Latest news with #HigherSchoolCertificate
Hindustan Times
02-08-2025
- General
- Hindustan Times
144,776 students allotted seats in CAP round 1
Pune: The Maharashtra State Common Entrance Test (CET) Cell has released the first seat allotment list for engineering admissions under the Centralised Admission Process (CAP) Round 1 on Thursday. Out of the 1,99,748 students who filled in their preferences, 1,44,776 have secured seats in engineering colleges across the state. Mumbai, India - 18 Feb. 2016 : Students appeared exams the state board's Higher School Certificate (HSC) exams at Maharashtra college of Arts Science and Commerce at Nagpada in Mumbai, India, on Thursday, February 18, 2016. (Photo by Bhushan Koyande) Candidates who have received an allotment in Round 1 must confirm their admission by reporting to their allotted institutions between August 1 and 3, with all necessary documents and fees. Those failing to complete the reporting process within this window will forfeit their current allotment, said officials. As many as 15,852 students have been allotted their first preference, and for them, accepting the allotted seat is mandatory. If they decline, they will be pushed directly to the fourth and final (open) round of admissions. The admission process is being conducted for Bachelor of Engineering (BE) and Bachelor of Technology (BTech) courses, based on scores from the MHT CET 2025 entrance exam. Meanwhile, the CET cell has introduced a crucial rule for the upcoming CAP Round 2–students must fill their top three preferences carefully. If a student is allotted a seat in any of their first three options during this round, they will be obligated to accept that seat, with no option to wait for better allotments in further rounds. The list of vacant seats will be displayed on August 4, giving students a chance to review available options. Following this, candidates can submit their revised option forms between August 5 and August 7. The provisional seat allotment for Round 2 will be released on August 11. Students who are allotted a seat in this round must accept the seat and report to the respective institutes for confirmation between August 12 and August 14, with the final deadline being 5 pm on August 14.
Sydney Morning Herald
27-07-2025
- General
- Sydney Morning Herald
Myth busting: sorting HSC and ATAR fact from fiction
All the tips and tricks to help you do your best in this year's exams. See all 9 stories. For decades, students, teachers and families have heard the rumours – that the Higher School Certificate and Australian Tertiary Admissions Rank can be gamed – and that some subjects lead to higher HSC marks or a better ATAR. The NSW Education Standards Authority (NESA), which is responsible for the HSC, and the Universities Admissions Centre (UAC), in charge of the ATAR, want to bust those myths. NESA CEO Paul Martin said he understands why some of the myths exist. Loading 'It is a complex and rigorous process to ensure each year, some 80,000 HSC students get the final marks they worked hard for and earned,' Martin said. 'That complexity can lead to misunderstandings and we see myths being perpetuated.' The UAC's research and statistics manager, Dr Helen Tam, said misinformation about maximising your ATAR is also rife. 'The confusion starts with the difference between the role and purpose of the HSC and the ATAR. The two are referenced interchangeably when they serve different purposes,' Tam said. 'The HSC is a credential and the highest level of attainment that secondary school students can achieve in NSW. The HSC mark for each course, which is calculated by NESA, shows your performance in the exam and assessments for that course. The HSC mark reflects the standard you achieved. 'The ATAR, calculated by UAC, shows your position or ranking compared to other students in NSW and takes into account your achievement in the best 10 units of your HSC courses. Its only purpose is to help universities select applicants for their courses.' The overarching advice for students thinking about subject selection is to throw away the game book. Think about what you like, what you are good at, what you think you may want to do post-school and do what you can to achieve your best result in each course. Your HSC mark will reflect your performance in that course – and if you perform strongly in all your courses, you will achieve a high ATAR.
