under their visas. In addition, 100 English-language colleges have been closed or suspended amid new concerns about the education sector as a conduit for people smuggling.

Applications for student visas made overseas have ballooned to 71,306, according to the Immigration Department, and a senior government official admitted unscrupulous colleges have emerged as a major concern in the crackdown on illegal immigration. One immigration official said student visa numbers, both onshore and offshore, had risen 22 percent over the previous fiscal year.

Under the Education Services for Overseas Students Act (2000), a federal government agency must now monitor all registration procedures for colleges and students.

— The Sydney Morning Herald
July 1, 2002

BANGLADESH

Dhaka University Closed Amid Student Unrest

Bangladeshi police and troops were deployed in late July to combat student unrest and rising fears of violence. The 30,000-student Dhaka University has been shut down indefinitely as a result.

Trouble began when police stormed a women's dormitory and arrested several residents who are suspected members of the Awami League, Bangladesh's biggest opposition party. The Awami League is headed by former Prime Minister Sheikh Hasina.

University Vice Chancellor Anwarullah Chowdhury said the institution "has been closed … in the face of growing indiscipline by the students and fears of violence, which may also kill people." Students were ordered to leave all residence halls.

— The Daily Jang
July 30, 2002

CHINA

Management Forum Draws Top Officials

Approximately 100 university presidents - including those from Harvard, Oxford and Stanford - attended a Beijing forum in July to discuss how to upgrade the level of management in Chinese universities.

The 11-day event, sponsored by the Chinese Ministry of Education, sought to help presidents at Chinese universities broaden their views and learn from their foreign counterparts' experience in management.

Some observers suggested the forum was a vehicle for China to bring more international influence to its top universities, including Beijing University and Qinghua University.

— People's Daily
July 23, 2002

Inland Universities Gaining Favor Among Macau Students

According to the Macau Educational Association (MEA), Macau students are increasingly enthusiastic for furthering their studies and research at universities in China's inland.

In 2002, 178 of 387 applicants from the Macau Special Administrative Region of China were enrolled as postgraduate or doctoral candidates in 31 inland universities and colleges. South China Normal University topped the list, with 47 Macau students, followed by Zhongshan University and Overseas Chinese University.

While student applications for prestigious institutions of higher learning such as Beijing University and Fudan University have been on the increase, Macau students tend to apply to neighboring Guangdong-based universities, mostly because the dialects and living habits are similar, according to the MEA.

— Xinhua News Agency
July 28, 2002

University to Open on Shenzhen Resort Site

A holiday resort in Shenzhen is being redeveloped as a private university to accommodate 3,000 students, including hundreds from Hong Kong.

The new university, Guangdong Jianhua University, will begin classes for 400 mainland students on the site of the Shiyanhu Holiday Resort in September. There are plans to enroll 400 Hong Kong students in the 2003-2004 academic year.

The 20-year-old resort, popular in the 1980s with Hong Kong visitors, occupies more than 247 acres. The new university will offer diplomas in translation, computer studies, hotel management and foreign enterprise management. The school will continue to operate the tourist facilities, and parts of hotels within the resort will provide training for students in hotel management. The annual tuition for students from the mainland is US$1,200, plus a boarding fee of US$181 per month. Fees for Hong Kong students will be "slightly higher."

— Hoovers Online
Aug. 4, 2002

INDIA

World's Most Competitive MBA?

The Economist Intelligence Unit recently named the Indian Institute of Management (IIM) in Ahmedabad the world's toughest business school to get into. Each year, more than 70,000 applicants contend for 200 places. Although most applicants have so far been Indian, this could soon change as more and more people look for affordable business schools overseas. The two-year master's in business administration costs approximately US$5,100, compared to the $110,000 students shell out for a two-year Harvard MBA.

IIM was established by the Indian government in 1961 and has since enjoyed widespread prominence both at home and abroad. With India's economic liberalization and the rise of e-commerce, the school has been under pressure to update its curriculum, offering a more international approach. A new course introduced last fall, "Managing Across Cultures," has proven to be extremely popular with students.

IIM plans to recruit more internationally. While many foreign students come to spend a semester studying at the school, few choose to do their entire MBA there. Unless that changes, the vast majority of IIM's student body will remain Indian.

— The Economist
June 6, 2002

The National Board of Accreditation is an Excellent Source of Information The National Board of Accreditation is an excellent source of information on Indian institutions of higher education that are accredited in the non-university/technical sector. Institutions are listed by discipline and include both public and private schools. Contact the NBA at: The National Board of Accreditation All India Council for Technical Education I.G. Stadium I.P. Estate New Delhi - 110002 E-mail: drgaud@vsnl.in Phone: 3392595 (O)

Pune University Scores with Foreigners

Even as universities in other parts of the country, such as Bangalore and New Delhi, are facing a drop in the number foreign students because of the heightened tension on the India-Pakistan border, Pune University continues to attract foreign students in droves.

