Overview A partnership between Thales, the French Ministry of Foreign and European Affairs and leading French engineering schools, business schools and universities. The programme is open to INDIAN, CHINESE, RUSSIAN, ou BRAZILIAN, students, with a minimum qualification of a Master’s degree, who are under the age of 30 at the time of selection. If you fit this profile, you can apply to do a SPECIALIZED MASTER, a MASTER or a MASTER OF SCIENCE DEGREE in France at a leading business or engineering school or university. ThalesAcademia was launched in May 2006 as a joint initiative between Thales, the French Ministry of Foreign and European Affairs and several of France’s top engineering schools (Ecole Centrale Paris, Ecole Polytechnique, ENSIETA, ISAE, MINES ParisTech and TELECOM ParisTech), business schools (HEC, ESSEC), plus two leading universities (Paris-Dauphine and Paris-Sud 11) to offer a comprehensive scholarship package for highly qualified overseas students wishing to complete their studies in France. What is ThalesAcademia ? On 15 May 2006, an agreement was signed by Thales Chairman & CEO, Denis Ranque, and the French Foreign Minister at the time, Philippe Douste-Blazy, to launch a joint programme to host and support highly qualified overseas students in France. Since the start of the 2006 academic year, 106 Brazilian, Chinese, Indian and Russian students have benefited from the ThalesAcademia scholarship programme. Six engineering schools, two business schools and two Universities are partners to the ThalesAcademia programme. They are fully committed to offering students top-quality teaching and support services. In 2010, 25 scholarship packages are available : 7 for Indian students, 7 for Chinese students, 6 for Russian students and 5 for Brazilian students. What’s included in the ThalesAcademia programme? Before leaving for France • You benefit from support from the French Embassy for all administrative formalities (visas, residency permits, etc.) •You can also enrol on intensive French language courses, provided by Alliance Française and paid for by the French Embassy, in your country of origin In France • You enrol at one of the engineering schools, business schools or universities that are partners to the ThalesAcademia programme on either a Post-Master’s Certificate, Master’s or Master of Science degree course. Scholarship package benefits ThalesAcademia scholarship of €13 000 An official reception by the French Ministry of Foreign Affairs and Thales, attended by all programme partners Medical coverage and ‘French government scholarship student status’ You may also be eligible for accommodation support Personal mentoring by a manager from the Thales Group and help in finding an internship. Further information about this scholarship may be found at: http://academia.thalesgroup.com/index.php?rubrique=1&lang=en THALES Pia CECCALDI academia@thalesgroup.com 45, rue de Villiers 92 526 Neuilly sur Seine Cedex – FRANCE www.thalesgroup.com Please kindly mention Scholarization.blogspot.com when applying for this scholarship

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Master Scholarships from French Ministry for Indian, Chinese, Russian and Brazilian Students

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Joseph S. Nye of Harvard University testified about the vital role soft power should play in restoring American’s reputation in the world before the House Foreign Affairs Committee on March 4, 2010. As defined by Nye, soft power is “the ability to affect others to obtain preferred outcomes by the co-optive means of framing the agenda, persuasion and positive attraction.” Over the past twenty years, the term has been widely used by world leaders and the media. Defense Secretary Robert Gates has been a recent outspoken advocate for investing more in soft power tools, such as diplomacy and economic assistance, and for improving integration of America’s soft power tools with our military’s hard power. Nye specifically spoke of international education as a powerful tool of soft power. He said: Research has consistently shown that exchange students return home with a more positive view of the country in which they studied and the people with whom they interacted, and foreign educated students are more likely to promote democracy in their home country if they are educated in democratic countries. The results can be dramatic. For example, at the end of the Cold War, Gorbachev’s embrace of perestroika and glasnost was influenced by ideas learned in the U.S. by Alexander Yakovlev when he was an exchange student. Although it took two decades to materialize, that was a huge return on a small investment. In his testimony, Nye said that a wide variety of a country’s basic resources can be converted into soft power by skillful conversion strategies. These resources include “culture, values, legitimate policies, a positive domestic model, a successful economy, a competent military and others.” Nye said that sometimes these resources are specially shaped for soft power purposes, such as “national intelligence services, information agencies, diplomacy, public diplomacy, exchange programs, assistance programs, training programs, and various other measures.” To read Nye’s full testimony about the value of soft power, read yesterday’s post by Matt Armstrong on www.MountainRunner.us , a leading blog on subjects related to global engagement.

