Friday, July 25, 2014

    Examination Schedule of 5 year B.A.LL.B 2nd year 2071 from Tribhuvan University


    Tribhuvan University, Office of the controller of examination, Balkhu has published Examination Schedule of  year B.A.LL.B 2nd year 2071.

    Find the published examination schedule below:


    Examination Schedule of B. Tech 1st, 2nd, 3rd and 4th year 2071 from Tribhuvan University

    Tribhuvan University, Office of the controller of examination, Balkhu today published Examination Schedule of B. Tech 1st, 2nd, 3rd and 4th year 2071

    Find the published routine below:


    Tribhuvan University publishes examination Schedule of 3 years Bachelor level 1st year 2071 (Humanities,LLB,Education Faculty)

    Tribhuvan University publishes examination Schedule of 3 years Bachelor level 1st year  (Humanities,LLB,Education) 2071
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    Related link:
    Tribhuvan University publishes examination schedule 2072
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    Find the published examination schedule below:

    Thursday, July 24, 2014

    Tribhuvan University publishes examination schedule of PCL Second year 2071


    Tribhuvan University, Office of the controller of examination, Balkhu has published examination schedule of PCL Second year 2071.

    Please find the notice (examination schedule) below:


    TU BBS 4 years Curriculum and Model Questions- Tribhuvan University Bachelor of Business Studies

    Bachelor of Business Studies (BBS) (4 Years BBS Programme )

    Program Objectives of BBS
    The objective of the BBS programme at the FoM is to develop students into competent managers for any sector of organized activity. The programme is based on the principle that graduates will spend a major portion of their life in a constantly changing envi ronment. Therefore, the student should have an opportunity to obtain a broad knowledge of the concepts and reality-based skills underlying the operation and management of organizations.

    Upon graduation, a student should be equipped to function as a manager in business,industry and government. The graduate should also have a variety of career opportunities in different sectors of business including entrepreneurship and create much needed jobs for others.

    The BBS programme specially attempts to:
    1.Equip the students with the required conceptual knowledge of business and administration to develop a general management perspective in them.
    2. Develop required attitudes, abilities and practical skill in students, which constitute a foundation for their growth into competent and responsible business managers.
    3. Encourage entrepreneurial capabilities in students to make them effective change agents in the Nepalese society.
    4. Develop necessary foundation for higher studies in management and thereafter take up careers in teaching, research and consultancy.

    Curricular Structure
    The FoM recognizes the need for both breadth and depth in the total academic pattern. Therefore, the curriculum for BBS degree comprises four separate and distinct course components:
    1. A strong foundation in allied areas of business such as language , economic analysis, legal environment, quantitative methods and research methods to prepare graduates to understand, analyze and comprehend the management concepts, theories and practices.
    2. Core business studies encompassing and integrating all functional areas to provide graduates with an appreciation of the diversity and inter -relationship of business and management issues.
    3.The opportunity to concentrate in one area of specialization such as accounting, finance, humanresources management, management science, and marketing in order to provide graduates with some degree of functional expertise

    Eligibility Conditions for Admission
    The candidate applying for admission to the BBS programme:
    1.must have successfully completed the PCL or 10+2 in business/commerce or an equivalent course from a Higher Secondary School Board, or from Tribhuvan University, or from any other University/Board recognized by TU
    2.must have studied English as a full paper at the PC level or 10+2 programme.
    3.must have secured the minimum marks at the PC level or 10+2 programme as prescribed by theFaculty Board or the campus concerned.
    4.must satisfy any other entry requirements or criteria including the entrance test as prescribed by the Faculty Board or the campus.

    Minimum General Requirements
    The minimum general requirements for the 4-years BBS programme are as follows:
    1. An academic year will consist of a minimum of 150 teaching days excluding the days taken for admission and annual examinations.
    2. The total instructional hours in an academic year will be 615 (150 days x 4:10 hours a day). For courses requiring field and practical works, additional hours of study will be required.
    3.There will be a minimum of five periods (i.e. class hours) each teaching day. The campuses running morning or evening shifts will also be required to meet this minimum class requirement.

    Attendance, Evaluation and Grading System
    The final evaluation of students is done through the annual examination conducted by the Office of the Controller of Examinations, Tribhuvan University. However, for qualifying to appear in the annual examinations, students must meet the following requirements:
    (a) The student must have a minimum of 70 percent attendance of the classes actually held.
    (b) No student will be allowed to appear in the second year final examinations without first appearing in the first year final examinations

    The grading system in the annual examinations is as follows:
    Third Division-35 Percent
    Second Division-45 Percent
    First Division-60 Percent
    Distinction-75 Percent

    1st Year Course:
    > MGT 202: BUSINESS STATISTICS
    The basic objective of this course is to acquaint the students with necessary mathematical tools and statistical techniques to be used in business decision making processes.

    > MGT 201: BUSINESS ENGLISH
    The BBS English course is a two-pronged English course emphasizing the core areas of reading and writing along with a strong communication component. It is designed to help students get ahead fast with their general English skills in interdisciplinary contexts with the lessons covering important vocabulary, grammar, reading and writing, listening and speaking skills for general and technical English.It is a theme-based course with comprehensive coverage of English language and critical thinking skills.Authentic listening and reading materials provide models for up to date language, grammar, and vocabulary.

    > MGT 213: PRINCIPLES OF MANAGEMENT
    The basic objective of this course is to give a comprehensive knowledge to students about organizati on and help them understand the major functions, principles, and techniques of management. The course deals with basic functions like planning, organizing, leading, and controlling with special orientation to modern management practices which are essential to manage business successfully and other organizations.

    > MGT 211: ACCOUNTING FOR FINANCIAL ANALYSIS AND PLANNING
    The objectives of the course are to provide the students with the knowledge required to analyze financial statement for decision making including long-term investment decisions. The course further attempts to provide sound knowledge required for higher studies in capital planni ng, analysis of financial statement and investment decisions.