According to Santishree Pandit, director of Pune University's International Center, which coordinates the admission of foreign students, "We received telephone calls asking us what the situation was and whether it was safe to send their wards. So, we expected the numbers to drop this year."

However, according to Pandit, "This year, the numbers have doubled as compared to last year. Last year, we had 676 foreign students registered with us. This year, we already have 750 students who have registered with us so far." Such numbers already constitute a record for the 10-year-old center, but officials expect the numbers to go as high as 1,200.

Some center initiatives could be behind the increase. "We have implemented a single window system for admission," Pandit said. "We have also made admissions truly online, through which foreign students in distant places can even transfer their admission fees electronically. This way, they don't have to make several trips to India, but arrive when their classes begin."

— PUNE News Online
July 23, 2002

JAPAN

Foreigners Brace for Tuition Hikes

Budget cuts in Japan could severely affect most of the 78,000 overseas students enrolled in the country's 4,800 institutions of higher education.

Starting in April, foreign students at the 99 national universities will pay 7.2 percent more in tuition, bringing annual costs to more than US$4,216. In addition, international students at the more expensive private institutions will be hit by a 10.3 percent cut in financial assistance from the Japanese government.

— The Times Higher Education Supplement
July 19, 2002

Joint Venture Aims to Boost Japanese Research

Some 60 universities in Japan and France have agreed to create joint doctoral programs involving student exchanges.

The project, which Japan's Education Ministry says will be the first of its kind between Japanese and foreign universities, is aimed at establishing Japan as a center of global research alongside the United States and Europe.

— Japan Today
July 25, 2002

The KOREAN PENINSULA

North, South Korea set up Joint University

For the first time since the Korean Peninsula was divided into North and South Korea, the two nations will jointly set up and operate an information technology university in Pyongyang.

According to the International Foundation for Northeast Asia Education and Culture (IFNAEC), the North Korean Education Ministry and a South Korean nonprofit organization agreed March 1 on the project in the North Korean capital. The foundation said the school would first establish a postgraduate course in September 2003.

North Korea provided land in Pyongyang for the university, and construction is already under way. All related matters, including the planning, building and running of the school, will be worked out jointly.

In 1993, IFNAEC built Yanbian University of Science and Technology in China's Jilin province, which has a large ethnic Korean population.

— Korea Now
July 27, 2002

MALAYSIA

Country to Host Knowledge, Development Forum

Malaysia has been chosen to host a forum for the Global Knowledge Partnership, an international group of public, private and nonprofit and nongovernmental organizations dedicated to promoting information and knowledge for development.

Tan Sri Hasmy Agam, permanent representative to the United Nations, said that through the partnership, Malaysia hopes to enhance cooperation in bridging the global digital divide and nurturing a global information society.

— The Star Online
June 20, 2002

NEPAL

Students Set Fire to English Department

In early July, master's degree candidates at Tribhuvan University set fire to several rooms of the English Department after seeing their first-year examination results. Of 500 students, only a few dozen passed the exam.

Nobody was hurt in the fire and the school remains open, but the English Department was shuttered because much of it was damaged, including student records. University officials are investigating the fire, and the police have begun searching for suspects.

The students blamed the arson on the teachers' lack of commitment, claiming the teachers spend the bulk of their time at private universities instead of at the public Tribhuvan.

The students' wrath began flaring up after the results of second-year-students were published a few days before the attack on the English Department. Only 33 students of the approximately 250 second-year students passed that exam.

Tribhuvan, named for a former king of Nepal, was established in 1959 and was the country's first national university. It enrolls about 92,000 students annually.

— Nepal News
July 3, 2002

SINGAPORE

NTU Reserving Large Classes for Internet

By July 2003, all lectures at Nanyang Technological University (NTU) for classes with more than 300 students are expected to be offered electronically.

While NTU is moving toward more online teaching for bigger groups, tutorials will still be done face-to-face. It is all part of an e-learning initiative launched two years ago. To date, 90 percent of NTU's modules are conducted online.

— Channel NewsAsia
July 17, 2002

IT Testing Center Opens at Ngee Ann

In July, Ngee Ann Polytechnic opened the Prometric Testing Center - a provider of technology-based testing and assessment - at its School of Engineering.

There are 18 other testing centers on the island, most of which are hosted by private companies. The Ngee Ann center offers examinations in more than 200 certificate courses, including those given by major information-technology vendors such as Microsoft, Oracle, Cisco and Sun Microsystems. Some of the certificates offered are the Microsoft Certified Systems Engineer, Cisco Certified Network Associate and Network+.