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Joseph S. Nye Testifies to Congress About Soft Power and Educational Exchanges

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Photo attribution to hchen1 on Flickr An international career is not something that happens overnight. It is built by making strides to incorporate international skills and experiences into your professional resume. The great thing is that you can start building those skills and having those experiences today. One of the best ways to look at your international career is like a business. You are your biggest asset. Your goal is to optimize and distinguish yourself in each category of your professional career like Education, Skills, Professional Experience and Community Involvement (Bonus: these are also categories of your resume) . Make it a priority to have at least one international skill or experience that you can add to each of your categories. We have included 5 ways for you to add an international flair to your career. Some require more planning and a monetary investment, while others simply require time. Regardless of the barriers to entry, each of these activities will distinguish you. Ultimately, that is the goal of anyone looking to have an international career; to not only consider himself or herself an asset, but for the companies to value them as an asset as well. 1. Learn a language (Category advantage: Skills) In a global marketplace, multilingualism is an essential element of an international career. Having basic comprehension and conversational abilities in one language is the beginning step. Take a class. Join a language club. Teach yourself online. Make your goal to add a minimum amount of fluency in one language. As you build your fluency in one language, start adding more languages to your skill sets. “Valerie Koreman, a senior executive with an employment agency in The Hague” recommends knowing at least three European languages for a career in Europe. 2. Join an international club or group (Category advantage: Community Involvement) They say that you are a reflection of who you surround yourself with. If you want an international career, start going to places where there are international people. Build your global competencies by discussing and exposing yourself to international politics, economics, culture and history. Meet the local Swedish Chamber of Commerce. Join the International Students Club. Have dinner with the local French Cuisine Connoisseurs. If there is no group that you gravitate towards, start one yourself. 3. Study abroad (Category advantage: Education and Professional Experience) Enrich your educational experience by doing your course work in another country. Not only are you building your cultural awareness but you are also exposing yourself to an international lifestyle. Transitioning to an international lifestyle is something that requires the right kind of personality. Your marketability as a future expat increases because you have already experienced life in another country. 4. Do an international internship (Category advantage: Professional Experience) Kick off your international career by doing an internship abroad. Your internship experience gives you a competitive edge in the marketplace as a young professional that has exposure in the workforce as well as living abroad. Similar to a study abroad experience, companies want to know that you can handle the pressures that an international transition poses. By interning abroad, you have already proven yourself capable of excelling as an international professional, even if it is an internship. 5. Build your network with international professionals (Category advantage: Skills, Community Involvement) Nothing is more important for an international profession than their network. Most international opportunities arise because of you word-of-mouth exposure into the international market. Start by joining a LinkedIn group or follow some key people on twitter involved in international hiring. The more people that know your international career goals, the easier it will be to find a job or opportunity. How have you positioned yourself as an international professional? What do you recommend for young professionals looking to a pursue a career abroad?