    > MGT 203: BUSINESS ECONOMICS-I
    This course of Business Economics-I aims to enhance understanding of the microeconomic theories and develop skills of students in using these theories in business decision making.

    2nd Year Course:
    Course No.:MGT 205, BUSINESS COMMUNICATION
    Nature of the Course:Compulsory
    The Business Communication course contains two components: I. Business English, and II.Problem-solving Approach to WritingSkills. The weightage for the first component is 50% and the second component is 50%.

    Course No.:MGT 206, Macroeconomics
    Nature of the Course:Compulsory
    This course of macroeconomics aims to enhance understanding of students on the macroeconomic theories and develop skills of students in using these theories in business decision making under different economic environment.

    Course No.:MGT 212, Cost and Management Accounting
    Nature of the Course:Core
    The objectives of the course are to provide the students with in-depth knowledge of cost and management accounting in order to enable them to develop, arrange and classify cost information required for decision making for maximizing the profit and reducing / eliminating losses.

    The course further aims at developing a sound base for higher study in accountin
    g besides in practical knowledge required by the middle level managers to handle cost information independently.

    Course No.:MGT 214, FUNDAMENTALS OF MARKETING
    Nature of the Course:Core
    This course aims at developing knowledge and skills in students in analyzing issues concerning major decision making areas of marketing. It also aims to give background knowledge to students to prepare them for concentration courses in marketing

    Course No.:MGT 216, FOUNDATIONS OF HUMAN RESOURCE MANAGEMENT
    Nature of the Course:Core
    The objectives of this course are:
    - To introduce the basic concepts of Human Resource Management.
    - To enhance the knowledge and approaches of Human Resource Management.
    - To develop students' skills to handle tactfully emerging human resources challenges and issues


    click the link below for FULL SYLLABUS and MODEL Questions (BBS 4 years)
    TU BBS 4 years Programme Syllabus and Model Questions

    TU BBS 2nd Year Syllabus and Model Questions

    Wednesday, July 23, 2014

    Tribhuvan University(TU) BBS 1st year Model questions


    The objective of the BBS programme at the Faculty of Management, TU is to develop students into competent managers for any sector of organized activity. The programme is based on the principle that graduates will spend a major portion of their life in a constantly changing envi ronment. Therefore, the student should have an opportunity to obtain a broad knowledge of the concepts and reality-based skills underlying the operation and management of organizations.

    Upon graduation, a student should be equipped to function as a manager in business,industry and government. The graduate should also have a variety of career opportunities in different sectors of business including entrepreneurship and create much needed jobs for others.

    Tribhuvan University has published BBS first year Model questions.Please find the link below to download it

    Download BBS first year Model questions

    TU publishes Exam Schedule BIM and BBA 8th Semesters 2014

    Tribhuvan University, Faculty of Management has published Exam Schedule BIM and BBA 8th Semesters.Please find the published exam schedule (page1, page 2 below):

    Notice page 1



    Notice page 2

    original notice link


    Vacancy announcement from REED NEPAL, National NGO

    Vacancy announcement from REED NEPAL

    Vacancy announcement from WWF Nepal


    Bhattarai delivers lecture to M. Phil. students

    UCPN (Maoist) senior leader Baburam Bhattarai gave lecture s to M. Phil. students at Jamal-based Public Administration Campus affiliated to Tribhuvan University on Saturday.

    Leader Bhattarai delivered his lecture on 'The Nature of Underdevelopment and Regional Structure of Nepal: A Marxist Analysis' to the M. Phil. students.

    Bhattarai, in his lecture , shed lights on Nepal's ongoing development trends and reasons behind its underdevelopment through the Marxist perspective. The former prime minister also delivered his lecture s on recent political, social and economic aspects.

    On the occasion, the UCPN (M) leader said that country's progress was unlikely without economic prosperity and political stability, urging the students to focus on the same issues.

    Furthermore, Bhattarai gave his speeches on Nepal's past, present and future situation, current situation of neighbouring countries, Nepal's trade and commerce with them and the domestic and external reasons of Nepal's underdevelopment.

    He was of the statement that political change could not remain sustainable if economic prosperity was not carried out in a rapid way.

    source/photo: the kathmandu post,19 july 2014

    Tuesday, July 22, 2014

    SLC results to be in new grading system

    The government will be introducing a grading system while publishing SLC results from the coming year.

    The grading system has been prepared by the Curriculum Development Center and was officially passed by the National Curriculum Development and Evaluation Council last week. The Council will function under the Ministry of Education.

    This new grading system has it that no student’s SLC certificate will carry either pass or fail status. And hardly any student will fail Class 10 board exams, too. This is a step adopted by the government to improve the secondary level exam evaluation process, and from the next year, the grading evaluation system will be carried out for Classes Nine and 10.

    According to Diwakar Dhungel, Executive Director of the Curriculum Development Center, this new system will start with community technical schools.

    “The Evaluation Council has agreed to implement this new grading system for Classes Nine and 10. Now the results for these two grades will be published in this system all over the country. As a trial, we’ll be starting with 99 community technical schools,” he explained.

    He added that, depending on this trial’s outcomes, the results for the next year’s secondary school level will be published, using the new grading system.

    It is simply not possible to measure a student’s 10 years of learning with 32 marks, said Dhungel. Many students fail in the SLC finals due to the number grading system, and this had caused negative effects on the academic sector.

    Dhungel’s claim is that this new grading system will minimize these negative effects. And this will also be followed by the grading systems for Classes 11 and 12. The quality of academics will rise due to this grading system, he states.

    Ganesh Bhattarai, Spokesperson for Curriculum Development Center, affirmed that this new examination evaluation system is a way to improve and advance the secondary level examination evaluation process.

    Only the SLC certificates of those students from the community technical schools in the trial will be published according to the new grading system in the coming year, Bhattarai pointed out. Thence, in the coming years, schools all over the country will replace the old number grading system with the new one in the certificates.

    “We are now preparing to train the teachers to evaluate and grade the answer sheets according to the new system,” Bhattarai said, adding, “The Curriculum Development Center has assembled a committee of experts to discuss and decide whether the new grading system should be in numbers or alphabets.”