— The Straits Times
July 15, 2002

VIETNAM

French to Launch New University

Six undisclosed French universities have formed an alliance to launch a university in Vietnam. The campus in Ho Chi Minh City will open in two years.

The school will teach in French and English, the latter by popular demand, charging $3,000 tuition annually. Courses will include computer studies, business, public finance and food processing.

— Pacific Business News
July 31, 2002

Europe

Forum Pushes Free Educational Resources Free educational resources are critically important for ensuring access to quality higher education in developing countries and full participation of universities in the global arena, said participants of a July forum on the impact of open courseware for higher education in developing countries. At the Paris UNESCO forum, the 16 principal participants from universities and representatives of six international and non-governmental organizations declared their wish to develop what they called "open educational resources," which would be available to anyone. — UNESCO Education News July 10, 2002

FRANCE

Education Minister Decries Poor Pass Rate

Luc Ferry, education and research minister of France, said recently his country has one of the worst pass rates in the developed world for undergraduate students because French courses do not include general culture and because students have to specialize too soon.

In an interview, Ferry said that while higher education in France is now more available to the masses, the quality of that education needs improvement. Currently, there are more than 1.5 million university students, half of them studying for the initial two-year diploma, the Diplômes d'Études Universitaires Générales (DEUG).

"The pass rate," he said, "remains one of the weakest in countries of the developed world: only 45 percent of French students get their DEUG in two years; 68 percent in three years."

Ferry proposed five major policy areas for higher education and research:

• Universities will be encouraged to introduce general culture studies for each major branch of studies.

• Better guidance is needed for new students on their choice of subject, as are greater care and monitoring of undergraduates.

• Continue efforts to open students' horizons beyond France.

• Provide more autonomy and decentralization of universities.

• Emphasize the positive role of science and technology to halt student disaffection and reverse the drop in graduates entering research.

This should start at primary school, and universities should organize courses in the history of science for all students.

— The Times Higher Education Supplement
July 19, 2002

ITALY

Chicago, Rome Schools Team Up for Engineering Degree

The University of Illinois at Chicago now offers a master of science degree in mechanical engineering at the Tor Vergata Università in Rome.

The courses will be offered in Rome, taught in English and will specialize in two areas: energy engineering and thermal and fluids engineering.

The program is open to full- and part-time students. Full-time students can complete the program in one academic year. Applicants must have a university degree in a scientific field, equivalent to the Italian laurea or laurea specialistica. They must be fluent in English and must have scored at least 213 on the Test of English as a Foreign Language (TOEFL). Applicants whose university degrees are from English-speaking countries are exempted from the TOEFL certificate.

— Tor Vergata
July 2002

UNITED KINGDOM

Newcastle School Reinvents Image

The University of Northumbria at Newcastle plans to shorten its name to Northumbria University and is designing a new school logo.

"We've been up and running for 10 years and everybody knows we're in Newcastle," a spokeswoman said. "The students say they're at Northumbria, so it makes sense to reflect that."

The university plans to partition its five schools into 11, beginning in September. It is also looking to expand the number of vocational courses it offers to widen participation and encourage life-long learning.

The changes were devised over an 18-month period, with students having a chance to voice their opinions.

— The BBC
Aug. 2, 2002

Muslim Students Pass on Britain

The number of Muslims in Malaysia, Indonesia, Egypt and Saudi Arabia aspiring to study in Great Britain has slumped since Sept. 11, a study by the British Council has found.

The researchers asked more than 5,000 Muslims between the ages of 15 and 25 living in different countries where they would most like to study. Of those surveyed, 16 percent said, "Britain." In a similar survey carried out two years ago, 32 percent had the same answer.

Likewise, researchers for Connecting Futures, a government backed project aimed at promoting understanding between Britain and the Islamic World, found that after Sept. 11, students in countries with large Muslim populations were more interested in Japan, Australia and Canada.

At present, there are more than 10,000 Muslims studying in Britain.

— The Straits Times
June 10, 2002

'Cool' Campus Would Offer Play-stations, PhDs

Trendy, loft-style apartments, a Pizza Express restaurant and Play-stations are being proposed for a new "cool" university campus in South Yorkshire, England. The campus would be for Doncaster Metropolitan University, a proposed university that would combine school, further education and higher education in one "shopping mall"-style institution.

If established, Doncaster hopes to attract 70,000 students with an entertainment-based approach to higher education that was initially pioneered in Australia. The university would be the first in the United Kingdom to cater to students (14-year-olds through adults) by combining leisure and business with school, further education and degree-level study on one campus. The Higher Education Funding Council for England has given backing for the project to proceed to the next phase.

The university would offer a broad range of qualifications, from adult literacy to doctorates.