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Must Do Mondays: Go Abroad Now! 5 Ways to Beef Up Your International Resume

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As the number of returning and adult students continues to grow in an economy where advanced skills are necessary to not only land a good job but keep that job, it was only a matter of time when we’d start seeing more students in school at the same time as their parents. We’ve already written about growing community college enrollment . The numbers speak for themselves—nationwide, full-time enrollment at community colleges is up 24.1 percent since 2007, with overall community college enrollment increasing 16.9 percent over the same period, according to the American Association of Community Colleges. Many of those enrolled are returning adult students who want to amp up their skill sets or start on a path toward a new career, perhaps due to a recent layoff or desire to go into a more desirable field. Community colleges have also always been an affordable option for traditional students either looking for a two-year start before transferring to a four-year university, or a two-year associate’s program that will get them out onto the market faster. It’s only natural then that there would be some overlap, with students and their parents taking courses at the same time. In Illinois, college students who are 40 and older make up about 23 percent of the community college populations. A recent article in the Chicago Tribune looks at mothers and daughters taking community college courses together, such as Diana Gudowski, a 52-year-old attending Prairie State College in Chicago Heights with her 19-year-old daughter Marissa. The two found themselves on the same campus when the family decided collectively that they could not afford Marissa’s first choice, the $30,000 per year St. Mary-of-the-Woods College . Marissa plans to complete her prerequisites at the community college and then transfer to Northern Illinois University. Meanwhile, her mother is taking classes toward a bachelor’s of fine arts in photography; she already has an associate’s from Prairie State in photographic studies. Although their courses don’t overlap, their schedules do—the two carpool to campus, as the family shares one car. “When I got out of high school, I thought ‘Cool. … Now I can take my first class at noon.’ But four out of five days, my Mom starts at 8 a.m.,” Marissa said in the article. The article’s focus is on mothers and daughters because the female population has been hit harder by the struggling economy. Despite some upturns, there are still more than 15 million people out of work across the country, and many of those are older women with limited educations, according to the Tribune. Are you (or your parents) interested in the community college option? Try our free college search or look through our library of resources for more information.

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College Experience Becoming Family Affair

