Hairdressing courses malaysia: Hairdressing Courses in Malaysia – July 2021 update

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Professional Diploma in Hair Design @ Limkokwing University of Creative Technology

Professional Diploma in Hair Design

Faculty of Fashion & Lifestyle Creativity

Prepare yourself to be accepted in the high world of fashion. Learn the skills and develop your talent to design the styles of the rich and famous. At Limkokwing, we offer flexible and affordable pathways that develop your talent and groom you into a polished person who speaks well and works with confidence.

Show Programme Structure

Cyberjaya

Subjects
Foundation Cutting Foundation of Perming
Fundamental of Color Styling & Setting
Hair Care & Treatment Occupational Health & Safety
English Communication Skills 1 Makeup 1

Level 2 – Intermediate

You become a junior stylist. Weave
your way through advanced styling techniques and gain in-depth
knowledge of hair technology in a professional environment.

Subjects
Intermediate Cutting Intermediate Perming
Intermediate Colour Updo Creation
Fashion Styling Straightening & Relaxing
English Communication Skills 2 Makeup 2

Level 3 – Professional

Learn to manage your own salon as a professional and confident hair designer while gaining entrepreneurial insights that give you an added advantage to become a successful entrepreneur.

Subjects
Advanced Cutting Advanced Perming
Colour Correction Black Hair Styling
Hair Show Project & Photo Shoot Salon Management
English Communication Skills 3 Makeup 3

Each level is a 3 months course.

Professional Hairdressing Course In Malaysia

Course Overview

There are many training centres that provide Hairdressing Course in Malaysia, but VTAR may be the only training centre that using an organic product in training.

This course will expose participants to the hairdressing knowledge and skills which includes provide hair care advice, maintain hair cleanliness, producing desired hairstyle, promote maximum health & beauty of hair and scalp, maintain hair salon cleanliness and workplace safety, hair salon product retailing, hair cutting, perming, colouring, bleaching and straightening, and hair salon administration.

This course will be emphasized more on practical/hands-on skills to all the participants. It provides a set of activities that enable a person who aspires to achieve competency in this particular occupation, ultimately enhancing him/her on a career in the hairdressing industry.

All the training will start with practising on mannequins, but after the initial stage, most of the practise session will be conducted in salon environments using real models. This will enable participants to familiarize with the real working environment, and is able to expose participants to the different kinds of hair structures and facial forms.

Participants will be trained to present themselves to their very best advantage and achieve their highest potential by empowering themselves with the knowledge and skills required to handle the task of a hairdresser/hairstylist.

As one of the training provider for Hairdressing Course in Malaysia, VTAR is committed to help and prepare individuals to be productive youths contributing to social and economic development.

 

课程大纲

目前在马来西亚有很多有提供美发课程的培训中心,但拉曼技职学院可能是唯一使用有机与天然的产品来进行培训的培训中心。这课程将向学生介绍美发的知识和技能,包括提供美发护理的建议,保持头发的清洁,创造适合的发型,促进头皮和头发的健康,保持美发沙龙的清洁和工作场所的卫生与安全,美发产品的零售,剪发,烫发,染发,漂白和直发,以及美发沙龙的管理。

这课程强调实作练习和实践,这课程提供一系列的活动,使一些渴望在美发行业中发展事业的人最终能够提升自己的美发能力。在培训的初级阶段,学员将使用人头模型进行实作练习,之后的阶段,学员大部分的练习将在真实的沙龙环境中进行。这可让学员可以熟悉真实的工作环境,并让学生了解不同类型的发型结构和脸形。

通过培训,学员以自己所学习到的知识和技能,以最佳优势并发挥最大潜力来执行理发师/发型师的工作。作为马来西亚提供美发课程培训的机构之一,拉曼技职学院致力于帮助培育更多有生产力的青年,为社会和经济做出贡献。

 

Course Objective

This course will expose participants to the hairdressing knowledge and skills which includes provide hair care advice, maintain hair cleanliness, producing desired hair style, promote maximum health & beauty of hair and scalp, maintain hair salon cleanliness and workplace safety, hair salon product retailing, hair cutting, perming, colouring, bleaching and straightening, and hair salon administration. This course will be emphasizes more on practical/hands-on skills to all the participants.