— The Times Higher Education Supplement
June 14, 2002

Middle East

Proposed Bill Seeks to Build Bridges With Muslim World Sens. Edward Kennedy, D-Mass., and Richard Lugar, R-Ind., introduced the bipartisan Cultural Bridges Act of 2002 this spring. The proposed legislation, which is now before the Senate Foreign Relations Committee, is designed to significantly increase U.S. exchange programs with predominantly Muslim nations. If approved, the legislation would authorize $95 million annually through 2007 for educational and cultural exchange programs with Islamic countries. Students from the 57 member states of the Organization of the Islamic Conference, excluding Muslim-dominated former Soviet republics, would be eligible to participate. The program would be open to those from the West Bank and Gaza as well. The bill does not specifically exclude students from Syria, Iran, Iraq, Libya and the Sudan, but their countries' inclusion on the State Department's terrorist list may automatically disqualify them. — Fulbright Association May 20, 2002

ISRAEL

University Hopes to Lure Researchers Back Home

Are scientists willing to brave suicide bombers to work in state-of-the-art laboratories?

The Technion-Israel Institute of Technology is going to find out, as it tries to lure Israeli-born scientists back to the country. University President Yitzhak Apeloig believes scientists won't be put off by Israel's security situation if they have the facilities to do quality research.

With that in mind, Technion has established a US$20 million Leaders in Science program to pay for the labs, equipment and other expenses that will persuade top candidates in the United States and Europe to return to Israel.

The university cannot compete with private U.S. institutions in terms of salary alone, Apeloig noted. As a public university operating under a collective-bargaining agreement, Technion cannot sign private salary agreements with faculty members.

— The Chronicle of Higher Education
July 29, 2002

KUWAIT

First Private Kuwaiti University to Open in Fall

A new private university - Kuwait's first - is now accepting students in preparation for its fall opening. Gulf University for Science and Technology, an undergraduate institution, will grant bachelor's degrees in science-related fields and business administration.

Following a wider trend in the Middle East, the government decided two years ago to allow private universities to operate in Kuwait. The country of 2 million people currently has only one university, Kuwait University, which is not open to international students.

About 1,500 students are expected to enroll this fall, and officials plan to develop master's- and doctoral-degree programs. The language of instruction will be English, and tuition will be US$13,000 per year.

— The Chronicle of Higher Education
July 19, 2002

LEBANON

University's Name Change Lauded

On June 28, 2001, Middle East College was officially renamed Middle East University. The name change was hailed as a significant development in recognizing the institution as a major center of higher education in both Lebanon and the Middle East.

Middle East University is a nonprofit Christian institution owned and operated by the Seventh-day Adventist Church. It offers graduate and undergraduate degrees in a wide range of fields.

— Middle East University
July 2, 2002

Tripoli School Gets Government Nod

The Ministry of Education and Higher Education has officially recognized El-Jinan University, which is located in Tripoli.

The new institution has four faculties: arts and humanities, business administration, health sciences and media and communications.

— Lebanese Ministry of Education and Higher Education
Aug. 6, 2002

UNITED ARAB EMIRATES

Crowding Delays Admissions

Registration and admission to Ajman University of Science and Technology's Abu Dhabi and Al Ain campuses have been delayed for the 2002-03 academic year because the school has reached full student capacity, officials say.

Students who have already registered, however, will follow the existing academic calendar. New plans to help accommodate more students are being drawn up and will be implemented in the coming year, and 86 new lecturers are expected to join the faculty.

University officials decided to put off admission in order to maintain current academic standards.

A new campus is currently under construction in Jarf, which upon completion, will be able to accommodate 6,000 additional students. Classes in Jarf are expected to begin in 2003-04.

— The Star
Aug. 4, 2002

E-Company to Make Education More Accessible

eCollege, an e-learning technology and services provider to educational markets, recently announced a joint venture with Dubai Internet City (DIC) to form Knowledge Access, a company that will make education more accessible to the Persian Gulf region and surrounding areas.

Knowledge Access will provide the technology and support services for academic institutions and corporate training organizations to build full online programs.

Led by the crown prince of Dubai, Sheikh Mohammed Bin Rashid Al Maktoum, DIC is a $2 billion, three-year initiative to establish a state-of-the-art infrastructure for businesses operating locally, regionally and globally from Dubai. E-learning is a major priority of DIC, and as such, DIC conducted an extensive evaluation of more than 70 companies and consortiums before selecting eCollege as its partner to develop Knowledge Access and its online learning initiative.

DIC is a strategic base for companies targeting emerging markets in a vast region extending from the Middle East to the Indian subcontinent, and from Africa to the former republics of the now defunct Soviet Union.

— EDUCAUSE
June 18, 2002

Russia & The Commonwealth of Independent States

RUSSIA

U.S., Russia Streamline Visa Fees, Process

The visa fee for Russian students wishing to study in the United States has been reduced from $500 - an average month's salary for some in Russia - to $65.

