ESTABLISHMENT AND OPERATION OF ACADEMIC BANK OF CREDITS (ABC) IN HIGHER EDUCATION

The NEP, 2020 reiterates the holistic and multidisciplinary education. Even engineering institutions, such as IITs, will move towards more holistic and multidisciplinary education with more arts and humanities. The Academic Bank of Credits (ABCs) shall be a national-level facility to promote flexibility of curriculum framework and interdisciplinary academic mobility of students across HEIs with appropriate credit transfer mechanism. It will enable the integration of multiple disciplines of higher learning, leading to the desired outcomes including enhanced creativity, innovation, higher order thinking and critical analysis. Academic Bank of Credits is essentially a credit-based, and highly flexible, student-centric facility. Students are eligible for Credit transfer, Credit accrual and Credit redemption through ABCs. The present article enlighten the readers with regard to Objectives of ABCs ; Functions of ABCs ; Organizational Structures of ABCs ; Implementation Plan for ABCs ; and Eligibility Criteria for HEIs to register with ABCs. The Regulations presented in this article are called as the University Grants Commission (Establishment and Operation of Academic Bank of Credits in Higher Education) Regulations, 2021 which will be implemented from the academic year 2021-22.

Academic Challenges for Chinese Transfer Students in Engineering

This article describes a research study determining the most significant academic challenges experienced by Chinese transfer students in engineering at an American university. The survey-based study examined eight areas where transfer students may have academic difficulty and determined that the most significant of those concern transfer credit issues, student–instructor and student–student language difficulties, and classroom culture differences. The cultural differences, related to course syllabi, classroom discussion and group work, and frequency of assignments and exams, are partially explained in terms of a theoretical framework based on Hofstede’s power distance and risk avoidance elements. Recommendations are made of ways to ease these challenges and make the intercultural experience richer for both the transfer students and their American hosts.

Indigenizing and Mentoring Technology Usage in Undergraduate Teacher Education

As a partnership between a teacher education program and a public school, an introductory course in education was modernized to reflect the current technological and cultural contexts of the teaching profession. This was done to ensure the course would still be a transfer credit at other universities in the region and to ensure undergraduate students would receive a current perspective of teaching in Canada. The result of this initiative was the development of an undergraduate course infused with modeling technology used in classrooms today designed upon an indigenous pedagogical model. In theory, this allowed the students to explore the interaction of technology-enabled learning and indigenous pedagogy. In practice, this allowed the students to learn in a low-risk environment designed to reflect current realities and advances in educational practices.

The Best Three Years of Your Life: A Prediction for Three-Year Graduation

The 3-year graduation rate is a rarely measured metric in higher education compared to its 4- or 6- year graduation rate counterparts. For the first time in college (FTIC) students to graduate in three years, they must come with certain skills, abilities, plans, supports, or motivations. This project considers two distinct but interrelated ways of using advanced and novel statistical models, the Log-linear Cognitive Diagnostic Model (LCDM) and the Logistic Regression model (LR), to look at both students’ ability to graduate in three years and the characteristics that contribute to this ability. The results indicate that the LCDM is a reliable and efficient statistical model that can provide accurate prediction of students’ ability to graduate early. In addition, student enrolled credit hours in the semester, transfer credit hours, student high school GPA, and student socioeconomic status (EFC) were statistically significant predictors contributing to three-year graduation. The significant interaction between students’ EFC status and transfer credit hours has a meaningfully practical impact on enrollment strategies and institutional policies. Future studies could use the same LCDM model to consider the degree to which these or other characteristics contribute to 4-, 5-, and 6-year graduation rates. Identification of these characteristics could have a policy, student support, and admissions implications. Additionally, the success of the LCDM model in predicting ability could be used for abilities unrelated to graduation, including the ability to pay off loans, succeed in an internship, or give back financially to a university.

SUPPORTING BILINGUALISM AT INDONESIAN LANGUAGE FOR FOREIGNER PROGRAM (INTERNATIONAL CONFERENCE PAPER)

In PP No. 57/2014 has four programs, namely: (1) usage of Indonesia at international forums; (2) development of Indonesia teaching program for foreigner; (3) improvement of linguistic and literary cooperation with foreign institutions; (4) development and empowerment of Indonesia learning centers; (5) other measures in accordance with the provisions of legislation. Language Center has planned “Indonesian Language for Foreigner Program” (ILFP). As organizers of ILFP, Office of International Affairs and Partnerships (OIAP) Yogyakarta State University (YSU) has developed very rapidly. OIAP held four short courses, namely: 1) ILFP for Regular; 2) ILFP for Darmasiswa; 3) ILFP for Transfer Credit; 4) ILFP for Tailor-Made. This research is case study. The subjects are: ON and DSN (Burundi), ARR (Madagascar), AST (Myanmar), AF (Mali), SY and ASI (Thailand), and HO (Nigeria). Diversity will certainly affect the process of acquiring Indonesia language, so bilingual teaching is a rational choice. UNESCO itself supports bilingualism or multilingualism and essential component of intercultural at all levels of education. An article examines the practice of bilingual teaching at ILFP organized by OIAP YSU, such as language ecology.

Net Banking in India: Prescriptions for Safe Banking and Protection from Hackers

The use of innovation and computerization of the banking sector of India has increased manifold after the economic liberalisation of 1991. Banking industry has grown by leaps and bounds with the inception of electronic banking. Net banking, which is destined to be the future face of banking services, provides a lot of benefits to the customers like bill payment services, fund transfer, credit card customers, cheque deposit inquiry, view balances, and many more. Although online banking sites are heavily encrypted with the developing technology, it is still hard to rule out the ‘hackers’ who may obtain access to information related to personal identification and password. So the customers must be aware of the security issues and protect their identity and other personal details from hackers. In this backdrop, this paper highlights the growth of net banking and the reasons behind its gaining popularity. It then provides prescriptions before using net banking, and discusses the legal aspects relating to online banking operations. Further, it focuses on the challenges and opportunities of ‘online banking’.

Incorporating Learning Outcomes in Transfer Credit: The Way Forward for Campus Alberta?

Learning outcomes have become an integral part of the global trend in higher education reform and are employed in three interconnected areas: (1) quality assurance, (2) teaching and learning, and (3) transfer credit. The article touches briefly on the first two areas, but focuses discussion on employing learning outcomes in transfer credit. Using Alberta as a case study, its higher education system is examined and assessed, with emphasis on transfer credit, prior learning assessment, student mobility, and system coordination. Both the advantages and limitations of learning outcomes are presented, including balancing the needs of a wide variety of stakeholders. Taking lessons learned from similar international initiatives and an analysis of the Alberta context, the discussion culminates in a proposal for a way forward for this educational jurisdiction, promoting and incorporating learning outcomes as an important component of systematic and transparent method of transfer credit.