Victoria Foreign Educational Services

03/03/2015

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03/03/2015

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11/12/2014

Study in European Countries...............
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17/09/2014

SPOT ADMISSION!!! By CQU University between 10.00 AM to 11.30 AM on 19th September 2014,at our Ernakulam Office.Please come along with all academics.Contact for more information:9447769800,
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05/09/2014

26/06/2014

Study MBA for 7,00,000INR and get guaranteed work placement in UAE in top companies. WSL University, a Polish based University. Get 3 year work visa initially. Any graduates can apply. For more Information contact 9447769800/04844063232

05/02/2014

AUSTRALIA

New Visa Charges from 1 January 2014. Please be informed that from 1 January 2014 the visa fees will be applicable as per given below visa pricing currency table.

31/10/2013

Fortunate is the one who has learned to Admire, but not to envy. Good Wishes for a joyous Diwali and a Happy New Year with plenty of Peace and Prosperity.

22/10/2013

CANADA

Connecting to employers

An average of over 90% of Canadian college graduates have been able to obtain employment within six months of graduating and 95% of employers are satisfied with the quality of the graduates who they hire

Canadian colleges and institutes carry out their mandate to make the curriculum responsive to employers in the community in many ways. First, employers are involved at every level of the institution, from the board to each programme area, thus, stimulating and even requiring college faculty and management to respond to the rapidly evolving labour market and societal needs and challenges. Employer programme advisory committees are created for every single programme. These committees meet twice a year to provide feedback to the programme director and faculty on such matters as what changes should be made to the curriculum and how their latest graduates are doing on the job.

Second, provincial and territorial governments engage employer and employee associations to advise them on curriculum standards and priorities. At the national level, Employment and Social Development Canada (formerly called Human Resources and Skills Development Canada) has supported the creation of national human resource sector councils that carry out the core tasks of predicting the human resources (HR) needs for their industry or service, marketing their sector to college graduates and the general public, sometimes accrediting programmes to the norms of the industry, and informing government of HR decisions and policies.

Competency-based Curriculum
Third, Canadian colleges has developed a competency-based curriculum methodology or DACUM (Developing A CurriculUM). This methodology has required faculty to develop curriculum not on what they thought learners should acquire, but by carrying out a rigorous analysis of the competencies required for each occupation, as described by those who are doing the job. This DACUM methodology would soon be adopted later by many countries around the world. An occupational analysis would then be transformed into learning outcomes and pedagogy that would enable acquisition of the required competencies. A competency is defined not only as the technical skill required, but also as the relevant knowledge and attitudes that must accompany those skills for them to be effective in the modern workplace. Research was carried out with Federal government support to identify and map out the required essential, employability or soft generic skills, depending on which nomenclature is preferred.

The most salient result of this close and regular connection to employers is that an average of over 90% of Canadian college graduates have been able to obtain employment within six months of graduating and 95% of employers are satisfied with the quality of the graduates who they hire. These numbers are gathered independently by firms hired by the relevant ministries, and not the colleges themselves. The rate will of course vary by region and according to the state of the economy, but such an average is a tremendous achievement in an ever-changing, globally-influenced economy and society.

Some provincial ministries have tied funding for colleges to key performance indicators (KPIs) of employment, employer satisfaction and graduate satisfaction rates. They reward institutions that have higher attainments with increased budget allocations ranging from one to four percent of their previous year’s budget. Colleges are thus assessed and rewarded by key results – including employment outcomes – instead of using only process indicators such as how many students enter and exit the institution. The results per programme and institution are published annually, informing student choices and stimulating institutional improvements.
(Source: Canadian High Commission)

21/10/2013

UK,

Visual delight


Jeremy Lee, subject area lead and senior lecturer in film, visual effects and animation, Sheffield Hallam University, UK, speaks on how the world of visual effects is transforming


A recent report indicates that the current size of the animation and special effects industry is US$ 247 million with a per annum growth rate of 20%. A Master’s programme in this area is on offer at Sheffield Hallam University, UK, which aims to equip students with skills to work professionally in the global animation and visual effects industry.

As Jeremy Lee, subject area lead and senior lecturer in film, visual effects and animation, Sheffield Hallam University, points out, “The world of visual effects is expanding and it is transforming into an international industry.”

This field, Lee points out, has come a long way in the last decade or so. As the global audience expects films and other media to become more sophisticated and creative, new opportunities are likely to be created.

An MA in animation and special effects, Lee says, will equip students with the knowledge and ability to work professionally, not only in the animation and visual effects industry but also the games industry and new media industries.

At the Master’s programme, all students start off with an intensive three-week module, learning CGI animation with autodesk Maya or 3D studio Max. Later on, students are taught other more in-depth modules such as character animation. Alongside, there are modules on observational drawing where students study the human form.

In the digital compositing module, students get to use and learn about state-of-the-art cameras in the university’s specialist green screen studio and get a chance to work on Nukex and adobe software.

For admission into the MA animation and special effects course, a student typically needs a second-class honours degree or above in a traditional art, digital art, digital media, games design, multimedia or a related subject.

Students who are keen to pursue the course should put together an online show reel — a collection of their best creative work — or DVD/CD of their best work, which may include drawings/photos/films/ animations, anything that reflects the potential creativity of a student.

Lee adds, “We recommend that students apply as soon as possible if they want to start their course in September 2013 — though there is no specific deadline. The university offers a range of scholarships, which include £5,000 towards course fees in certain subject areas. Our ‘Transform Together’ scholarships include a full-year tuition fee waiver for postgraduate courses. The deadline for scholarship applications is June 30, 2013.”

19/10/2013

Home for robots

The School of Informatics at the University of Edinburgh, UK, has received a grant of £6 million to develop a joint robotics research centre called Robotarium. Sethu Vijayakumar, director, talks to Poonam Jain

What are the unique facilities at the Robotarium?

Robotarium is the playground for advanced robots. It will house state-of-the-art humanoid robots, immersive and sensorised workspaces, co-worker and field robots and facilities for prosthetics research and testing. This represents a unique suite of world class facilities covering underwater, on-land and indoor robots capable of close and coordinated interaction with humans and the environment.

Why was the need to establish this centre felt?

Robots are increasingly working for us, assisting us and interacting with us in sectors such as oil and gas, defense, marine, renewable energy, healthcare, space, education, etc. It is estimated that by 2025 such advanced robotic and autonomous systems (RAS) could have a worldwide economic impact of $1.7 trillion to $4.5 trillion annually, with an emerging market value of 15.5 billion euros. This is our attempt to stay ahead of the race!

The university is also bidding to run a doctoral training centre to train around 65 PhD students in robotics and automation. What are the opportunities for Indian postgraduates?

We are in the final stages of acquiring funding to train scientific leaders who are ‘innovation-ready’ through this postgraduate programme. The programme is likely to come online from Sep 2014 and will be open to bright and young minds around the world, including top Indian undergraduates in engineering, computer science, mathematics and physics along with some openings for design students. These students will work directly at the Robotarium along with 50 of our faculty members.

You visited NCBS, Bangalore. What role will they play in the Robotarium?

Specifically, the Robotarium will have equipment (in this case, a split treadmill with force plates for human gait analysis) that will be used in the ongoing research with NCBS.

I have a UKIERI funded project on human and robotic bipedal locomotion with a collaborator, Prof Madhusudhan Venkadesan, based at NCBS. Direct applications of this research range from autonomous navigation to lower limb prosthetics. This is just a concrete example of the mushrooming research opportunities that complimentary expertise in India and the UK bring to the fore, which will be accelerated thanks to this new centre.