The Age
27-07-2025
- General
- The Age
Myth busting: sorting HSC and ATAR fact from fiction
All the tips and tricks to help you do your best in this year's exams. See all 9 stories. For decades, students, teachers and families have heard the rumours – that the Higher School Certificate and Australian Tertiary Admissions Rank can be gamed – and that some subjects lead to higher HSC marks or a better ATAR. The NSW Education Standards Authority (NESA), which is responsible for the HSC, and the Universities Admissions Centre (UAC), in charge of the ATAR, want to bust those myths. NESA CEO Paul Martin said he understands why some of the myths exist. Loading 'It is a complex and rigorous process to ensure each year, some 80,000 HSC students get the final marks they worked hard for and earned,' Martin said. 'That complexity can lead to misunderstandings and we see myths being perpetuated.' The UAC's research and statistics manager, Dr Helen Tam, said misinformation about maximising your ATAR is also rife. 'The confusion starts with the difference between the role and purpose of the HSC and the ATAR. The two are referenced interchangeably when they serve different purposes,' Tam said. 'The HSC is a credential and the highest level of attainment that secondary school students can achieve in NSW. The HSC mark for each course, which is calculated by NESA, shows your performance in the exam and assessments for that course. The HSC mark reflects the standard you achieved. 'The ATAR, calculated by UAC, shows your position or ranking compared to other students in NSW and takes into account your achievement in the best 10 units of your HSC courses. Its only purpose is to help universities select applicants for their courses.' The overarching advice for students thinking about subject selection is to throw away the game book. Think about what you like, what you are good at, what you think you may want to do post-school and do what you can to achieve your best result in each course. Your HSC mark will reflect your performance in that course – and if you perform strongly in all your courses, you will achieve a high ATAR.
The Star
24-06-2025
- General
- The Star
Founder of Sri Murugan Centre passes away
KLANG: One of the nation's foremost educationists, Tan Sri Dr M. Thambirajah (pic), was a history professor at Universiti Malaya, when he noticed there weren't many Indian students from the community's grassroots in public universities. Thus began his crusade in 1982 to provide education and uplift the community. After decades of service to uplift the Malaysian Indian community through education, the founder of the renowned Sri Murugan Centre (SMC) passed away in his sleep early yesterday morning. He was 84. Back in the early 1980s, Dr Thambirajah found that Indian students were either not making it to Form Six after doing badly in Form Five or were not scoring well enough in the Higher School Certificate (HSC) or Sijil Tinggi Persekolahan Malaysia (STPM) examinations to secure seats in public universities. He then summoned 42 Indian undergraduates from the university in 1982 and put forward his idea of providing tuition and mentoring classes for young Indians from disadvantaged backgrounds. The undergraduates, some of whom became very prominent Malaysians, took to the idea, and hence, SMC was born the same year. Dr Thambirajah's modus operandi was simple but very effective as he consolidated an educational module revolving around loyalty facets such as religion and culture. Hence, the name SMC was chosen since Lord Murugan represents the Tamil language, culture and people. Students were trained to observe and regard education as a holy pilgrimage, and hence events such as the Kalvi Yathirai (educational pilgrimage) were held at the Batu Caves Murugan temple annually. Students were also mentored to dress impeccably when attending classes, with the boys having to wear neckties because Dr Thambirajah strongly believed that for students to excel, their confidence must first be boosted to make them feel good about themselves. Parents were also brought into the fold, and students took part in ceremonies organised by the SMC that honoured their mothers and fathers. Dr Thambirajah's strategy worked, and to date, some 300,000 students have passed through SMC's doors. On the personal front, Dr Thambirajah was a very high achiever, starting off as a Kirby-trained teacher and then pursuing tertiary education majoring in Russian History at Washington University in the United States. After years of teaching and imparting knowledge and education, he pursued a law degree, was admitted to the Malaysian Bar, and set up his own legal firm after retiring as a university academic. Among his students at Universiti Malaya was Deputy Prime Minister Datuk Seri Dr Ahmad Zahid Hamidi, who was quoted in the media in 2017 as saying that Dr Thambirajah was his mentor, guru and lecturer. 'He was my professor and instrumental in my educational well-being during my days at Universiti Malaya. 'He still has my respect and admiration,' Ahmad Zahid had added. Dr Thambirajah leaves behind his wife, Puan Sri A. Indrani; two children – Dr Sumitra and Anand, two grandchildren and his SMC family. Those wanting to pay their last respects can do so at SMC Ashram, No 40, Jalan Bukit 11/2, Petaling Jaya, from 10am to 2pm today. His final rites will be conducted at the Shah Alam Nirvana Memorial Park at 3pm on the same day. For details, call 012-5042837.