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This year, almost 100 students from the United States are studying abroad in Cuba. What they’re learning—in classrooms and bread lines—will probably surprise you. Cuba and the United States have a troubled relationship to say the least. The island nation was once a de facto colony of the United States, from its 1898 independence from Spain until the Revolution of 1959, led by a fiery young lawyer-turned-guerrilla named Fidel Castro. In the decades since, Cuba and the United States have clashed numerous times, beginning with Cuba’s nationalization of U.S. corporations and followed by a botched U.S. invasion at the Bay of Pigs, a barely averted crisis over Soviet nuclear missiles, and a U.S. policy of economic and diplomatic isolation that continues to this day. Suffice it to say, it hasn’t been easy for Cuban and North American citizens (some Cubans, who live in America, are insulted to not be included in the definition of “American”) to get to know each other. Under current U.S. law, it’s illegal for US citizens to travel to Cuba, with a few specifically defined exceptions. One of those exceptions is academic license. Right now, small bands of North American students roam the streets of Havana, taking classes, attending concerts, eating in Cuban pizzerias, and hanging out on the Malecón, Havana’s scenic drive along the coast of the Straits of Florida. Anasa Hicks had her eye on Cuban travel for years. While still a senior in high school in suburban Detroit, Hicks learned that the University of North Carolina–Chapel Hill has offered students a chance to study on the island since 2004. “I basically decided then that if I went to North Carolina, I was going to study abroad in Cuba,” she says. Hicks is now in her junior year and spending a semester at the University of Havana with 13 other students from her school. Gina Bruno hails from New Jersey, the state with the largest concentration of Cuban-Americans outside Florida. “My whole life I’ve been in contact with people who have really strong feelings about Cuba,” she says. UNC’s program was her chance to see the country for herself. Peter Posada’s dreams of Havana academia hit a bit closer to home. “My father was born in Havana the month after Castro took over,” he says. But after Posada’s grandfather was imprisoned by the Revolutionary government in 1969, his dad left the island. “My heritage is technically Cuban,” he says, “but I’ve never understood what it meant to actually be Cuban.” Here with eight fellow students from Burlington College, Posada says he’s in Havana to better understand his roots. Today, the University of Havana—Cuba’s oldest institution of higher education—partners with 12 North American colleges and universities to run study abroad programs, nine of them come from schools in the United States. The partnerships started in 2000 with the Institute for Study Abroad. In the last academic year, the University of Havana hosted nearly 100 foreigners. The cultural exchange has given U.S. students a unique chance to immerse themselves in a nation few others have had the opportunity to visit. Hicks says her most memorable experience so far was aLos Aldeanos show, at which fans of Cuba’s most well-known hip hop group packed the venue enough to force her to watch from the roof of a nearby building. “It was just so cool,” she says. “People were really, really into it—enough to be up on a roof waiting for these people to come on.” Less exciting—but just as telling of Cuban life—was Posada‘s experience: waiting in a ration line. “I’m big fan of bread,” he says. “The line was literally two blocks long, and I asked, ‘Is it worth it?’ But I was really hungry.” In 2004, the University of Havana had partnerships with nine U.S. colleges. According to Brita Doyle, study abroad advisor for the Cuba program at American University, “there were over 200 education programs operating in Cuba” from the U.S. at the time. Doyles said in an email that this number included a host of shorter programs, including summer sessions, alternative breaks, and so on. But 2004 brought a harsher Cuba policy from the George W. Bush administration. Bush tightened regulations on study abroad, requiring that programs be at least 10 weeks long, and telling universities that they could only send their own degree-seeking students, not any type of transfer or guest student. According to Doyle, the new restrictions had a huge impact on the Cuban educational exchange. “The majority [of programs] had to shut down because they didn’t meet the new requirements,” she says. In the immediate aftermath of the policy changes, Doyle estimates only three or four programs were left standing. But things are picking up again in recent years. This semester, the University of Havana is hosting a total of 62 students from nine U.S. schools. The reemergence of these academic programs has given young people a chance to get to know a country that has been represented in the United States with mostly polemic. “What you hear in the States is very different than what’s actually going on,” says Alyssa Vasquez, a junior from American University. “It’s so much more open here than I thought.” It makes sense then that for most foreign students, the Cuban experience has had its surprises. “I kinda had this silly view that the only cars in Cuba would be the 1950s Chevys and Fords,” Bruno says. “I was really shocked at the fact that the majority of the cars are newer cars.” Even if, she says, many of the newer cars are owned by the Cuban government. “What really struck me is the lack of poverty,” Posada says. “I’ve had the opportunity to travel to Lima, Peru, and I went to Mexico for a little bit,” he says. “In those places, you have people everywhere asking for money. It’s just something you don’t see here. It really took me off-guard.” Besides changing their own misconceptions, the 62 American students currently in Cuba could be helping to thaw U.S.–Cuba relations. “Cuban people love the American people; it’s the governments that don’t come together,” Vasquez says. “We’re participating in their educational system; we’re learning from them. What we bring back to the United States will definitely help.” In the meantime, the students are grateful for what they’ve learned. “Coming here has just proved that Cuba is definitely one of those places,” Bruno says, “where you need to see it with your own eyes.” Chris Lewis is a staff writer for Campus Progress. He is currently studying at the University of Havana through an exchange program at American University. Source: campusprogress.org