Not only have visa fees been slashed both in Russia and the United States, but the time both countries take to process the paperwork has been cut in half. Previously, visas took weeks to process; now they take 10 days.

The changes went into effect June 1, not long after a meeting between the two countries' presidents, Vladimir Putin and George W. Bush.

— The Chronicle of Higher Education
June 21, 2002

Education in Spain

by Robert Sedgwick
Editor, WENR

Spain's education system has undergone significant changes in the last 20 years. Under the socialist government of Felipe Gonzalez, who stayed in power for 14 years (1982-1996), three major educational reform laws were promulgated:

1) In 1983 the Ley de Reforma Universitaria/LRU (Law of University Reform) enabled universities to offer their own degree programs (called títulos propios), in addition to the degree programs officially recognized by the Ministry of Education and Culture (títulos oficiales). This law also allowed private universities to be established for the first time in Spain, and gave universities greater autonomy in curriculum development and budgetary matters.

2) The Ley Orgánica del Derecho a la Educación/LODE (Organic Law on the Right to Education) was enacted in 1985 giving Spain's autonomous communities the right to administer their own schools. The LODE also established free, compulsory education, and required schools to respect the different languages and cultures of Spain.

3) In 1990, the Ley Orgánica de Ordenación General del Sistema Educativa/LOGSE (Organic Law on the General Organization of the Educational System) reorganized the structure of primary and secondary education. Under this law compulsory education was extended from eight to 10 years, and curriculums were modified to include more technical subjects and foreign languages. See the insert for a detailed description of the LOGSE.

PRIMARY EDUCATION

Duration: Ages 6 to 12

Curriculum: General academic

Leaving Certificate: Graduado Escolar (School Graduate)

SECONDARY EDUCATION

Compulsory Secondary Education (Lower Secondary)

Duration: Ages 12 to 16

Curriculum: General academic

Leaving Certificate: Graduado de Educación Secundaria (Secondary Education Graduate)

Post-Compulsory Secondary Education (Upper Secondary)

I. Bachillerato (baccalaureate)

Duration: Ages 16 to 18

Curriculum: physical education, philosophy, history, arts, natural and health sciences, humanities, social sciences, technology, Spanish language, autonomous community language and foreign language.

Students at this level choose from among four academic streams: arts, humanities and social sciences, natural and health sciences or technology.

Leaving Certificate: Título de Bachiller (Title of Bachelor)

II. Occupational Training

Grado Medio (intermediate level)

Duration: Ages 16 to 18

Entrance Requirement: Graduado de Educación Secundaria (10 years of schooling)

Leaving Certificate: Técnico (technician). Holders of this qualification may enter the workforce, or enroll in higher technical programs after accumulating occupational experience in their specialization.

POST-SECONDARY OCCUPATIONAL TRAINING

Grado Superior (higher level)

Duration: One-to-two years

Entrance Requirement: bachillerato (12 years of schooling), or técnico plus work experience.

Leaving Certificate: Técnico Superior (higher technician). Holders of this qualification may enroll at universities in fields related to the trade for which they have been trained, or they may enter the work force.

HIGHER EDUCATION

The Ministry of Education and Culture supervises educational programs at both public and private universities through the designation of officially sanctioned programs (títulos oficiales). It also grants official recognition to private institutions of higher education. Both public and private universities have the right to award their own degrees following programs called títulos propios (institutional programs) not officially recognized by the ministry of education. The most common títulos propios programs are the Especialista (specialist) and the Maestris (master's) degrees.

In addition, the ministry maintains academic standards, regulates the conferral of all degrees and academic titles, and also awards diplomas in the relatively small non-university sector of higher education.

Seven of Spain's 17 autonomous communities (Andalusia, the Basque Country, the Canary Islands, Catalonia, Galicia, Navarre and Valencia) have almost full control over the administration of the education systems within their respective territories.

UNIVERSITY HIGHER EDUCATION

There are 59 universities in Spain, including several Catholic and private institutions of higher education. For a recent listing of these schools go HERE.

Entrance Requirements

Admission to faculties, advanced technical schools and university colleges is based on the Prueba de Aptitud para a la Universidad (national university entrance exam). The exam is held each June. Because of the huge demand for higher education in Spain and the limited number of places, students with low score may not be admitted to the school of their choice, or even gain university entrance at all.

Programs and Degrees

Stage I: Short-cycle degree programs that last three years are generally professional in nature. There are two types of short programs:

1. Programs leading to the Diplomado (university diploma) are offered at escuelas universitarias (university schools), which are attached to a university. These programs are offered in a wide range of subjects, including fine arts, information technology, library science, nursing, allied health, social work and teaching at the basic education level.