    The study report handed over by the committee will decide on the new grading system, he said

    source: republica,22 july 2014

    Monday, July 21, 2014

    HSEB publishes results of Scholarships Exam for 2071/72, waiting list, view scholarships results


    The Higher Secondary Education Board has published the results of scholarship exams on its website. This is the first time it published the names of scholarship awardees on the website.

    The results of those who had filled the scholarship forms from the HSEB’s Kathmandu Office have been published in first phase.

    The scholarship examination was held on July 12 for Science, Management, Humanities and Education faculties at various Higher Secondary Schools and Plus Two colleges.

    A meeting of Scholarship Distribution Sub-Committee held yesterday had decided to publish the results on the website last night.

    Community school students from 11 districts, including three in the the Kathmandu Valley, had appeared in the scholarship exams. Santosh Kumar Aryal, under-secretary, HSEB Kathmandu Office, said of the total 4,236 examinees from Science and Management faculties, 2,217 have passed the exams. Likewise, there were a total of 473 examinees from Humanities and Education faculties.

    news source: the himalayan times,22 july 2014


    click the link below to view results
    SCHOLARHIP RESULTS 2071

    If your symbol no is not found on the result system, please find it on waiting list
    Download waiting list

    Sunday, July 20, 2014

    Protest may disrupt dispatch of 12,743 new schoolteachers


    Continuous protest at the District Education Offices (DEO) is likely to disrupt the process of dispatching the newly appointed 12,743 teachers in the community schools across the country.

    The three-day-long lockout at the DEOs enforced by the Nepal Educational Republic Forum (NERF) since Wednesday, the first day of the new fiscal year, has disrupted several important works at the DEOs including the dispatch of new teachers, officials have said. The Teacher´s Service Commission (TSC) had already announced that the process of dispatching the teachers would begin from the new fiscal year.

    Although the three-day lockout protest at the DEOs ended Friday, NERF, a network of 11 various organizations advocating for the rights of teachers, is all set to come up with a new phase of protest at the district and central level to pressure the government into fulfilling its demands, said the NERF Chairperson Hom Kumar Thapa.

    The Forum is in protest with various demands such as opening of an internal vacancy for temporary teachers. Similarly, the teachers´ organization has also demanded that none of the teachers hired on contract basis should be made jobless following appointment of new permanent teachers.

    “Although the TSC has made new appointments, it should bring a provision to ensure that non-permanent teachers at the community schools do not become jobless,” Thapa added.

    Teachers hired under 17 various categories including temporary, contract and relief quota among others, are currently working at community schools across the country. Over 2,200 temporary teachers got permanent status through an open competition a year ago. But NERF said there are over 20,000 more temporary teachers whose fate hangs in balance.

    The teachers have also alleged that the DEOs supply false information to the TSC regarding the number of vacant seats at community schools. "The DEOs usually tell TSC that fewer seats are vacant so that the former could appoint substitute teachers arbitrarily,” claimed Chairman Thapa.

    Apart from this, NERF also wants the government to set the salary scale for teachers on par with the civil servants. “The government has long been treating teachers unfairly in terms of paying the salaries, and it continued the discrimination in the new budget as well,” Thapa mentioned.

    Likewise, NERF has also asked the government to regulate the private schools and force them to pay teachers salaries on par with community school teachers.

    source: republica,20 july 2014

    Scholarships and Admission notice 2071 from CTEVT (Staff Nurse, Engineering,Pharmacy,Radiography, Dental Science, lab technician)


    Tribhuvan University publishes exam centers for Three years BBS,BA, B.Ed B.Sc & LLB Second year and Four years B.Sc. Second year 2071

    Tribhuvan University,office of the controller of examination, Balkhu has published the examination centers of the colleges Inside Kathmandu Vally for upcoming Three years BBS,BA, B.Ed B.Sc & LLB Second year and Four years B.Sc. Second year examination 2071.

    Please find the notice (Notice page 1, Notice page 2,Notice page 3, Notice page 4) below:

    Notice page 1

    Notice page 2

    Notice page 3





    Notice Page 4





    Friday, July 18, 2014

    Notice about TU CMAT exam Postponement, BBA,BIM,BHM,BTTM,BBM,BPA CMAT entrance exam 2014

    Notice about TU CMAT exam Postponement

    Things you need to take to college


    You may have certain possessions that you cannot imagine your life without. You carry them along everywhere you go—even while going to college. Be it a real necessity or something you are attached to emotionally, these belongings make your college life easier and fun.

    Here’s a list of accessories many college students prefer taking to college. Which ones are yours

    Bits and bites
    Health is wealth. If you don’t take care of your health, you won’t be able to make the most out of your college life. So don’t forget to eat in time. You can prepare some snacks at home for college or buy something healthy on your way so that you can eat them during your breaks. This way, you won’t need to rely on the oily and expensive food available at your canteen or the eatery near your campus. Don’t forget to carry a bottle of water, too. And a bar of chocolate maybe.

    To keep in touch
    It is good to keep in touch with your family, especially if your college is far away from home. With a mobile phone with you all the time, your parents will also be assured that you’re safe and just a call away. You can count on your cell phone to contact your family in case of emergencies, too. And for many youngsters, mobiles are inseparable parts of their life as they keep them close to their other half. “I have to text my girlfriend every now and then, so I cannot do without my mobile, even at college,” quips Sangeet Khatri, 19, from Cosmos College of Management and Technology.

    Mobiles also help you kill time when you have free time or while you’re traveling on the way to college. You can listen to your favorite music, play interesting games or browse the Internet. Mobile phones are handy enough for making quick notes and adding important reminders related to college work and others.

    Don’t forget to carry an earphone, too. You can listen to music, or tune it to your favorite radio station when you are free or while commuting to and fro college.