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In Havana, a Real Education

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Overview Indian Institute of Technology (IIT) Delhi has instituted a prestigious summer research fellowship programme for providing an opportunity to exceptionally good undergraduate students of NITs, Delhi College of Engg., NSIT and BITS-Pilani for Top ten of the classes to execute an innovative research and development project under the guidance of an IIT Delhi faculty. The fellow will register at IIT Delhi as a casual student; she/he will not be required to pay institute registration fees. About the Fellowship Duration The Fellowship work can be done in a period of 8-12 weeks which can be availed of during at most two visits. Support The fellowship will cover the following: (a) cost of travel in the country, to and from IIT Delhi; (b) stay at IIT Delhi during the visit(s), including boarding and lodging in the Institute hostels; and (c) a fellowship of Rs. 500/- per week. The fellow will have to pay the insurance charges. Eligibility Any undergraduate student, who has completed at least 2 years of study towards an engineering degree, is amongst top ten positions in her/his respective programme will be eligible to apply for this fellowship. Students who will be completing this requirement by May 2010 are also eligible. How to apply Application The application form should be downloaded from IIT Delhi website. The applicant must contact IIT Delhi faculty in whose area she/he wishes to execute research and get faculty member’s concurrence in writing on the form. She/he should submit the following: (a) Application form duly recommended by IITD faculty member (b) Resume (c) One consolidated grade card; and rank in class. (d) No Objection Certificate from the parent institution stating the starting and ending dates for carrying out full time research work at IIT Delhi under the fellowship programme. (e) One photograph (Passport size), pasted on the application form. (f) One reference letter in a sealed envelope. Where to submit The above documents along with covering letter should reach the Deputy Registrar UGS, IIT Delhi, Hauz Khas, New Delhi 110 016. Timeline Deadline Applications will be received until 17:00 hours on 12th March, 2010 http://www.iitd.ac.in/admission/SRFP-2010.pdf Univerity’s official website http://www.iitd.ac.in/ Please quote Scholarization.blogspot.com as your reference when applying for this fellowship

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India: prestigious summer research fellowship programme at IIT Delhi

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Overview Launched in 2005, the US Embassy Policy Specialist program (EPS) gives US scholars the opportunity to serve as researchers-in-residence at US Embassies and Consulates in the countries of Eurasia. IREX works with US Government representatives in country to recruit scholars that meet the specific needs of the host Embassy, with the goal of improving government access to knowledge and expertise in the region. Each EPS fellowship lasts one to two months and is determined in consultation with the host embassy or consulate. As part of the EPS fellowship, participants are provided with visa assistance, international roundtrip transportation, housing in the country of service, a monthly allowance for living expenses, and emergency evacuation insurance. EPS fellows work closely with embassy or consulate staff and receive support from field offices in the region. For a list of recent research projects that have been funded by EPS program, please visit the Program Results page. Eligible Candidates STG applicants must have a graduate degree (PhD, MA, MD, MBA, MFA, MPA, MPH, MLIS, MS, JD) at the time of application and be US citizens or permanent residents. Eligible countries for EPS include Armenia, Azerbaijan, Georgia, Kazakhstan, Kyrgyzstan, Moldova, Russia, Tajikistan, Turkmenistan, and Ukraine. Specific information about available posts and topics of research for EPS varies year to year, and will be available in the most current EPS application. Application Materials The deadline to apply for 2010-2011 EPS is March 15, 2010. Please visit the Application Information page for more information. Contact For more information about the program and application details, please contact eps@irex.org. Please kindly mention Scholarization.blogspot.com when applying for this scholarship

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US Embassy Policy Specialist Program (EPS)