2. Programs leading to the Diplomado Ingeniero Técnico (engineering technician) or Diplomado Arquitecto Técnico (architectural technician) are offered at escuelas tecnicas universitarias de ingeniería y arquitectura (university schools of technical engineering and architecture).

Students who successfully complete their short-cycle programs generally do not undertake any further university study. However, if they choose to do so they may be required to complete a one-year Curso de Adaptación (adaptation course) to compensate for any curricular deficiencies in their education. They can then begin studies in Stage II programs in related disciplines leading to the licenciado.

Stages I & II: Long-cycle programs, offered at universities, last between four and six years and lead to a Licenciado (licentiate degree) or a professional degree (such as the Ingeniero or Arquitecto). These programs are divided into two cycles: The first cycle lasts two-to-three years and is comprised of general education plus studies in a major field; the second cycle requires two-to-three years of further specialization, ending with the conferral of a licenciado or professional degree.

Licenciado programs require a minimum of four or five years in such disciplines as arts, biological sciences, chemical sciences, economic and business sciences, law, pharmacy, political science and sociology, psychology and mathematical sciences. However, medicine and veterinary medicine each lasts six years.

Professional programs leading to ingeniero or arquitecto degrees in architecture, engineering and related fields require five-to-six years of study.

Master's Degrees in Business

Several universities and business schools, such as the Escuela Superior de Administracion y Direccion de Empresas (ESADE), currently offer master's programs in business administration. There are several bilingual and English-language programs, and some business degrees are being offered jointly with the traditional licenciado. Although some of these programs are not formally recognized by the Ministry of Education, many enjoy solid international reputations.

Stage III: Students who wish to go on for a Doctorado must hold a licenciado degree or arquitecto or ingeniero. Doctoral programs generally require two years of further study and consist of both coursework and a dissertation.

NON-UNIVERSITY HIGHER EDUCATION

There is very little non-university higher education in Spain. Most vocational and technical programs are offered at universities. There are only a handful of non-university institutions of higher education:

• Institutos de Físca offer advanced studies programs in physical education

• Escuelas de la Marina Civil offers merchant marine studies under the auspices of the Ministry of Transport and Communications.

• The Ministry of Transport and Communications also supervises programs leading to the qualification of Técnico en Empresas y Actividades Turísticas, which are taught at specialized schools.

• The Ministry of Education and Culture is responsible for providing advanced art studies (dramatic art and dance, singing and conservatories).

TEACHER EDUCATION

Elementary-school teachers are trained at university teacher-training schools. Three years of study are required to earn a Título de Maestro (title of teacher). Before 2000, candidates earned a Diplomado en Profesorado de Educacion General Básica (professional qualification).

Secondary-school teachers are trained at faculdades universitarias. Licentiate-degree holders enroll in a one-year, part-time program consisting of theoretical instruction in pedagogy (150 hours), followed by supervised practice teaching (also 150 hours). Upon completion of this program, students receive the Certificado de Aptitud Pedagógico and are qualified to teach in their specialized area of studies.

There are also licentiate-degree programs in educational theory and educational psychology.

WES GRADING SCALE

SOURCES

British Council. International Guide to Qualifications in Education. Great Britain, 1996.

Commission of the European Communities. A Guide to Higher Education Systems and Qualifications in the European Community. The Netherlands, 1991.

National Office of Overseas Recognition. Country Education Profiles: Spain. Australia, 1992.

Feature

Spain Markets Language Programs to Foreigners

by Robert Sedgwick
Editor, WENR

In the past decade or so, colleges and universities around the world have become increasingly active in marketing their programs, courses and qualifications to international students around the world. As the demand for education and training continues to grow, so does the competition among education providers offering degrees and certificates in everything from liberal arts to business. Language programs are no exception, and Spanish-language programs in particular have witnessed exponential growth in recent years. There are several reasons for this:

Spanish is now the second most widely spoken language in the world (after English). About 330 million people in the world speak Spanish as their first language, and Spanish is the official language in 21 countries.

Approximately another 100 million people speak Spanish as a second language.

Spanish is an official language of the United Nations, the European Union and other international organizations.

The demand for Spanish courses has doubled worldwide in the last 10 years.

Spanish is expected to be the first language of 50 percent of the population of the United States within 50 years.

Spanish is the most popular foreign language to study in the United States and Europe.

Latin American countries are currently undergoing rapid economic expansion and are becoming more important as trading partners. A number of Latin American governments are on the verge of signing the North American Free Trade Agreement (NAFTA), which has already been ratified by the United States, Canada and Mexico.

In May, I was invited to participate in a working tour around Spain for foreign education journalists. The objective of the trip, hosted by Español Recurso Económico, was to promote the country's Spanish-language programs. Over the course of 10 days and in between checking out the breathtaking sights and enjoying some very tasty food, we toured five of Spain's top universities.