    Touchups
    Who would want to look unpresentable in college, right? You never know when your crush might see you. And for many of you who need to head to office directly after college, you wouldn’t want to take your messy and tired look along, would you? So it’s a good idea to carry some cosmetics, deodorant, comb and tissue papers in your bag. “As I leave for college right after I wake up, I feel the need to freshen myself up as soon as I reach college. I carry my face wash, cream, loose powder, mascara and lipstick to make myself up and look more presentable,” says Priyanka Gautam, 20, from National College.

    Umbrella and raincoat
    It’s rainy season, and it can rain any minute. You wouldn’t want to get yourself and all your precious belongings wet, right? So don’t forget to equip yourself with an umbrella or a raincoat, whichever fancies you. Even if it doesn’t rain, you can always use your umbrella to protect yourself from the scorching sun.

    Cash
    You could require cash anywhere and at any time. Whether it’s to pay for your bus fare or to have important handouts photocopied, you need money. Plus, there could always be emergencies. No matter how close or far your college is from home, carrying some cash is always a good idea.

    Bookish affair
    Your going to college doesn’t mean you need to strictly carry only course books. Carry that interesting novel you’re reading to college. When you have nothing to do at college, you can utilize your time by losing yourself in the fantasies that great authors have put into words in their books. “I have to travel all the way to Dhulikhel from Kathmandu for my college. So to make the best out my commuting time, I take along a novel. Since I’m fond of reading, I never realize how time flies by while traveling to and from college,” says Sabnam Acharya, 20, from Kathmandu University. If you’re not much of a bookworm, go for magazines. Latest issues of lifestyle magazines are available in stores which are fun to read and informative, too. Read the magazines with your friends in class and you’ll have fun discussing the topics covered in the magazines. Comics are another option.

    A comfortable bag
    To accommodate all your dear accessories, you’ll need a spacious and comfortable bag. Choose a funky bag that makes you look colorful and lively.

    source:republica, 16 july 2014

    Quest to redefine madrassa education


    "More and more Islamic seminaries are incorporating government curriculum n Experts say education opportunities improving for Muslim girls"

    Nepalgunj: Like many public and community schools in the country, Ayesha Girls’ Madrassa in Nepalgunj suffers from a host of problems, including lack of physical infrastructure.
    Education experts believe the more the madrassas adopt national curriculum, the more girls will have formal education.photo courtesy: the kathmandu post
    Students in nursery and upper kindergarten share a room divided by a thin wooden partition. The students in third grade sit on crammed benches out on the hallway, next to a staircase to the roof. Fifth grade students take classes in an open room, at the far end of the corridor. And last week on Tuesday, the students of grade six and seven sat for computer exams without ever having seen a computer in the school.

    Still, since its integration into the national education system in 2007, Ayesha has been engaged in an admission campaign, more aggressively so in the last two years. The school’s teachers and founders visit houses in their localities and in the villages around looking for girls who are out of school. They try to convince the parents of the importance of education for girls and to keep their daughters in school. Not all madrassas registered with district education offices conduct a yearly admission campaign. Most of them, though, help keep girls in school despite challenges of accommodating both madrassa and government curricula and lack of infrastructure and teachers.

    Estimates put the total number of madrassas, including the unregistered one, at  3,000. Muslim communities use madrassas as religious schools where they teach  Urdu, Arabic and Islamic teachings. Apart from Banke, a large number of madrassas are found in districts populated by Muslims like Rautahat, Kapilvastu and Morang.  

    Strict adherence to religious principles means most Muslim parents in the country prefer these religious institutions over secular public and private schools, especially for their daughters.

    A stark example is Aslam Haluwai, one of the founders of Ayesha, whose two sons go to a nearby private school while his three daughters attend Ayesha. A small man, Haluwai defends this decision by saying that his daughters’ enrollment at Ayesha sends a positive message about the quality of education the madrassa offers.

    Haluwai’s daughters are not the only students in Ayesha whose male siblings attend non-religious public and private institutions. Sabnam Kasgar, an eighth grader, also has two younger brothers who attend a private school nearby.

    A high regard for religious customs also means that most parents pull their daughters out of madrassas, especially from co-ed ones, once they reach puberty. “Even all-girls madrassas are out of the question if the girls have to walk to school,” says Haluwai, sitting on a chair at the principal’s office in Ayesha. It does not help that more than two-thirds of the madrassas have no validity in the national education system.

    According to a 2013-2014 flash report prepared by the Department of Education, only 735 out of the 3,000 madrassas are registered with their district education offices. These registered madrassas offer both madrassa and government curricula.

    The other factor that encourages protective parents to keep their daughters at home once they turn 11 or 12 years is the low number of registered madrassas which run lower-secondary and secondary-level classes.

    Of the 735 registered madrassas, only 25 offer lower-secondary level courses. Twelve are permitted to run secondary-level classes and just three have higher-secondary status.  Because the majority of the madrassas which also follow the mainstream curriculum do not offer classes beyond the primary level, girls do not stay there beyond the fifth level. For instance, Ayesha offers classes up until the eighth grade. Once the eighth grade final exams near, the teachers and the founders have to launch another campaign

    to convince the parents to send their daughters to non-religious schools so that the girls can at least complete the secondary-level education. “So far we’ve managed to convince 90 percent of the parents, but it’s always tough. Parents only agree to allow their girls to continue their education once we and the principals of other schools promise to keep the girls safe,” says Talat Khan, the principal of Ayesha. Except for the three founders, all other staff members in Ayesha are women.

    Experts believe that as more madrassas are brought into the mainstream, education opportunities for Muslim girls will improve. The pace of integration is slow, but the number of madrassas teaching the government curriculum is on the rise--from 689 in the fiscal year 2012-2013 to 735  last fiscal. Since 2006, the government has  been wooing madrassas with cash incentives, an integrated curriculum and waivers such as on teachers’ licences to get them registered.  “The more the madrassas that accept the national curriculum, the more the girls who are educated,” says Vidyanath Koirala, an education researcher who has extensively studied madrassas.

    source:the kathmandu post,17 july 2014

    Wednesday, July 16, 2014

    St. Xavier's College announces admission for BIM and BSc CSIT (Tribhuvan University)


    St. Xavier's College, Maitighar announces admission open for BIM and BScCSIT programme affiliated to Tribhuvan University.

