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Department For International Education Sumy State University

Department for International Education:

Mykola O. Bozhko – Acting director of the Department for International Education.

Evgeny V. Kovalenko – Vice-director of the Department for International Education.

Oleksiy S. Goncharenko – Vice-director.

Yuliya V. Kosenko -Vice-director for pedagogical work.

Igor M. Demchenko – Vice-director for administrative and juridical questions.


Marina V. Suhorukova;
Larisa V. Nazarenko;
Alyena I. Gulyanskaya;
Evgeniya O. Shuvaeva;
Viktoriya I. Lyushnaya;
Yuliya V. Vlasenko;
Oksana M. Zinchenko;
Elena O. Kireeva.


Alina V. Shevtsova – Vice-director for educational work.


Tetyana V. Sidorenko;
Yuliya G. Kosenko.

International relations in Sumy State University have developed during its existence and since 1991 become more systematic, when the Faculty for Work with Foreign Students was created on the bases of Preparatory Department for foreign citizens. Work on training specialists for foreign countries has started in December, 1991. The first students, who came to study in our University, were citizens of Palestine, Syria and Jordan. In April, 2009 the Faculty for Work with Foreign Students was reorganized and named the Department for International Education (DIE).

In 2010-2011 academic year more than 950 foreign students have begun studying in Sumy state University, in that number 85 students of the CIS studying at the daily department.

At present time in the University study students from more than 50 countries. As such as:

Australia, Europe (Albania, Greece, Germany, Norway, Turkey), Asia (Afghanistan, Bahrain, Yemen, India, Iraq, Iran, Jordan, China, Kuwaiti, Lebanon, Malaysia, Mongolia, Nepal, Pakistan, Palestine, Saudi, Arabia, Syria, Sri-Lanka), Africa (Algeria, Burkina-Faso, Ghana, Djibouti, Egypt, Zambia, Cameroon, Kenya, Congo, Cote dIvoire, Libya, Mauritius, Morocco, Nigeria, Somali, Sudan, Sierra-Leone, Tanzania, Tunisia, Uganda, Eritrea), CIS (Azerbaijan, Belarus, Georgia, Latvia, Moldova, Russia, Turkmenistan).

Sumy State University gives the opportunity for foreign students to study at the following specialities (B – Bachelor, JS – Junior Specialist, S – Specialist, M – Master):

Faculty of Jurisprudence Jurisprudence JS B
Humanitarian Faculty Journalism B S
Translation B S
Faculty of Economics and Management Finances B S
Economics of Enterprise B S
Management of Organizations * B S
Economics of Environment and Natural Resources
Marketing * B S
Business Administration
Project Management S
Management of innovation activity
Administrative Management
Faculty of Electronics and Information Technologies Computer Science * B S
Applied Mathematics B S
Information Technology of Design B S
Electronic Instruments and Devices B S
Electronic Systems B S
Physical and Biomedical Electronics * B S
Control and Automation Systems B S
Electro technical Systems of Power Consumption B S
Faculty of Technical Systems and Energy-effective Technologies Ecology and Environmental Protection B S
Applied Materials Engineering B S
Dynamics and Durability B S
Mechanical Engineering Technology B S
Metal cutting Machines and Instruments B S
Tool Manufacturing B S
Hydraulic and Pneumatic Machines B S
Equipment of Chemical Engineering and Enterprises of Building Materials B S
Compressors, Pneumatic and Vacuum Equipment B S
Refrigerating Compressors and Units B S
Quality, Standardization and Certification S
Power Management B S
Medical Institute General Medicine* S
* – specialities with the optional English language of instruction.


Training at the University is held in Ukrainian, Russian and English languages. Training in English language was applied in 2004 for students of the Medical Faculty, in 2006 for students of the Faculty of Economics and Management, and in 2010 for students Faculty of Electronics and Information Technologies.

Since 2006 Sumy State University turned to educational process organization according to credit-module system with appraisal plan ESTC (European Credit Transfer System), which is one of the main stages of integration into European educational expenses that allow graduates of higher educational establishments to be competitive at the labour-market and decide a point concerning educational documents recognition.

