OP 08 February, 2019 - 11:56 AM
A strong educational culture creates all the right opportunities. India is enrich in that culture in all the fields,Indian Universities have a good image world wide for the kind of education they provide. The widespread acceptance and application of a new and better touchstone for decision-making in higher education, linked to a strong framework of essential, core principles, that touchstone must be the quality and quantity of learning.
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The leadership and actual implementation and renewal of undergraduate higher education needs to be led by the academy itself, supported by boards of trustees, higher education professional organizations, and regional accrediting bodies alike. Such rethinking ought to be transparent, informed by public conversation, improving the quality and quantity of learning.
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Learning assessment must become inextricably linked to institutional efficacy. The formative assessment of learning should become an integral part of instruction in courses and other learning experiences of all types, and the summative assessment of learning, at the individual student, course, program, and institution levels should be benchmarked against high, clear, public standards.
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Acharya Institute of Management and Sciences Admission
BAMS colleges admission
St. Joseph’s College of Business Administration admission
JSS Academy of Technical Education admission
The leadership and actual implementation and renewal of undergraduate higher education needs to be led by the academy itself, supported by boards of trustees, higher education professional organizations, and regional accrediting bodies alike. Such rethinking ought to be transparent, informed by public conversation, improving the quality and quantity of learning.
RNSIT Admission
Sir M Visvesvaraya Institute of Technology Admission
Nitte Meenakshi Institute of Technology Admission
Learning assessment must become inextricably linked to institutional efficacy. The formative assessment of learning should become an integral part of instruction in courses and other learning experiences of all types, and the summative assessment of learning, at the individual student, course, program, and institution levels should be benchmarked against high, clear, public standards.
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