    Admission procedure for  BIM and BSc CSIT are as follows:

    For BIM:
    The applicant must have filled up the CMAT form distributed by TU and sit for the CMAT entrance exam on August 23,2014,8 A.M. (Bhadra 7,2017)
    > The applicant must pass the CMAT exam to be eligible for admission in BIM program offered by the college under TU
    > The applicant who have passed the CMAT exam have to contact the college on the next day of CMAT result
    > The last day of CMAT application form submission: August 15, 2014(Shrawan 30,2071)

    For BSc CSIT:
    The applicant must have filled up the entrance form distributed by IOST, TU and sit for the entrance exam on August 27,2014, 11A.M.-1P.M.(Bhadra 11, 2071)
    > The application must pass the TU entrance exam to be eligible for admission in BSc CSIT program offered by the college under TU.
    > The applicants who have passed the entrance exam have to contact the college on the next day of the IOST entrance exam result.
    > The last day application form submission is August 8, 2014(Shrawan 30,2071)

    Monday, July 14, 2014

    Vacancy announcement from Save the Children for Jr. Officer (Media & Communication) and Jr. Officer (Sponsorship)

    Vacancy announcement from Save the Children

    Vacancy announcement from ActionAid International Nepal (AAIN)


    Kathmandu College of Management (KCM) announces admission open for BBA

    Kathmandu College of Management (KCM) announces admission open for BBA


    Tribhuvan University publishes exam centers for Bachelor 2nd year 2071 (Outside valley) BA, BBS, B.Ed. B.Sc , LLB second year

    Tribhuvan University,office of the controller of examination, Balkhu has published the examination centers of upcoming BA, BBS, B.Ed. B.Sc , LLB Second year course (Outside valley) .  Find the notice (exam centers) below issued by TU.
    Page 1.


    Page 2
    RELATED NEWS:

    Tribhuvan University publishes exam centers for Three years BBS,BA, B.Ed B.Sc & LLB Second year and Four years B.Sc. Second year 2071 (20 july 2014)

     


    Tribhuvan University publishes exam centers for Bachelor 2nd year 2071 (Outside valley) BA, BBS, B.Ed. B.Sc , LLB second year (dated 15 july 2014)



    TU publishes Exam Form Fill up notice for Bachelor First year (BBS,BA,B.Ed.,LLB)-3 years and B.Sc. first year-Four years 2071



    Sunday, July 13, 2014

    Scholarship notice for Geomatics 2014 Kathmandu University Department of Civil and Geomatics Engineering

    Scholarship notice for Geomatics 2014 Kathmandu University Department of Civil and Geomatics Engineering

    Urgent notice regarding BBA, BIM, BHM, BTTM, BBM and BPA CMAT 2014 from Tribhuvan University Faculty of Management


    Tribhuvan University, Faculty of Management, rescheduled the CMAT application for BBA, BIM, BBM, BPA, BHM and BTTM program and the CMAT Entrance date.

    Eligibility:
    > 10+2, PCL or Equivalent in any discipline with a minimum score of second division marks
    Students who have cleared XI and are waiting for XII result may also apply

    Admission Schedule
    > Last date to submit Application (CMAT) Form: Sharwan 30, 2071 (August 15, 2014)
    > Date of Admission test (BBA, BIM, BBM, BPA, BHM and BTTM): Bhadra 7, 2071 (August 23, 2014)
    > Time: 8 am
    > Test center and other details: To be notified by the Faculty of Management to the respective campuses submitting CMAT form or visit Faculty of Management website.

    Note:
    Students must apply to specific campuses in which they want to study
    Contact the respective campus or visit our website for further information.

    DOWNLOAD CMAT APPLICATION FORM

    Wednesday, July 9, 2014

    Public colleges should develop infrastructures, say students


    Whether private or government, colleges are meant to be the platforms for individuals to be groomed for developing the nation. However, in the present context, private colleges are garnering much attention and social respect as compared to public colleges.

    “I prefer private colleges because the classes are held regularly, unlike in government colleges,” says Arati Tiwari, 24, who has experiences of studying in both private as well as public institutions. She shares that while studying in a government college, she couldn’t concentrate on her studies much because many of her classmates were engaged in politics, and due to this, classes wouldn’t be conducted regularly.

    “There weren’t enough infrastructures, like proper chairs and tables, computer labs and libraries in the college I attended,” she reminisces. “If students were slightly late for classes, they would have to stand up and listen to the lecturers the entire period as there weren’t enough chairs for the students admitted.”

    Arati also felt that teachers weren’t dedicated enough to provide proper guidance to the students. “While in the private college I attended, teachers were like parents and gave necessary academic and professional guidelines,” she remarks.But for many students, like those belonging to lower economic status, there is no option but to attend a government college, observes Bishow Deep Dhungana, 24. Currently a postgraduate student of Business Studies at Shanker Dev Campus at Putali Sadak, he has many classmates who have come from all across the country for the course.

    “Many students come to Kathmandu to pursue higher education from different parts of Nepal and they cannot afford to invest a lot in education as they also have to take care of accommodation and food expenses,” he says.

    Private colleges are too expensive; the same course can be completed in a government college in less than half the amount as that of the private institutions, he observes.

    Unlike what Arati experienced, Bishow feels that studying at a public college means getting chances to network with old and experienced professors, which most private institutions cannot facilitate.

    Yadav Raj Sharma, Assistant Professor at Padma Kanya Multiple Campus in Bag Bazaar, agrees with Bishow. “Since many professors of government colleges also teach at private institutions, the quality of education in both private and public colleges isn’t that different,” he observes.

    Further highlighting on the advantage of studying in a government college, he opines, “People from diverse backgrounds and cultures from different parts of the country attend public colleges that are comparatively cheaper. This way, students can interact with each other and learn about different cultures and lifestyles of the country,” he adds.