本课程将教导与培训学员美发知识和技能,这包括提供护发建议,保持头发清洁,修剪发型,促进头发和头皮的健康和美丽,保持美发沙龙清洁和工作场所安全,美发沙龙产品零售,剪发,烫发,染发,漂白和拉直,以及美发沙龙管理。本课程强调所有学员的实践技能。

Courses for Hair & Beauty study in Ampang


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Short Skills Courses in Malaysia: Hairdressing Skills Course

COURSE Senior Hairdresser (INVITE II) Senior Hairdresser
(INVITE IV)
AWARD Certificate Levels 1, 2 & 3 (Malaysian Skills Certificate)


Diploma in Business Skills (City & Guilds, UK)
Certificate Levels 1, 2 & 3 (Malaysian Skills Certificate)


Skills Proficiency Award / Certificate / Diploma in Business Skills (City & Guilds, UK)
DURATION 24 months, including 12 – 24 weeks internship training 24 – 36 months
Classroom training and Internship to take place concurrently
Classroom training: 3 – 4 days/week
Internship: 2 – 3 days/week
TUITION FEES USD 8,464 (RM 26,200)
Application Fee :
USD 99
Int’l Student Admin. Fee :
USD 957
Course & Exam Fees :
USD 7,590
USD 8,464 (RM 26,200)
Application Fee :
USD 99
Int’l Student Admin. Fee :
USD 957
Course & Exam Fees :
USD 7,590
HOSTEL FEES  2 years:  RM 5,200 (USD 1,716) 2 years:
RM 5,200 (USD 1,716)
3 years:
RM 7,600 (USD 2,508)
ENTRY REQUIREMENTS
  • 18 – 45 years old
  • With 9 Years Schooling OR
  • With 6 Years Schooling and 3 Years Prior Work Experiences in Related Fields
TRAINING CENTRE LOCATION
  • Pulau Indah, Selangor, Malaysia
  • Seri Kembangan, Selangor, Malaysia

SIA stewardess to hair salon owner: How this 30-year-old entrepreneur revived an old hair salon in Chinatown, Lifestyle News

To mark International Women’s Day on March 8, AsiaOne will be spotlighting inspiring women from different walks of life in a series of stories released throughout the week. You can find them all here.


From having zero knowledge on hair-styling and running a business, to raking in a five-figure sum monthly – Priscillia Wu is an inspiration to many.

But it wasn’t an overnight success.

“Let’s just try

lah!”

Once a Singapore Airlines stewardess, Priscillia, 30, shares how she faced “nasty” comments from her extended family when she decided to try her hand at taking over her mum’s 40-year-old hair salon, Jin Hair.

“Some looked down on hairdressing because it’s not a very ‘aspiring’ job,” she said.

Priscillia’s grandmother and aunts even questioned her: ” [why] take up a job that you have to stand for long hours, don’t make good money, [and] have no time for your family”.

The then 25-year-old, who was working in a health screen company after flying for two years, took no notice of their well-meaning advice and stuck to her guns. The real reason for taking over the salon? It was precious to Priscillia’s mum as she has been running it for many years she said.

“I think it’d be very sad to see it close down due to the lack of digitalisation.

“I was like, ‘let’s just try lah, who knows, it could be very fulfilling?’ And I thought I could be happier doing this than being stuck in an office job, which I’ve tried doing before.”

Five years on, Priscillia has proved her naysayers, and society wrong.

This mother of two – a two-year-old and a new born child – has expanded her team of hairstylists. She has also almost doubled the size of her salon in Chinatown as well as gave the space a total facelift.

The salon now houses a brighter interior, an Instagrammable vertical garden-like wall, and a cute neon signage in the shape of the mother-daughter duo. It’s a stark contrast from the rest of the stores at People’s Park Centre.

The most impressive part? She did it all late last year while the world’s economy was stuttering due to the pandemic.

“Covid didn’t make things difficult for us. In fact, a lot of new customers (have been) coming in because they can’t go into Malaysia!

“Actually a lot of Singaporeans do their hair in JB (Johor Bahru)! I didn’t know until this Covid thing happened and I chatted with the new customers,” Priscillia shared.

Zero returns in her first year

While this #girlboss is enjoying the fruits of her labour now, she revealed that she actually had zero returns in her first year.

“When I first stepped into this line, my mum already gave me all the authority. She made me pay her rent (her mum had bought the shop), and give her a little salary, so the first year, after paying rent, salaries and all, I had pretty much nothing left!”

Her mum had told her: “If you do it well, you’ll get revenue. If not, you can suffer by yourself.”

And that, Priscillia shared, remains how the mother and daughter have had no major conflicts since the start.

“It’s a blessing”

“We’re both not very strong-headed kind of people, and she’s semi-retired now – she comes in at 2pm and leaves about 6pm. It’s a pretty good life for her now,” shares Priscillia with a chuckle.

The filial daughter even went on about how it is a “blessing” to be working with her mum.