Medical Institute of Sumy State University is included to the list of higher educational school of International Medical Educational Dictionary and Diplomas of graduates are certificated by Educational Commission for Foreign Medical Graduates (United States of America).

Since July 2009 Medical Institute of Sumy State University is included the list of higher educational institutions of AVICENNA Directories Database by World Health Organizations.

All specialities of the Faculty of Economics and Management are certificated by International Education Society Ltd (Great Britain). International certificate received after graduating from the university gives the opportunity to the bearer to achieve better results in job searching in the international and domestic job markets providing employers with relevant information, which is usually not included in a school report or another certificate.

Foreign students take an active part in scientific research. They present their results on scientific conference holding in the University or in other Ukrainian educational establishments and publish them in scientific journals. They can also apply for post-graduate studies.

The University supports a number of cross-cultural activities which allow students to become better acquainted with cultures of the colleagues they meet while studying at Sumy State University. Various national student associations (Nigerian, Tanzanian, Cameroonian, Arabian, etc.) actively cooperate with the University administration with the aim of helping their members to adapt to the new cultural and academic environment as quickly as possible, and make their staying in Ukraine comfortable and enriching for both sides.


Ukraine, 40007

Right brain education leader, Heguru, now in Singapore

A number of right brain educational institutions have been set up in Japan, Malaysia, Australia and Singapore. These educational institutes are making parents reconsider whether it is better to send their child to a conventional educational institute or to these institutes which promise an overall development of your child. You can Visit this page.

A human brain has two lobes – the left one and the right. The left brain is the reasoning and logic centre while the right brain is the visualization centre. The left brain processes information at a much slower rate than the right brain. So these educational methodologies are trying to develop the right brain much more so that overall there is a big improvement in his cognitive skills. When a child is young, he can absorb a lot of information. A child’s brain development depends on this information. Starting at the age of 4 months, the brain starts developing at a very fast rate and continues till the age of 4 years. IF during this time the education is focused on developing the right brain more than the left brain, one can control the outcome. Look at here for more insight into brain development.

The Heguru education system targets children of the age of 6months to 12 years. The whole program is divided into a number of sub programs based on the age of the child. The toddler and infant sub program which is targeted at children of the age of 6 months to 4 years is the most critical part of the system. This is the time when most of the brain development takes place. These classes are meant to be attended by both the parents and the children. They believe in the system of student parent co-education. In this program, they are taught right brain stimulation, memorization techniques, photographic memory, number system through abacus and games, ESP etc. See this page for more information about the tools used in the class. The co-education helps in the bonding between the parents and child. The children are made to exercise their creativity and imagination in a relaxed atmosphere. At this stage, the classes are of 50 minutes duration.

After the children reach the age of 4, the teaching methodology changes. They are now encouraged to attend classes alone. This time, the program aims for the development of the left brain. They work on handicrafts and worksheets. They are taught through engaging stories. This program continues till the child is 5 years old. Lessons are of 70 minutes duration. You can learn more here. After the age of 5, the teaching methodology changes again. This program also focuses on developing the left brain and achieving a balance between the right and left brain. Group interaction activities are conducted which fosters team work. Lessons last for 90minutes duration.

For more information about the centre, teachers and the methodology followed visit:

Emdi Receives Recognition For Its Post Graduate Courses From Griffith University

Greycells Education Ltds (BSE: 508918) flagship brand – EMDI Institute of Media and Communication (EMDI) today announced that Griffith University of Australia one of the leading higher education providers in Australia, has given formal recognition to postgraduate courses offered by EMDI. This now means that graduates from EMDI will now be accepted directly into certain Griffith Masters programs.

EMDI graduates of their Diploma can now complete the Master of Business (Event Management and Communication programs) in one calendar year instead of the full 1.5 year program.

Griffith University will further support EMDI in providing faculty for their courses run here in India, periodically and also conduct special orientation programs for the EMDI faculty at their campuses in Australia.