    Sarita Joshi, 29, who also has experiences of studying both in private and public colleges, feels that the government colleges aren’t that inefficient, after all.

    “Students become more independent if they study in a public college. The teachers don’t keep nagging them for assignments and studies, and won’t spoon-feed them like in private colleges,” she observes. She adds that students will work on their own while doing assignments and researches independently, and learn a lot more.

    However, there are many aspects the government colleges need to bring about changes in, she shares. The government should emphasize on recruiting hardworking and dedicated teachers, she suggests. “And more budget should be allocated for the infrastructures in the colleges so that they meet the standards of education as provided in private colleges,” she adds.

    Since a large percentage of the population of the country relies on government colleges for education, bringing about necessary changes in such colleges to ensure quality education will be beneficial for the development of the nation as a whole, she concludes.

    source: republica,10 july 2014

    Monday, July 7, 2014

    KIST Medical College students threaten to launch hunger strike


    LALITPUR: Students of KIST Medical College today threatened to stage relay hunger strike if their demands were not fulfilled at the earliest.

    The students have been staging a sit-in in front of the college administration for the past one week, bringing all administrative and academic activities to a halt. The students said the college administration has turned a deaf ear to their nine-point demand.

    Around 600 medical students are taking part in the protest.

    The students have accused the TU-affiliated college of charging exorbitant fees from students against the fee ceiling fixed by the Ministry of Education.

    Rajib Neupane, one of the protesting students, said despite the ceiling of Rs 32 lakh fixed by the government for MBBS programme, the college has been charging up to Rs 55 lakh. “On top of this, it further charges extra fees from students under various titles,” he said.

    The agitating students have also accused the college of not paying the monthly stipend at par with the Tribhuvan University Teaching Hospital.

    “In TUTH, an MBBS intern gets Rs 11,090 per month, while we get only Rs 8,000,” he added.

    The agitating students had organised a pen down strike on July 3.

    Their demands include establishing playground and bigger library in the college, basic facilities to students and IMed registration to college students, among others.

    Neupane said they will stage relay hunger strike if their demands are not addressed within a few days. “We have already notified Nepal Medical Council, the District Administration Office, security personnel and others regarding our protest,” he said.

    The college administration, however, denied all charges and said students were halting all administrative and academic activities ‘to exercise power and politics’. - See more at: http://thehimalayantimes.com/fullNews.php?headline=KIST+Medical+College+students+threaten+to+launch+hunger+strike&NewsID=420503#sthash.gASZUOmj.dpuf
    LALITPUR: Students of KIST Medical College today threatened to stage relay hunger strike if their demands were not fulfilled at the earliest.

    The students have been staging a sit-in in front of the college administration for the past one week, bringing all administrative and academic activities to a halt. The students said the college administration has turned a deaf ear to their nine-point demand.

    Around 600 medical students are taking part in the protest.The students have accused the TU-affiliated college of charging exorbitant fees from students against the fee ceiling fixed by the Ministry of Education.

    Rajib Neupane, one of the protesting students, said despite the ceiling of Rs 32 lakh fixed by the government for MBBS programme, the college has been charging up to Rs 55 lakh. “On top of this, it further charges extra fees from students under various titles,” he said.

    The agitating students have also accused the college of not paying the monthly stipend at par with the Tribhuvan University Teaching Hospital.

    “In TUTH, an MBBS intern gets Rs 11,090 per month, while we get only Rs 8,000,” he added.The agitating students had organised a pen down strike on July 3.

    Their demands include establishing playground and bigger library in the college, basic facilities to students and IMed registration to college students, among others.

    Neupane said they will stage relay hunger strike if their demands are not addressed within a few days. “We have already notified Nepal Medical Council, the District Administration Office, security personnel and others regarding our protest,” he said.

    The college administration, however, denied all charges and said students were halting all administrative and academic activities ‘to exercise power and politics’.

    source: the himalayan times,7 july 2014

    KUSOM invites applications for Kathmandu University Undergraduate Management Test (KUUMAT) 2014


    Kathmandu University School of Management (KUSOM) invites applications for Kathmandu University Undergraduate Management Test (KUUMAT) 2014.

    KUUMAT is designed as an eligibility test for admission into KU’s undergraduate management programs and is a compulsory requirement for applying to get admission. KU’s undergraduate management programs are four-year intensive academic programs spread over eight semesters of full time study.

    Eligibility
    Nepali and non-Nepali nationals with a 10+2 or Intermediate or equivalent level study program of at least two years duration in any discipline with a minimum of 50 percent in aggregate or CGPA of 2.0 on the scale of 4.0 from universities/boards recognized by Kathmandu University.

    Note: Applicants who have completed the qualifying educational level but are awaiting the final results may apply on a provisional basis, provided they have already taken the final annual examinations of the program and passed all previous year papers.

    Eligibility
    Nepali and non-Nepali nationals with a 10+2 or Intermediate or equivalent level of study program of at least two years duration in any discipline with a minimum of 50 percent in aggregate or CGPA of 2 on the scale of 4 from universities/boards recognized by Kathmandu University

    Note: Applicants who have completed the qualifying educational level but are awaiting the final results may apply on a provisional basis, provided he/she has already taken the final annual examination of the program and passed all papers of the first year with minimum 50 percent in aggregate or CGPA 2.

    Test Date: Test: Friday, 8 August, 2014
    Venue: KUSOM Premises
    Scholarship: Kathmandu University (KU) provides some scholarships for the needy and deserving undergraduate students.

    The last date for the submission of completed Application Form is Friday, 1 August 2014

    >Click Here for Admission Notice
    >Package Contents and Instructions
    >Calendar for KUUMAT 2014
    >Documents Submission Checklist
    >Application Form for KUUMAT 2014
    >Admit Card KUUMAT 2014

    All queries, concerns, and application related issues may be forwarded to the following:

    Correspondence Address:
    Admission Office
    Kathmandu University School of Management
    Pincche Tole, Sasatancha, Balkumari, Lalitpur,
    P. O. Box 6250, Kathmandu, Nepal
    : 5548891, 5544078, 5544077 ; Fax: 977-1-5533814
    Email: info@kusom.edu.np, url:www.kusom.edu.np

    Nepali students making short films on Finnish women


    Four students from Oscar International College (College of Film Studies), Sukedhara, are producing four different short films, each centered on the situation of women in Finland, upon the initiation of Helsinki Metropolia University of Applied Sciences, Finland.

