Transcripts
The transcript, sometimes referred to as an “academic record,” is a very important factor in the admissions review process as it provides a numerical context to assess the past performance and predict the future potential of the student.
The transcript also reveals to admissions officers the curriculum and educational system from which the student is transferring from. In this regard, boarding schools are especially interested in the past two year of the student’s achievement for the purposes of evaluating how well the student might adjust to the boarding school’s curriculum and, if admitted, how to plan the student’s future course of study.
In preparing the student’s transcript/s, the parent should note that boarding schools accept English language transcripts only. Some Korean schools issue English language transcripts, in which case the parent should insist the transcript be an official copy and sealed in an envelope. The parent may then courier the sealed transcript directly to the boarding school admissions.
Should an English language transcript be unavailable, then it is necessary to have the transcript translated wherein the translation is attested by a school official.
In translating the transcript, it is imperative that it be a true, word-by-word translation of the original Korean text. For example, if the student’s grades are in a 100-point scale, then the English language translation should also be in a 100-point scale. Or, if the student’s grades are in a Su/Wu/Mi/Yang/Ga scale, then the translation should likewise indicate such scale.
While it is noted many schools that utilize Su/Wu/Mi/Yang/Ga scale tend to offer a conversion to the American A/B/C/D/F scale, parents should note that English translation need be a true, word-by-word translation unless otherwise indicated by a school official.
In the end, differences in scale are not too important so long as the prospective boarding school in question has had prior experience evaluating Korean academic records.
The transcript, sometimes referred to as an “academic record,” is a very important factor in the admissions review process as it provides a numerical context to assess the past performance and predict the future potential of the student.
The transcript also reveals to admissions officers the curriculum and educational system from which the student is transferring from. In this regard, boarding schools are especially interested in the past two year of the student’s achievement for the purposes of evaluating how well the student might adjust to the boarding school’s curriculum and, if admitted, how to plan the student’s future course of study.
In preparing the student’s transcript/s, the parent should note that boarding schools accept English language transcripts only. Some Korean schools issue English language transcripts, in which case the parent should insist the transcript be an official copy and sealed in an envelope. The parent may then courier the sealed transcript directly to the boarding school admissions.
Should an English language transcript be unavailable, then it is necessary to have the transcript translated wherein the translation is attested by a school official.
In translating the transcript, it is imperative that it be a true, word-by-word translation of the original Korean text. For example, if the student’s grades are in a 100-point scale, then the English language translation should also be in a 100-point scale. Or, if the student’s grades are in a Su/Wu/Mi/Yang/Ga scale, then the translation should likewise indicate such scale.
While it is noted many schools that utilize Su/Wu/Mi/Yang/Ga scale tend to offer a conversion to the American A/B/C/D/F scale, parents should note that English translation need be a true, word-by-word translation unless otherwise indicated by a school official.
In the end, differences in scale are not too important so long as the prospective boarding school in question has had prior experience evaluating Korean academic records.
The transcript, sometimes referred to as an “academic record,” is a very important factor in the admissions review process as it provides a numerical context to assess the past performance and predict the future potential of the student.
The transcript also reveals to admissions officers the curriculum and educational system from which the student is transferring from. In this regard, boarding schools are especially interested in the past two year of the student’s achievement for the purposes of evaluating how well the student might adjust to the boarding school’s curriculum and, if admitted, how to plan the student’s future course of study.
In preparing the student’s transcript/s, the parent should note that boarding schools accept English language transcripts only. Some Korean schools issue English language transcripts, in which case the parent should insist the transcript be an official copy and sealed in an envelope. The parent may then courier the sealed transcript directly to the boarding school admissions.
Should an English language transcript be unavailable, then it is necessary to have the transcript translated wherein the translation is attested by a school official.
In translating the transcript, it is imperative that it be a true, word-by-word translation of the original Korean text. For example, if the student’s grades are in a 100-point scale, then the English language translation should also be in a 100-point scale. Or, if the student’s grades are in a Su/Wu/Mi/Yang/Ga scale, then the translation should likewise indicate such scale.
While it is noted many schools that utilize Su/Wu/Mi/Yang/Ga scale tend to offer a conversion to the American A/B/C/D/F scale, parents should note that English translation need be a true, word-by-word translation unless otherwise indicated by a school official.
In the end, differences in scale are not too important so long as the prospective boarding school in question has had prior experience evaluating Korean academic records.
Higher Education in New Zealand
Universities
New Zealand has eight universities in the following six cities: Auckland, Hamilton, Palmerston North, Christchurch, Dunedin and Wellington. . These universities are government-sponsored national universities that offer bachelor's degrees, master's degrees, doctoral degrees, and research diplomas. The differences between schools are not so severe.
Each university has its own unique characteristics and characteristics in its specialty, so the candidates who enter the university are well distributed and the competition for admission is relatively lower than that of Korea. Medical and dental courses are an exception, however, and there are always applications in every university.
New Zealand universities may be similar in structure to the British education structure, with the emphasis not only on a broad academic base or liberal arts, but on studying specialized fields so that they can have a career immediately following college graduation. .
There are differences in academic schedules, experiments, and practices in each university. Science, science, and arts give more experiment and practice time than the humanities and sociology, whereas in the humanities and sociology, more references are explored and studied. They are taking practical and efficient ways, such as spending time.
Colleges of Education
Those who wish to receive special education to become a teacher can study teaching courses on early childhood education, primary education and secondary education at the College of Education. Some university courses may be taken in addition to teaching courses. For reference, all colleges and universities offer advanced courses for existing teachers.
Polytechnic, Private Tertiary Institute
In New Zealand there are currently 25 National Polytechnics established for vocational education of the public. They are funded by government funds and offer various levels of education and vocational training, including certificates, diplomas, and degrees. The period varies from three months to three years.
The Polytechnic provides more professional and practical technical education for those who enter the vocational line immediately after compulsory education in secondary education. In the past, the vocational high school 'Technical High School' played a similar role. In terms of depth and quality, it was not comparable to Polytechs.
Even today, these Polytechnics are constantly working to provide not only technical training for employment, but also in-depth education programs. The Polytechnics certificate is recognized internationally and is associated with a university, which is also recognized as a qualification for a university degree.
Courses in arts and design, architecture and construction, business, engineering, oceanography, forestry, science and technology, media, culinary, tourism, hotel management, etc. are supported by advisory boards representing industry, industry, industry, and community. Develop jointly. And these courses are called staircasing, so credits earned in the Certificate process can be recognized when taking a Diploma or Degree.
In other words, the diplomas of students who have completed Polytechnics are considered equivalent to those of general universities. After graduation, they can enter the Post Graduate Diploma, which may be a Master Diploma. Students can also complete Doctorate. Completion and certification courses allow students to transfer to the University's Bachelor Degree and Teaching Diploma.