“I am happy to work together with her because one day, she would probably not be working with me anyone.

“It’s a blessing that I get to see her, work closely with her, and learn from her every day!”

“I still make mistakes”

For Priscillia, the learning never stops.

“When I took over Jin Hair from my mum, my skill was probably quite horrible because I was very new, and hairdressing is something that really requires experience,” Priscillia, who studied at Kimage Hairdressing School for a year before taking over the reins, said.

Her mum, her-then-boyfriend-now-husband, and a few of her cabin crew batch mates were all her hair models.

Priscillia’s mum – her biggest fan and critic – would hold a mirror to see what she was doing, and point out her mistakes when the then green hairstylist cut her hair for the first few times.

“Even until today, I’m still learning, and of course, I still make mistakes.

“When customers are, say, not happy with their colour (job), and if they are willing to come back for a retouch, then it’s a great learning experience for me,” shares Priscillia, adding that ‘repairing’ is one of the toughest and most fulfilling jobs.

“If I manage to make them (her customers) happy, that’s the best [reward for me].”

https://www.instagram.com/p/B1QuQA5nA6o/

Happiness – the one thing Priscillia wants for her customers, as well as for herself. 

“I am happy where the hair salon is now.

“I don’t have the extra energy to grow and expand the business right now,” Priscillia said with a laugh, citing family time as a priority.

“What I have now is good enough.”

[email protected]

Maison Monica Hair & Beauty Academy

Maison Monica

Courses
 
Pivot Point, USA Hairstyling Courses
  • Diploma in Hairstyling
  • Professional Hair Cut / Sculpture Course
  • Professional Hair Color / Perm Technician Course
  • Professional Long Hair Design Course
City & Guilds (UK) Qualification
  • Certificate in Beauty Therapy
  • Diploma in Beauty Therapy
  • Advanced Diploma in Beauty Therapy
  • Certificate in Hairdressing
  • Diploma in Hairdressing
  • Advanced Diploma in Hairdressing
Malaysian Skills Certificate (SKM)
  • Beauty Therapy Level 1
  • Beauty Therapy Level 2
  • Beauty Therapy Level 3
  • Hairdressing Level 1
  • Hairdressing Level 2
  • Hairdressing Level 3
Other Beauty Courses
  • JF Beauty Master Diploma Course
  • Professional Bridal Make-up & Hair Design Course
  • Nail Art & Design Course
  • Professional Embroidery Course
  • Personal Skin Care & Make-Up Course

Headquarters


No. 5D, Kenyalang Park
Shopping Centre
93300 Kuching
Sarawak, Malaysia

Branch
63, Ground & First Floor
Jalan Tun Jugah
93350 Kuching
Sarawak, Malaysia

Hoa’s Story – Hagar USA

Hoa is 27 years old, she’s a bridal make-up specialist and a hairstylist in training. Hoa loves her family, and she’s great at her job. When Hoa was a teenager, both of her parents suffered debilitating health challenges that prevented them from working. They found themselves struggling financially, so Hoa and her brother left school to find work to support their family.

Hoa found work as a waitress. She made friends with an older woman at work and over time they grew very close. The woman suggested that Hoa should go to Singapore to learn nail art, and she told her she knew someone who could help her to get there. Hoa readily agreed, eager to earn more to support her family.

Hoa didn’t arrive in Singapore, but Malaysia, and wasn’t working in a salon, but a brothel. Hoa had to serve 15-20 men daily. She contracted HIV, and when she asked for help, the owner refused. He worked her until she physically could no longer serve customers, and then she was kicked out.

Hoa was found by a woman who gave her money to contact her family. When she got in touch with her family, her mother took loans from everyone she knew so that she could go to Malaysia to bring Hoa home.

When Hoa returned home, she was admitted to hospital for treatment, and the doctors feared that if Hoa had returned even a few days later, she would have died. Fortunately, Hoa was referred to Hagar. We provided emergency healthcare and support for Hoa. She slowly became healthier, and after five months with Hagar, she felt ready to work. Our economic empowerment staff worked with Hoa to help her find the right training and job for her. She wanted to do bridal make up, and also had an interest in hairdressing. We helped her to enroll in a hairdressing course, and continue to support her tuition, coaching and relational support. Hoa’s teachers are understanding and supportive, she says that they acknowledge and encourage her.

“No one asks me about my past. Teachers and friends are so friendly and understanding. I don’t feel like I am less than anyone else, thanks to them. My mother told me to work hard, as the worst has passed.”