    Students Sujata Koirala, Sagar Gahatraj, Saroj Shrestha and Romi Tandukar had recently been to Finland with Binod Poudel, Chief of Oscar International College, and teacher Manoj Babu Pant. They had shot their films, along with Finnish students of filmmaking, during their 10-day long stay in Finland.

    Besides shooting for the films, the four Nepali students also gave interviews about Nepali films to local radio, television channels and newspapers.

    “Although we only stayed for 10 days, I’ve had the opportunity to understand the Finnish society,” says one of the participating students Sujata Koirala, who is also the lead actress of ‘Manjari’, a Nepali film that was released last year.These undergraduate students have made women of various backgrounds and age groups main character of their films. It has been 100 years since the Finnish women were given the right to vote in their country, and marking the same occasion, different programs are being organized in Finland throughout this decade. This film production is also a part of this celebration.

    Before the Nepali students visited Finland, four Finnish film students had come to Nepal and shot four different short films based on the situation of women in Nepal. The students of Oscar International College had assisted them with camera and other technical works during their stay.

    After the post production of the films, which is currently taking place at the College, they’ll be sent to Finland. According to College Chief Poudel, all the eight films (made by Nepali and Finnish students) will be premiered at an event in Finland.

    source/photo: republica,6 july 2014

    Sunday, July 6, 2014

    Are there only two jobs in the world?

    There comes a time in every Nepali’s life when we assume SLC means everything. As in, the SLC results take on a terrible importance. Your marks become the sole basis for people’s judging you. But the percentage on a sheet of paper—which you see digitally first nowadays—can never reveal your true potential. Believe me, we are a lot more than these two digits, and everybody has to find their own way of dealing with the SLC, and then finding their own path. And I am saying that your marks take on this terrible importance because they do change lives.  It happened to me; it has happened to others, and it can happen to you.

    As soon as your results are out, if you scored more than 80 percent in the SLC, you would most likely opt for Science, and if less than 80 percent, probably Management.
    In our educational system, it’s as if the Humanities were not an even an option. The Humanities don’t even exist for our parents and our so-called teachers who are supposed to counsel us. The magic number—80 percent—has so much power. For if you’ve scored above that cut-off point, you can get the admission forms for streams that you will hope will later land you scholarships in IOM, IOE and MOE: it’s something that you see all the time in advertisement flyers. And obviously everyone is impressed with you, and you are too. It’s not your fault if you then do what you are expected to do—that is, study science—because you are still young, and even the elders around you do not see things with a critical eye. But then, what??

    Once you start college, you will start realising that school and college are completely different things. And as your lecturers continue harping on the importance of IOM, IOE and MOE, as if these were the only institutions that mattered in the world, you may be forgiven for thinking that other options just don’t matter at all. In the process, the students who once had creative dreams—the dream to colour their worlds in their own ways—slowly undergo a brainwashing. Truly, in college, I find myself surrounded by robots, for whom anyone’s aspiring to someday become anything other than a doctor or an engineer must only do so on account of programming errors in their heads. And as we become more and more like robots, we start to think that not studying six hours a day and sleeping for more than six hours a day are the biggest mistakes we can make in our lives. The days pass, the indoctrination continues, and the people who cannot keep up fall by the wayside. Many of them turn into backbenchers.

    But even those who do strive to turn into engineers and so on will soon have to wake up to a reality check.  The biggest problem arises when you pass your HSEB board exams and your name does not feature on the scholarship roll. The thing is, your top lecturers never told you that out of those 6,000 or so who were sold admission forms, only something like six people will become the chosen ones.

    And many of them will still sacrifice yet more valuable time for the sake of taking the same entrance exams. Again and again. Because they have been programmed to be robots. And finally when they realise that they have lost a lot of time, many of them will surely question why their teachers were pushing them towards becoming only doctors or engineers.

    So, no . I don’t want this type of programmed living and I am totally dissatisfied with our education culture. I do not want a Nepal where everyone who is anyone says, “Hi doc, hello doc, how are you doing doc?” to who is anyone.

    I want colleges where the students learn to think for themselves. Colleges where the students are encouraged to chase their dreams. A college should be able to hold a mirror to us and allow us to know what our aptitudes and inclinations are: it should be a place where people know that there are other Science streams too, and it should teach students that Management and Humanities are not second options. You, whoever is reading this, can make your own choices. If choosing a career, please choose one that makes you say: “Yes, this is what I am made for.”  Realise that society will respect you only if you are satisfied and happy first.

    I also wish that the colleges put a lot more emphasis on creative thinking and extracurricular activities. And I wish parents from, the very beginning, selflessly guided their children to think about what they want and to understand what aptitudes they have.

    You must know there are uncountable ways of living. It’s never a compulsion to live what others are living. You can seek what you want.

    -Anjila Shrestha,Shrestha is a grade-12
    Science student at Trinity International College
    source: the kathmandu post,7 july 2014

    Tribhuvan University (TU) marks 55th anniversary

    The Tribhuvan University (TU), the oldest university of the country, marked its 55th anniversary amid a function at its own premise on Sunday.

    Prime Minister Sushil Koirala and Deputy Prime Minister Bamdev Gautam addressed the function stating that the government is planning to introduce an umbrella act to improve the quality of education in colleges.

    "Lack of coordination between the authorities has hindered the progress of educational system, which needs to be addressed through a single umbrella act," Gautam stated.

    The TU vice chancellor, registrar and rectors were among others to speak about the problems facing university on the last day of weeklong anniversary celebrations.

    For the betterment of the teachers and staffs after retirement, the Faculty of Humanities on Thursday had donated Rs 10.4 million to the TU Registrar Chandra Mani Poudel.