Borneo Post
03-05-2025
- General
- Borneo Post
Yes Minister, to the use of Cambridge assessment
Sarawak Premier Datuk Patinggi Tan Sri Abang Johari Tun Openg (centre) witnessing the exchange of documents after the signing of contract of service between Cambridge Managing Director of Partnership for Education, Jane Mann, and the Ministry of Education, Innovation and Talent Development, represented by Swinburne Innovation Malaysia Sdn Bhd acting chief executive officer Assoc Prof George Ngui, in London recently. – Photo from Sarawak Premier's Office AH, the whispers of a Cambridge revival! Yes, but not quite. For those of us who braved the scholastic tradition of O-Levels and the academic rigour of the Higher School Certificate, the faintest echo of that system is enough to stir the embers of memory. A nostalgic warmth blooms, a happy sigh escapes our lips, as the ghosts of meticulously scribbled notes and hard-won intellectual battles dance before our eyes. Yes, Minister. It's as if a cherished, forgotten tune is playing again, echoing a time when education was a challenging yet rewarding ascent to intellectual heights. These qualifications, once symbols of excellence and global prestige, recall a golden age of learning. Maybe, just maybe, a spark of that enduring magic is re-emerging, promising to illuminate the path ahead for a new generation of scholars. Cambridge tradition For many of us shaped by the rigorous Cambridge pre-university system, a system that moulded leaders like the Premier, Deputy Premiers, Minister of Education, Innovation and Talent Development, and the scribe, there's a distinct joy in revisiting that familiar narrative. It's a reconnection with a standard of education we long recognised and continue to value as a true mark of academic excellence. Yes, Minister. The return of the Cambridge system, in any capacity, feels like a welcome step towards reinstating a tradition of academic excellence that many of us value and remember fondly. It signifies a potential shift back to a system where quality and rigour are prioritised, offering the hope that future generations can benefit from the same high-calibre education we experienced. Cambridge University Press and Assessment, a department of the University of Cambridge, is a global force shaping education. Born from the union of Cambridge Assessment and Cambridge University Press, they offer high-quality assessments, including the renowned Cambridge English Qualifications, and a wealth of educational resources. Driven by academic excellence and a commitment to fairness, they provide a trusted framework for learners and teachers worldwide. Their mission is simple: to empower individuals with the knowledge and skills they need to succeed. Their expertise lies in creating rigorous yet accessible assessments that accurately reflect a student's abilities, alongside providing supportive learning materials aligned with international best practices. The agreement with the Sarawak state government formalised in London, UK this week leverages this expertise to enhance the English language proficiency and overall educational standards of secondary school students in the state. Cambridge's collaboration with Sarawak The agreement with the Sarawak government focuses on several key areas to improve the level of education. This likely includes providing access to Cambridge Assessment's suite of English language tests, allowing for a standardised and internationally recognised measure of student progress. Furthermore, the collaboration likely incorporates teacher training programmes, equipping educators with the skills and resources to effectively deliver the Cambridge curriculum and utilise assessment data to inform teaching strategies. The provision of high-quality learning materials – aligned with Cambridge standards – ensures students have access to engaging and effective resources to support their learning journey. Yes, Minister. This comprehensive approach encompassing assessment, teacher development, and curriculum resources provides a holistic upgrade to the English language education system in Sarawak's secondary schools. By implementing Cambridge Assessment's globally benchmarked curriculum and assessment tools, Sarawak aims to improve the employability of its graduates. Students who achieve high scores on Cambridge English Qualifications are better positioned to access higher education opportunities globally, and possess the necessary English language skills for success in a competitive job market. Yes, Minister. The initiative also seeks to strengthen Sarawak's human capital development, contributing to the state's economic growth and