On this special occasion Mr.R.Swaminathan, Dean and Chief Executive Officer of EMDI Institute said, We are delighted to have our courses recognized by Griffith University. This is a culmination of a decade long endeavor to provide international quality education in the vocational space. This recognition will spur us to push the bar even further.

A Griffith University spokesperson commenting on the recognition said The tie up with EMDI is a strategic decision taken by Griffith University of working closely with credible and proven providers in India. EMDI has strong links with industry thereby making their programs relevant and preparing students to get job ready. Griffith University will add the international exposure and engagement for EMDI graduates.

About Griffith University:-
Established Since opening its doors in 1975, Griffith has grown to be a large multi campus institution with internationally recognized strengths in teaching and research. Griffith University is now ranked amongst the top 4% universities in the world rankings (TimesQS). Griffith offers more than 300 degrees in: arts, languages and criminology; business; education; engineering and information technology; environment, planning and architecture; public policy; health; law; music; science; visual and creative arts. Griffith is a member of Innovative Research Universities of Australia (IRUA) and focuses its research efforts in areas of strategic importance locally, nationally and globally.

Griffith Business School has international accreditation from AACSB International, making it part of an elite group that makes up less than 5 percent of the worlds business schools.

K-12 Education In India

K-12 education refers to the primary and secondary education that a student obtains during his schooling. K-12 education is an abbreviated term used for education from kindergarten to twelfth. The term K-12 education per se is relatively new to India and is generally more commonly used in western countries like United States of America, Canada etc and in parts of Australia. With technology transcending borders, the term K-12 education is fast gaining popularity in other parts of the world as well, with minor/ no modifications. In some countries the term has been replaced with PK-12 or P-12 that means prekindergarten to twelfth or preschool to twelfth. Whatever nomenclature any country adopts, the concept of K-12 education primarily revolves around the education imparted in the school.

K-12 education scenario in India

The constitution of India guarantees a free and compulsory education to all till the age of 14 years. Imparting quality K-12 education to the largest possible student population across the country has always been a top of mind issue for the government. A step forward in this direction has been the amendment of the Right to Education act that make this right stricter than before. Under the Right to Education act, 2009 private schools shall admit at least 25% students from poor families and no seats under this quota shall be left vacant. Through this amendment, government has attempted to ensure that the ideal of free and compulsory education is achieved in the true sense.

Online content provider for K-12 students

Students studying in schools can enrich their studies with the help of curriculum aligned videos and animations made available on he internet by a lot of websites. These videos and animations not only add the much required zing to the monotonous study regime followed by students, but also help them learn beyond what is taught in the books. These videos and animations are supported with quality study material and a variety of tests that help make learning thorough and effective.

The study material available at such websites is in easy-to -read language that makes understanding of concepts easy and quick. After going through the study material, students can also try their hands at curriculum-based interactive puzzles. These interactive puzzles not only raise the involvement of students in their learning process but also help assess their understanding of concepts in the chapter/subject. After going through the chapter, students can check their knowledge levels by practicing from chapter-wise and full-course model tests. This will help students get a clear picture of their weak and strong areas and will allow them to channelize their efforts in topics that require more attention. Once through with preparing for exams, students can also refer to end-of-chapter revision notes for those quick revision sessions before exams.


Studying in the right manner and using the correct tools to prepare for exams determines the extent to which students can achieve success during the K-12 years. It is also advisable for students to have a concrete understanding of core concepts so as to be sure of a high scoring academic ride.

Uniforms In Australian Schools

Before you join any of the Australian schools, you need to first familiarize yourself with the applicable polices within the institution. Doing this, will help you fit in with the rest of the school community. One key aspect to consider is the school uniform.

Here’s a sample of some uniform policies applicable to a several schools in Australia.

Cherrybrook Technology High School (CTHS)

CTHS possesses a variety of school clothes. These are categorized based on senior and junior girls/ boys, as well as summer and winter clothes.

Firstly, the senior girls’ summer clothes consist of mid grey wool blended skirts with white pin tucked, short sleeved blouses. This is topped off with black wool blended blazers with crests and black woolen jumpers/ non-woolen pullovers with crests. When winter comes around, the attire changes to red and grey plaided/ mid-grey wool blended skirts with white pin tucked, short sleeved blouses. The skirts may be substituted with black business style trousers. However, the jumper and blazer remain the same.