    While the university´s top level officials are often criticized for their failure to improve the quality of education in its affiliate colleges, TU this week had organized a discussion among students, teachers, educationists and other stakeholder to soicit their opinions.

    Management faculty Dean Pushkar Bajracharya had also presented a working paper at the function.

    Beginning the weeklong celebrations on June 30, TU also organized a tree plantation program near the principal´s office of the TU central campus and the central office. Likewise, students and university staffers also expressed determination to make TU premise free of plastic.

    Giving continuity to the tree plantation program, the TU staffers also planted an additional 300 trees of medicinal value such as amala, harro and barro on the university premise on July 2.

    Amid the function, 219 university teachers and staffers were felicitated for their contribution to the university.

    source: republica,6 july 2014

    ETS TOEIC test to be launched in Nepal


    Growth Sellers jointly with EPA Nepal is all set to promote Educational Testing Service, Teaching of English for International Communication in Nepal.

    Organising a press meet here in Kathmandu, Ram Chandra Poudel, Managing Director, EPA Nepal, said that ETA is very popular in various countries such as India and Australia. “Here in the country we are going to promote it to enhance communication skills and measure English proficiency in the workforce,” he said.

    Subash KC, Country Director, EPA Nepal, said that there was difference in academic English and workforce English but people are yet to be told about that.

    He said TOEIC test has been approved by more than 14,000 organisations in around 150 countries worldwide.

    TOEIC test is a tool for organisations to determine the communication level in recruitment, promotion and evaluation process.TOEIC test has also been approved for immigration purpose and higher academic pursuits in various countries throughout the world.

    source: the himalayan times,5 july 2014

    Kathmandu University School of Science / School of Engineering announces admissions for Undergraduate Programs 2014/2015

    KATHMANDU UNIVERSITY
    School of Science / School of Engineering
    Undergraduate Programs
    Admission Open
    Kathmandu University announces the opening of admission to the Undergraduate Programs in School of Science and School of Engineering for the academic year 2014/2015.
    Admission is open for the following programs: 
    Program
    Eligibility criteria
    Entrance exam
    Merit seats
    Quota seats
    BE in Electrical and Electronic Engineering (Communication)
    10+2 or equivalent examinations with a minimum of 50% marks in aggregate and 50% in Physics, Chemistry and Mathematics (PCM)
    PCM
    27
    3
    BE in Electrical and Electronic Engineering (Power and Control)
    27
    3
    BE in Mechanical Engineering
    54
    6
    BE in Civil Engineering (Specialization in Hydropower)
    54
    6
    BTech in Environmental Engineering   
    31
    4
    BE in Computer Engineering
    10+2 or equivalent examinations with a minimum of 50% marks in aggregate and 50% in PCM or Physics, Mathematics and Computer Science (PMCs)
    PCM
    54
    6
    BE in Geomatics Engineering
    18
    12
    BSc in Applied Physics
    18
    2
    BSc in Computer Science
    36
    4
    Bachelor of Pharmacy
    10+2 or equivalent examinations with a minimum of 50% marks in aggregate and 50% in PCM or Physics, Chemistry and Biology (PCB)
    PCM or PCB
    54
    6
    BSc in Environmental Science
    36
    4
    BTech in Biotechnology
    31
    4
    BSc in Human Biology
    10+2 or equivalent examinations with a minimum of 50% marks in aggregate and 50% in PCB
    PCB
    18
    2







    Candidates are required to take Computer-based Entrance Exam in either PCM or PCB.

    1.
    Register your name for Computer-based Test (CBT) at http://apply.ku.edu.np/cbt. Candidates are required to register online before visiting the admissions office for admit cards.
    2.
    Pay the required CBT and admission application processing fee of Rs. 1250 to any one of the following KU Account at any branch of the banks mentioned below. Account Name : Kathmandu University
    Branch :   Any
    Bank Account Information:
    Nepal Investment Bank Ltd A/C No. : 00501030250009
    Machhapuchchhre Bank Ltd A/C No. : 2022524044147028
    Nabil Bank Ltd A/C No. : 0110010955102
    3.
    Visit admissions office located at TTL Auditorium, KU main campus, Dhulikhel with your identification document (citizenship card or passport), a photocopy of the identification document, 3 recent PP-size photographs and a bank voucher of Rs. 1250. Make an appointment for CBT and collect admit card.
    4.
    Appear on Computer Based Entrance Exam. Please do not forget to bring your admit card and identification document along with you.
    5.
    Fill up the online application form for admission. The online application form will be available from July 21, 2014 to July 28, 2014 at http://apply.ku.edu.np/admission.
    6.
    Follow the announcements at http://ku.edu.np.
    ----------------------------------------------------------------------------
    Time Schedule for Admission
    Applicants are advised to follow the time schedule given below.
    Working days and other schedules will be as per the academic calendar published by the university. 
    SCHEDULE
    Online registration for CBT
    July 5 to 20, 2014
    Appointment for CBT and admit card collection
    July 8 to 21, 2014 between 10 AM and 3 PM
    Admission Test:

          Date
    July 10 to 27, 2014 – As mentioned in the admit card
          Time
    As mentioned in the admit card
          Venue
    KU main campus, Dhulikhel
    Submission of completed application form
    July 21 to 28, 2014
    Publication of selected candidates list
    July 30, 2014
    Admission period
    August 1 to 5, 2014 unless otherwise stated in the admission notice
     Send your queries to admission@ku.edu.np or call (011) 681572.
    Notes:
    ·          Candidates can appear in the CBT at most two times. Rs. 1250 will be charged for the additional test.
    ·         Candidates who have passed all courses of Grade 11, have appeared in exams of Grade 12 and are awaiting the results can also apply on a provisional basis.
    ·         Syllabi for entrance exam are available  here
    ·          Apply early to avoid rush close to the deadline.
    ·         A limited number of scholarships are available for meritorious and financially needy students. The application for financial support is to be submitted at the time of admission.





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