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Overview The European Commission recognizes the fact that insufficient progress has been made in the field of maternal health and sexual and reproductive health and rights (SRHR) and more efforts have to be made here to achieve the MDG 5 targets to be met by the year 2015. It is also essential that in order to achieve these targets, the role of civil society is critical. Therefore, the current call for proposals under its Investing in People, Good Health for All programme, it is seeking to support projects in developing countries for “Advocacy and technical support for the development of national sexual and reproductive health and rights (SRHR) strategies and specific actions.” “The thematic programme ‘Investing in People’ pursues a broad approach to development and poverty reduction, with the general aim of improving human and social development levels in partner countries in accordance with the United Nations Millennium Declaration and the Millennium Development Goals. It is based on Article 12 of the Development Cooperation Instrument (DCI)1, and is further defined in the Strategy Paper for the Thematic Programme 2007-20132. Under the theme ‘Good Health for all’, it The thematic programme ‘Investing in People’ pursues a broad approach to development and poverty reduction, with the general aim of improving human and social development levels in partner countries in accordance with the United Nations Millennium Declaration and theMillennium Development Goals.” Overall objective The overall objective of the call is to support developing countries to improve SRHR by strengthening civil society organisations to effectively advocate for the development and implementation of SRHR strategies for their population and contributing to provision of SRH services in fragile states. Applications must address only one of the specific objectives of the call: Specific objective 1: Advocate for SRHR policy development and implementation and awareness raising of SRHR Applications under specific objective 1 must contribute to achieving at least two of the following expected results: 1.1. Advocacy directed at parliamentarians, political and interest parties, cabinets of ministers and government institutions at the level where decisions are made on budget allocations and on development and enforcement of laws and directives for SRHR; and SRHR are strategically positioned in national and local policy debates, linking it to a broad economic and socio-cultural agenda. 1.2. Alliances of local NGOs, other non-State actors and international organisations (IOs) are forged for influenced SRHR policy development and implementation and for integrated SRH in the operations of the country coordinating mechanisms (CCM) of the Global Fund to Fight AIDS, Tuberculosis and Malaria (GFATM). 1.3. Media campaigns are designed and run to support the promotion of SRHR and to end impunity for sexual and gender-based violence against women, girls and boys 1.4. Youth networks and coalitions are supported to promote access for young people, girls and boys, to better information on sexual health and rights, sexual education, counselling on safe sexual behaviour, contraceptives and HIV/AIDS, and provision of and/or referral to the full range of sexual and reproductive health services. Attention is also given to violence and mutual respect between genders.” Specific objective 2: Improve access to SRH services and services for victims of abuse and rape in fragile states Applications under specific objective 2 must contribute to achieving one or both of the two expected results below: 2.1. Existing SRH services are improved or, when such services are absent, SRH services are provided 2.2. Services and counselling are provided for victims of abuse and rape; their reintegration into society and social acceptance are supported Activities under specific objective 2 can include but are not limited to: Actions aiming to reinforce provision and quality of family planning and maternal health care services (e.g. ante- and postnatal care, assisted deliveries, emergency obstetric and medical care, provision of commodities, sexual education and counselling on safe sexual behaviour, HIV/AIDS and sexually transmitted infections (STIs) etc.), training of health care providers; psychological support to victims of rape and, where relevant, to their close relatives, medical care, social services, income generation activities, referral to legal assistance, relevant advocacy targeted to decision makers, awareness raising among key populations such as military, police and ex-soldiers. All activities under both specific objectives should contribute to achievement of the Millennium Development Goals (MDGs) of promoting gender equality (goal 3), improving maternal health (goal 5); and preventing the spread of HIV/AIDS (goal 6); and promote a holistic approach to sexual and reproductive health and rights and be in line with the principles agreed at the International Conference on Population and Development (ICPD) and the ICPD+5 Programme of Action, including safe motherhood and universal access to a comprehensive range of safe and reliable reproductive and sexualhealth care services , supplies, education and information, including on all kinds of family planning methods; and include the needs of disadvantaged and vulnerable groups. Actions targeting victims of rape and abuse should contribute to the relevant principles of UN Resolutions on women and peace and security 1325 and 1820.” Geographical priority Under the specific objective 1 the priority will be given to actions in developing countries with the worst indicators for sexual and reproductive health and rights for women, men and adolescents, and in countries where governments have been unable or unwilling to take effective action on SRHR on their own. Under specific objective 2 priority will be given to countries where SRH needs are not met by the government and/or where abuse and rape are aggravated due to conflict or crisis and in particular to the following countries: Afghanistan, Sudan, DRC, Haiti, Cambodia, Nigeria; Burundi, Cameroon, Somalia, Niger, Laos, Sierra Leone, Yemen, Chad, Zimbabwe, Papua New Guinea, Liberia, Tajikistan, Cote d’Ivoire, East Timor, Solomon Islands, Angola, Mauritania, Guinea, Uzbekistan, Myanmar, Eritrea, Central African Republic, Djibouti, Togo, Gambia, Guinea-Bissau, Vanuatu, Comoros, Tonga, Sao Tome& Principe, Kiribati Applicants must demonstrate in their application that the country where the action is proposed to take place and/or the population group targeted fall under the situation described above under the relevant geographic priority. To this end, proposals must clearly identify each specific situation and provide all the essential elements (concrete and verifiable, e.g. reference to statistical reports or official or other relevant data9) to give technical evidence of the gravity of the situation.” Size of grants Any grant requested under this call for proposals must fall between the following minimum and maximum amounts: Minimum amount: EUR 300 000 Maximum amount: EUR 2 500 000 Deadline is April 15th, 2010 Further information can be found at https://webgate.ec.europa.eu/europeaid/online-services/index.cfm?ADSSChck=1266465819492&do=publi.detPUB&searchtype=QS&orderby=upd&orderbyad=Desc&nbPubliList=15&page=1&aoref=129203 Please quote Scholarization.blogspot.com as your reference when applying for this opportunity