For summer, junior girls put on grey and red striped dresses. Unlike the seniors, they also have black non-woolen zipped front jackets with crests. During the winter, they wear similar skirts, trousers and blouses to the seniors with only the minor inclusion of embroidered crests on their blouses.

Senior boys’ summer attire consists of white short sleeved shirts with embroidered crests and black business style trousers or grey business style shorts. Apart from the trousers, the other similarity in attire that they have with girls is in the style of jumper and blazer. Junior boys have much the same summer attire, except for trousers which are grey instead of black. During the winter, all boys shift to white long sleeved shirts.

Sydney Girls High School (SGHS)

SGHS features a unique brown and yellow uniform. Girls in year 7 up to year 9 would have on tunics and shirts; whereas those in year 9 up to year 12 would wear skirts and shirts. The learning institution’s dress code also features blazers, jumpers and sleeveless pullovers. Additionally, year 12 students have a unique year 12 jersey.

Although the school allows such accessories as ribbons, winter scarves and hair bands/ clips, these must be in school colors. Moreover, any jewelry worn by the students should be discreet.

Davidson High School (DHS)

The DHS dress code is quite different from the SGHS and CTHS attire. Apparently, DHS has more color and patterns.

Firstly, senior girls’ attire features ‘Davidson’ tartan skirts with either white polo shirts for summer or white, short sleeved blouses with pointed collars for winter. Their jumpers are navy blue in color, while bearing a logo.

On the other hand, senior boys put on white cotton or polyester polo shirts during the summer and white pointed collar shirts during the winter. This is combined with either navy blue shorts or long grey trousers. To top it all, a navy blue jumper completes the picture.

Junior girls’ uniform isn’t too different from the seniors, except for the summer checked dress and tunic. Their male counterparts also have navy blue shorts as an alternative to trousers.

ONLINE EDUCATION (Master of Science in Communication)

The Master of Science Communication Outreach is an exciting one-year graduate program in communication for science, engineering and technology graduates. All students in the program are financially supported by a scholarship that is paid fortnightly throughout the program. To be eligible for this scholarship you must be an Australian citizen or permanent resident.

For about 14 weeks of the 40 week program, students tour regional Australia while working for the Shell Questacon Science Circus. Each year, we travel to different locations. As well as undertaking practical training on the road, there is also a little ‘down time’ to relax and unwind. Being able to transform scientific information into accessible, understandable knowledge for the public is the key business of a science communicator. Science communicators combine skills in written and verbal communication with their scientific knowledge, so they can bridge the gap between the scientific community and the public.

Career prospects

Graduates of the program have gone on to work in diverse and exciting areas across the field of science communication, including:

television stations and radio networks in Australia e.g. for Triple J, Catalyst and Carbon Cops magazines including New Scientist and Scienttrific the Edinburgh International Science Festival the GridTalk grid computing project in the European Union at CERN, Switzerland the Children’s Cancer Institute the Science Foundation for Physics as an Australian Youth Ambassador for Development teaching science in the Maldives as a Science Outreach Officer as a science and maths trainer at the Vanuatu Institute of Technology.

The master’s degree offers students a possibility to specialize in four subdisciplines of communication sciences as practiced at K.U.Leuven. These subdisciplines are media culture, information and communication technology, marketing communication and media effects. A balance is maintained between specialization on the one hand and a more broad deepening of insight into the domain of communication and media research on the other hand. Students are expected to specialize in a broad field of specialization, the methods, techniques, theories, hypotheses and research status quo of which they must acquaint themselves with. At the master level, the student is expected to display a large amount of self-motivation, both in colleges and in other forms of study.

Upon finishing the degree, the student will have: – a specialist knowledge of the theory, research and history of the discipline of his/her chosen major; – the ability to analyze publications about the discipline, to relate them to various perspectives and developments and to pass a well-founded judgement on their quality; – the ability to perform autonomous research in the subdiscipline of his/her specialization; – required intellectual skills, such as to apply and question argumentations in the field of study; to assume a point of view in the scientific discourse and critically consider its validity; to be able to report on his/her research and solutions to fellow scholars and non-scholars; to be able to discuss the latest developments in the field of study and their effects on society; to develop an attitude of lifelong learning.