1. University of Alcalá

From 1499 to 1836, the University of Alcalá was known as Complutense, one of the most important intellectual and cultural centers in Europe. During Spain's golden age in the 16th century it was considered one of the three great universities, along with Salamanca and Valladolid. But toward the end of the 18th century, the university began to founder, and in 1836 it was relocated to Madrid.

In 1977, the university was renamed University of Alcalá. It is now considered one of the most prestigious universities in Madrid.

Spanish-Language Programs

The University of Alcalá offers several types of Spanish-language courses: yearlong programs, intensive, specialized and personalized. It also serves as a testing center for the DELE (Diplomas of Spanish as a Foreign Language) exam leading to Spain's only official title in Spanish-language fluency. Housing for foreign students is provided at university residence halls, with host families and in shared flats.

The university offers programs sponsored by several U.S. institutions, including Michigan State University and the University of California, Berkeley.

A sampling of courses available from the Spanish and cultural program for foreign students include: grammar and composition, Spanish for business, geography and history of Spain, Spanish civilization, modern and contemporary Spanish art, contemporary woman writers of the Spanish-speaking world, the Spanish economy and the European Union, Spanish cinema, Cervantes, contemporary Spanish theater, Spain and the Hispanic world and art and the Prado Museum.

Fall Core Program in Hispanic Studies: Advanced Spanish-language study and coursework in Spanish history, art, literature, film, politics, economics and law

Eligibility: Open to juniors, seniors and graduate students

Language Prerequisite: Two years of university-level Spanish with a 3.0 GPA at the time of application and maintained through the end of the last term prior to departure

Academic Calendar: Classes begin Sept. 24. Spring exams end June 30, and students should plan to depart by July 1.

Spring Program: Students should arrive by Jan. 5. There is an orientation Jan. 8-11, and classes begin Jan. 15. The last day of exams is April 26, and students should plan to depart April 27.

2. ESADE

ESADE (Escuela Superior de Administración y Dirección de Empresas) was founded in Barcelona in 1958 as a private charitable school with an international focus. The main campus consists of three buildings in Barcelona. Today, the school has a branch campus in Madrid and offers courses in Europe and Latin America. It has also forged agreements with more than 40 universities worldwide. ESADE offers a wide range of programs in the field of business management and law. In addition, the school provides training in tourism and language.

Spanish-Language Programs

ESADE created the Language School in 1965 with the aim of strengthening its international outlook while complementing the courses offered at the business school. Since then, the Language School has focused on providing quality programs in international communication skills.

Semi-Intensive Courses: These courses are designed to meet the needs of professionals and executives living and working in Spain. There are two types of semi-intensives: one focused on general Spanish and the other on business Spanish. The starting dates for the 2002-03 academic year are:

General Spanish

Basic & Intermediate: 1st term — Oct. 9-Dec. 20; 2nd term — Jan. 9-March 20; 3rd term — April 8-June 19

Advanced: 1st term — Oct. 10-Dec. 17; 2nd term — Jan. 9-March 20; 3rd term — April 8-June 19

Business Spanish

Intermediate: 1st term — Oct. 9-Dec. 20; 2nd term — Jan. 15-March 21; 3rd term — April 8-June 19

Advanced: 1st term: Oct. 10-Dec. 17; 2nd term: Jan. 9-March 20; 3rd term: April 8-June 19

Intensive Courses: These courses range from basic to advanced and are offered in any given month. Intensive courses are divided into three modules: 1) language-skills development (oral communication, listening comprehension and reading comprehension), 2) language awareness (grammar, sentence construction and vocabulary) and 3) Hispanic culture (lectures and workshops on Spanish culture).

The 2002-03 courses will be held: Oct. 1-Oct. 26, Oct. 29-Nov. 23, Nov. 26-Dec. 21, Jan. 7-Feb. 1, Feb. 5-March 1, March 4-March 28, April 2-April 26, May 6-May 31, June 3-June 28, July 1-July 26, July 29-Aug. 8 and Aug. 26-Sept. 9.

Practical Spanish for Business: This course, offered twice a year, takes only four weeks to complete. There is a minimum entry level of Spanish required for either intermediate- or advanced-level enrollment.

The curriculum focuses on communication skills in a company environment, the Spanish culture of doing business, writing communication, marketing and advertising in Spain, international management, the tourism sector in Spain, conferences and company visits and follow-ups.

Courses are held Jan. 1-Feb. 2 and July 1-July 7.

3. University of Castilla-La Mancha

Various educational institutions have existed in the autonomous community of Castilla-LaMancha since 1172, but in 1985, these institutions were merged into a single regional school, the University of Castilla-La Mancha.