international competitiveness. The long-term impact is anticipated to be a significant improvement in the overall quality of education across Sarawak's secondary schools, producing graduates with enhanced English language skills and a globally recognised standard of education. The Sarawak government's adoption of the Cambridge University assessment framework in Yayasan Sarawak International Secondary Schools is rooted in a desire to elevate the quality of education and prepare students for success on a global stage. The Cambridge curriculum is internationally recognised for its rigorous standards and emphasis on critical thinking, problem-solving, and independent learning – skills highly valued by universities and employers worldwide. Competitive edge By implementing this framework, the schools aim to equip students with a competitive edge, enabling them to pursue higher education at top universities, both locally and internationally. The stringent entry requirements and limited places further contribute to the school's commitment to excellence, ensuring a cohort of highly motivated and academically gifted students who can thrive within the challenging Cambridge learning environment and contribute meaningfully to Sarawak's future. Sarawak's deliberate adoption of the Cambridge Assessment International Education (CAIE) programme is a strategic move designed to fuel long-term workforce development and bolster its economic prospects. Yes, Minister. This initiative goes far beyond a simple implementation of a renowned educational system; it is a comprehensive effort to transform the very foundation of education within the state, fostering a generation equipped with the skills and flexibility crucial for success in the modern world. By integrating the rigorous Cambridge Assessment curriculum into secondary schools, Sarawak aims to cultivate a learning environment that prioritises critical thinking, sharp analytical skills, and effective problem-solving. The focus extends beyond achieving high grades; the ultimate goal is to empower students with the intellectual toolkit and proactive attitude needed to become innovative leaders and valuable contributors to the growth and progress of Sarawak. Yes, Minister. The deliberate integration of the Cambridge Assessment model aligns directly with Sarawak's broader ambitions for economic transformation. Recognising the need for a workforce capable of driving growth in key sectors like digital technology, renewable energy, and advanced manufacturing, Sarawak views the assessment system as a catalyst for cultivating specialised skills and fostering innovation. Forward-thinking The curriculum's emphasis on research-based learning and real-world application is expected to nurture an entrepreneurial spirit and empower students to become active participants in the state's economic diversification efforts. Ultimately, Sarawak envisions the Cambridge Assessment system contributing to the development of a human capital pool that is not only academically strong but also possesses the adaptability, resourcefulness, and innovative thinking required to propel the state towards its goal of becoming a high-income, innovation-driven economy. This forward-thinking approach underscores Sarawak's commitment to investing in education as a cornerstone of its long-term economic success. Yes, Minister! Sarawak's collaboration with Cambridge signals a bold departure from conventional educational pathways, demonstrating a firm dedication to forging its own distinct educational agenda. This initiative aims to elevate the quality of education and significantly improve overall English language proficiency throughout the state. In this new vision for Sarawak, traditional political dominance needs to yield to a more progressive approach. Concerns about compromising national identity and the importance of the national language through the adoption of a British-inspired curriculum and assessment system are becoming outdated in the context of Sarawak's evolving economy. Hegemonic politics and social economy have to stand aside. Inevitably, the powerful currents of change will render them obsolete. The focus is now on equipping students with the skills and competencies needed to thrive in a globalised world, signifying a shift in priorities and a willingness to embrace innovative educational models. Yes, Minister! * Toman Mamora is 'Tokoh Media Sarawak 2022', recipient of Shell Journalism Gold Award (1996) and AZAM Best Writer Gold Award (1998). He remains true to his decades-long passion for critical writing as he seeks to gain insight into some untold stories of societal value. Cambridge education sarawak