The Master of Science in Communication Program (MSC) is a comprehensive management and leadership program that provides a broad-based foundation of principles that can successfully be applied to many professional fields. MSC draws emerging talent and senior-level managers alike from for-profit, non-profit, and government sectors. Designed for the working professional, MSC is structured to be consistent with student needs, providing flexibility and the opportunity to immediately put classroom experience into real-world practice. Classes are offered during one full day of instruction each week on Saturday. Students enrolled in MSC meet their career goals, improve their competitive edge, obtain a master’s degree, and are able to work full-time throughout the program. Students will gain the communication skills and conceptual tools essential for success in a communication-intensive world.

Course description, features and facilities

Students learn principles of effective science communication, develop practical skills necessary for effective science communication, and design strategies that address the communication needs of groups such as government organisations, informal museums, science centres and research centres. Students select from options such as science communication for change in industry and community, science performance, a workplace project, science in the media, learning technologies, and displays and exhibits.

The Master of Science in Communications program is an interdisciplinary professional program. It addresses the growing need for theory-grounded communication professionals in business, government and the non-profit sectors, including: public relations practitioners, advertising writers, educators, graphic designers, consultants, training and development professionals, media policy experts, print and electronic journalists — and indeed anyone who must know how to create, manage and assess communication initiatives in a global environment. The MSC program offers students a strong foundation in communication theory and methodology, and encourages application in such emphasis areas as organizational, technological, instructional, and cultural communication.

The program is designed for career-oriented individuals who want to advance in their chosen fields or to move from their undergraduate programs to the competitive job markets. The MSC program’s rigorous coverage of communication theory and methodology also provides a strong foundation for those intending to pursue doctoral studies. The Master of Science in Communication with a concentration in Public Relations covers public relations theory, legal and ethical issues, and develops the analytic and creative know-how you’ll need to excel in the field. Each course in the Public Relations concentration addresses the way that the Internet is changing the way corporations communicate.

All organizations need to create and deliver important information that communicate value, manage brands, and advance reputation. Lasell College’s Master of Science in Communication with a concentration in Public Relations can help you, a working professional, advance your career or begin a new one.

You May Qualify For Financial Aid.

Tips To Increase Your Score On The Victorian Certificate Of Education

Each state in Australia has a different certificate to recognise the work that each student has done over the last year or two of high school. In Victoria, this is called the Victorian Certificate of Education (VCE). It shows what subjects were studied and what mark the student got for them in their last examination. If you intend to go on to university or college, it is essential to get a high score in your VCE.

You can do this more easily by the subjects you choose rather than by the amount of study you put in. The way it works is that more difficult or less popular subjects are given are graded to increase the score for the ATAR. Of course, you will still have to study hard, especially if you choose a difficult topic. However, even if you get a low examination mark on that subject, it will be graded up; not down.

Whereas if you choose a popular or easy subject and do well in your examination – or even if you don’t do well – your mark will be graded down when working out your ATAR. While this does not seem to be fair, you have to remember that many people choose the easy subjects thinking that it will help them get into university. This is not necessarily the case.

Many private schools in Melbourne will explain this to you, but often those going to public schools don’t get the right information to make a wise decision. So what are the ‘easy’ subjects that give you a lesser grade? The Arts are for a start and easy maths courses. A science, a language or a ‘good’ maths or business subject are considered essential for students who want to get their scores graded up instead of down. Renaissance history or politics is better than Australian history or sociology. Another essential is to take six subjects instead of the minimum.

University and high school in Melbourne can be challenging, but it is important to remember that the rest of your life is at stake and your financial position in the future will be dictated by what you learn now.

That is why it is essential to make the right decisions regarding your education and how to have the best chance of getting a good ATAR. Remember that you can have your exam scores graded up when you take more difficult subjects and this can make all the difference in your university placement.