The institution has campuses in Albacete, Ciudad Real, Cuenca and Toledo, and also offers courses in Almaden and Talavera de la Reina. Since its formal establishment, the university has greatly increased access to higher education - in fact, one in four of the 32,500 students enrolled there are on scholarship.

The flagship campus is in the medieval city of Toledo, which was built by the Visigoths and later served as a major cultural center cohabited for 500 years by Christians, Jews and Muslims. Toledo's Translation School was established in the 13th century.

Spanish-Language Programs

These programs, coordinated by Northern Illinois University, are open to advanced, undergraduate- and graduate-level students. Students should have an interest in Spanish language and culture, along with a desire to increase their knowledge of these areas via an on-site experience.

Eligibility Requirements: Three years of college-level Spanish is mandatory. Undergraduates must have satisfactorily completed a minimum of six semesters of college-level courses in Spanish prior to applying. Spanish majors/minors must have a minimum cumulative GPA of 2.75 and 3.00, respectively, in Spanish courses.

For undergraduate credit, the courses offered are: contemporary Spanish literature, masterpieces of Spanish literature, Spanish civilizations and masterpieces of Spanish-American literature.

For graduate credit, the courses offered are: contemporary Spanish literature, masterpieces of Spanish literature, Spanish civilizations. masterpieces of Spanish-American literature, research seminar in literature: Spanish and research seminar in civilization and culture: Spanish.

Undergraduate students may also enroll in two Spanish correspondence courses: practice in contemporary business, administrative and personal correspondence in Spanish, and advanced composition in Spanish.

4. University of Salamanca

The University of Salamanca was founded in 1218 and is the oldest university in Spain. It still enjoys great prestige today. Approximately 39,000 students are enrolled at the university, which has a teaching staff of 2,200. The university has agreements with several foreign universities, foundations and businesses.

In 1987 a new university city, Campus Miguel de Unamuno, was constructed to help accommodate the expanding student body. The main campus in Salamanca has 30 buildings for faculties, schools and research. Many of these buildings, such as the Colegio Fonesca with its intricately carved façade, are of great historic value. There are also campuses in Avila, Bejar and Zamora, all of which boast historic architecture.

Spanish-Language Programs

Courses are organized in five levels: beginner, intermediate, advanced, upper level 2 and upper level 1.

Courses are held three times a year: January to June; September to October; July and August.

Beginner: Classes include broadening vocabulary, language laboratory and communication activities.

Intermediate through Upper Level 1: Classes include global communicative practice, Spanish culture, Spanish literature, history of contemporary Spain, practice of written skills, history of Spanish art, Spanish for business and practice of oral skills.

Types of Instruction:

1) Individualized Spanish Language Instruction: This program is designed for people sent by universities, businesses or other public or private institutions who require rapid immersion in Spanish. Cursos Internationales also offers the option of sending its professors to your institution.

2) Diploma of Hispanic Studies: This is a full academic year (October-May), upper-level course directed toward students with a good command of the Spanish language who wish to acquire a thorough knowledge of Spanish grammar, history, geography, art, economy, etc.

3) Special Integrated Program: This program is designed for students who possess a good command of the Spanish language and who wish to take two to five courses with Spanish students. The program is offered from October to February and from February to June.

4) Hispanic Philology Course: Offered in summer (for one, two, three or four weeks), this is an upper-level course dealing with aspects of Spanish linguistics and criticism directed toward graduate students and professors of Spanish.

5) Course for Teachers of Spanish as a Foreign Language: These are short seminars and workshops (one week in December and one week in April, and two, four or six weeks in summer) oriented toward an overview of methodological problems in language teaching.

6) Master of Spanish as a Second Language: This is a two-year course designed to prepare current and future teachers of Spanish foreign language.

5. University of Valladolid

The University of Valladolid traces its origins to the 13th century. By the 16th century, it was considered one of the country's three top universities. Many of the school's faculties and facilities are located in historic buildings. Among its four campuses, Valladolid currently enrolls 34,000 students and has a teaching staff of 2,300.

Spanish-Language Programs

Basic Language Skills: This four-week program focuses on developing basic skills in oral and written expression. Classes are held three hours a day, five days a week. Beginner, intermediate and advanced classes begin Oct. 7.

Summer Courses: These four-week classes are held in June, July, August and September. Beginner, intermediate, advanced and superior students study four hours a day, five days a week. The next session begins Sept. 2.

Courses for Professionals in Spanish as a Foreign Language: There are three curriculums available:

1) Master: Two years' duration (60 credits). Courses include applied linguistics, Spanish, methodology, culture, research work and practice. Classes for 2002-03 will be held Nov. 12-Feb. 15 and Feb. 25-Aug. 31.

2) Specialist: Four months' duration (40 credits). Courses and dates same as for master's program.

3) Methodology: Three-week class on the latest methodological techniques and strategies. Class held Aug. 5-Aug. 23.