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The European Commission (EC) Call for Proposals on Sexual and Reproductive Health and Rights

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Overview As an agent of positive change in the region, IEDC-Bled School of Management has traditionally provided a small number of scholarships aimed at supporting and promoting economic development and leadership in the emerging economies. Each year outstanding candidates from One-Year Executive MBA and Two-Year Executive MBA are invited to apply. Following this tradition, IEDC is proud to announce its Executive MBA Scholarship Campaign 2010-2011. Open to outstanding candidates who meet the qualifying criteria, the campaign offers five scholarships for up to 50% off the tuition fees for the 2010 Two-Year MBA Program with a maximum value of 14 250 Euro per person. Moreover, five scholarships for up to 50% off the tuition fees are offered for the 2011 One-Year and Two-Year EMBA programs respectively. Do I qualify for a scholarship?Executive MBA Scholarship Campaign is open to qualifying candidates only. To qualify, make sure that: – You have a minimum of 3 years of work experience – You are proficient in written and spoken English – You have bachelor’s degree or equivalent – You have completed the application form – You have 2 letters of recommendation – You have written a one-page essay answering a question “Why should I receive an IEDC scholarship?” highlighting both your intellectual merit and financial need that qualifies you for a scholarship, and You have submitted your application and essay by November 1st, 2011 (if you apply for One-Year 2011 and Two-Year EMBA 2011-2012). What are the criteria used by the scholarship committee? Three main criteria are used to assess the scholarship application: 1.Intellectual merit: demonstrated by prior academic and professional achievement, and supported by high interview score given by the MBA Director during the candidate one-on-one interview. 2.Financial need: demonstrated by the GDP and purchasing power of the country of the applicant, the revenue and profitability levels of current employer, and any other supporting evidence provided by the applicant. 3.Diversity: a factor of nationality and professional experience, diversity criteria assures that each candidate makes significant contribution to the overall diversity of the incoming Executive MBA class. Application Process All candidates requesting a scholarship go through a standard application process, which includes the following steps: 1. Submitting fully completed application form and supporting documents no later than March 1st, 2010 (applying for Two-Year EMBA 2010-2011), and no later than November 1st, 2010 (applying for One-Year EMBA 2011 or Two-Year EMBA 2011-2012) 2. Completing a one-on-one interview with an MBA Director, organized in person or via phone, and 3. Receiving formal letter of acceptance. Once the candidate is accepted, the application, interview score and scholarship essay is submitted for review to the scholarship committee, which makes its decision about scholarship awards. Upon the decision, candidates receive a formal scholarship notification letter no later than March 15, 2010 and November 15th respectively of the program of application. Application Form To obtain an application form, prospective applicants may: download the IEDC Executive MBA application form here . submit the application form and the essay by email to Ms. Vera Pasynkova, Executive MBA Marketing and Sales Manager, at mailto:mojca.markizeti@iedc.si . Essay Scholarship Essay compliments data offered by the application form and offers deeper insight into candidate’s merit and achievements. As such, the essay is your main chance to make real and personal appeal to the scholarship committee. Guidelines for submitting an essay are: – One page, single spaced, 12-point font – Answering the question “Why should I receive an IEDC scholarship?” – Demonstrating high intellectual merit, significant financial need, and applicant contribution to the diversity of the EMBA Class of 2010 Sending Your Application for Admission and Scholarship To apply for scholarship, your applications should be sent to the EMBA Office by November 1st, 2010. The final application package should include documents demonstrating the candidate’s eligibility for the program and the scholarship: – A completed application form (to be submitted by email or regular post) – Two letters of recommendation (to be submitted by regular post) – A one-page scholarship essay (to be submitted by email or regular post) – Official transcript of bachelors’ degree or equivalent (to be submitted by regular post) – Two passport photos (to be submitted by regular post) Contact Information Postgraduate Studies Office IEDC-Bled School of Management Executive MBA Office Prešernova cesta 33 4260 Bled Slovenia phone: +386 4 57 92 515 +386 4 57 92 515 fax: +386 4 57 92 501 email: EMBA Please kindly mention Scholarization.blogspot.com when applying for this scholarship

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Slovenia: Executive MBA Scholarships at IEDC-Bled School of Management 2011-2012

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Overview Kazakhstan continues on the path of higher educational reform by creating a new university in the capital city of Astana. The New University of Astana, initiated by the President of Kazakhstan, has a unique strategy, combining the quality of leading international universities with Kazakhstan’s economic and social aspirations and top 50 countries in the world. The strategy is to develop full partnerships with several of the top 30 universities in the world to bring their quality of degree programs to Kazakhstan. No longer will Kazakhstanis need to leave the country to receive a high quality international education. The partner universities will assist the new university in developing its degree programs, hiring and providing faculty, student exchanges, and university management. On February 19th, the New University in Astana signed its first contract with an international partner, University College London (UCL) which is ranked fourth in the world in quality of education. UCL will manage the first year of study for the new university. The first year will include advanced English language training, essential academic skills, and introductory courses in the students’ chosen area of study. From September 2010, students will be able to enter into undergraduate programs in the natural sciences, engineering, social sciences, and medicine. Over the next few years, the university will initiate graduate and post-graduate programs in these disciplines as well as public policy, law, and business. In early March, a delegation from the university and government will travel to the United States to sign contracts with several American universities to conduct feasibility studies for degree program development, research development and management strategies for the new university as a first step in creating full partnerships. In total, it is expected that the new university will have eight to nine major academic and research partners from the United States, Britain, Japan, and Singapore. Scholarships The university expects to recruit 500 undergraduate students for fall 2010. Most students will receive a scholarship since the university is targeting the best secondary school graduates in Kazakhstan regardless of economic status. Eligible Candidates The university is seeking those with the highest potential for contributing to the social and economic development of Kazakhstan. The entry requirements for the university include excellent performance in secondary school, a high level of English language skills (5.5-6.0 IELTS or 530-550 TOEFL PBT), and a high score on the UCL University Preparatory Certificate entrance tests. Special consideration is given to international Olympiad winners in the sciences and related disciplines with the possibility of a special English language program to ensure their success at the new university. The university is developing a program whereby the most talented in Kazakhstan will have the opportunity to pursue graduate and post-graduate degrees with our international partners or other leading universities. The long term goal is to build local capacity in Kazakhstan higher education both at the new university and other universities. This student marketing strategy is unique and complimentary to other Kazakhstani public and private universities. The university is pursuing partnerships with other Kazakhstani universities. This may include joint degree programs, faculty development/exchanges, and student exchanges. This will assist all Kazakhstani universities to improve their international reputations while continuing to contribute to the well-being of the country. The new university is a compliment to the already strong higher educational system in Kazakhstan. Contact Steven Green Director of Academic Policy New University in Astana Email: sjgreen35@yahoo.com Visit the website at http://www.nu.edu.kz Please kindly mention Scholarization.blogspot.com when applying for this scholarship

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Kazakhstan: Scholarship Opportunities for Undergraduate Program – The New University in Astana

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