Hoa also works part time at a small hair salon to support herself. Through our economic empowerment project, Hoa has found her hope again. Hoa is an example of what the long-term love and support of Hagar donors and staff can achieve in a person’s life. Together, we have seen transformation!

cooking courses – Russian translation – Linguee

At Anantara Bali Uluwatu, we offer our guests the opportunity to

[. ..]
learn how to recreate these traditional flavors themselves with gu id e d cooking courses .

bali-uluwatu.anantara.com

Anantara Bali Uluwatu Resort

[…]

offers its guests the possibility of

[…]
learn how to independently prepare these dishes n a special s x culinary courses m ac te rs tva.

bali-uluwatu.anantara.com.ru

Cooking courses , h or seback rides and balloon […]

trips are also on offer.

tourism-review.com

Culinary courses courses, con us e walks and flights […]
The

hot air balloon also does not go unnoticed by a large number of tourists.

tourism-review.ru

Within the framework of career guidance classes, additional education classes are organized (embroidery,

[. ..]

pattern knitting, drawing, dancing), initial occupational

[…]
training courses are run by invited specialists and vocational school trainers (hairdressing, tailor in g , cooking , d rivi n courses g , b at ik painting, wood carving classes).

ktoeslineya.ru

As part of vocational guidance classes, additional education circles (embroidery, art knitting, drawing, dancing) are held, courses

[…]

pre-professional labor training under

[…]
the guidance of invited specialists and masters e ro in professional l itse e (hairdressing courses is to uss t wa el , sewing and , cooking , driving, batik classes, carving […]

for wood).

ktoeslineya.ru

In addit io n , cooking d e mo nstrations and coo ke r y courses r e held regularly [. ..]

so that you can get to know the ZUG appliances

[…]

and their functionality even better.

vzug.com

Regular

[…]
also shows s cooking and to ursa n s ar craftsmanship, […]

to get to know each other better

[…]

with ZUG household appliances for the kitchen and their possibilities.

vzug.com

The workshop in Zimbabwe brought together women farmers active in local NGOs and agricultural experts in various fields who produced 23 illustrated post-literacy booklets on various

[…]

techniques in organic planting;

[…]
soil fertilization; crop market in g ; cooking o i l production; water conservation; […]

and HIV / AIDS.

unesdoc.unesco.org

A workshop held in Zimbabwe brought together women farmers working for local NGOs and agricultural experts in various fields; they have produced 23 illustrated literacy brochures for various

[. ..]

organic methods

[…]
agriculture; fertilizers for h you ; sales agricultural pr code uk tions; oil production […]

for cooking;

[…]

water storage and HIV / AIDS.

unesdoc.unesco.org

Training Courses in Primary health care-mental

[…]
health does not need not a high budget or sophisticated skills or equipment.3-4 d a y courses h a ve been conducted in Cambodia, Mongolia, PR China, Malaysia, Philippines, PNG, Solomon Islands, Vanuatu, Fiji a n d Cook I s la nds ​​with very limited funds and with lasting effect, in the past 10 years for […]

GPs, nurses and volunteers.

wfmh.com

Mental health courses at

level
[…]

primary link not

[. ..]
require high costs or exceptional skills or equipment. 3-4 -d not ext s f courses b yl and or ha nominated in Cambodia, Mongolia, China, Malaysia, Guinea, Papua , in the Solomon Islands, on Vanu and tu , Fiji and OS tr Cook and with very limited resources gave a lasting effect […]

for the last 10 years

[…]

for GPs, sisters and volunteers.

wfmh.com

IICBA has contributed to the improvement of teacher education institutions in a number of

[…]

Member States, in particular regarding degree programs

[…]
that combine distance education with short face-to- fa c e courses .

unesdoc.unesco.org

IICBA contributed to the improvement of teacher education in a number of Member States, in particular that

[…]

applies to training programs from

[. ..]
by assigning qualifications , cat o ry e unite di with ta nc io education […]

with short face-to-face courses.

unesdoc.unesco.org

The UNESCO Offices in Cambodia, Congo, Haiti, Kazakhstan, Papua New Guinea and Zimbabwe have been involved in the implementation of the project’s first objective – Basic skills, training of

[…]

marginalized youth in craft workshops

[…]
and non-formal educa ti o n courses w i th the training skills […]

of some 175 young girls and boys,

[…]

sales exhibitions of new products and the development of local marketing channels.

unesdoc.unesco.org

UNESCO field offices in Haiti, Zimbabwe, Kazakhstan, Cambodia, Congo and Papua New Guinea were involved in the first objective of the project: training in basic skills, training

[. ..]

marginalized youth in

[…]
within the framework of practical training h eu ki x seminars to r em eu lamas and training courses […]

for non-formal education,

[…]

, which trained about 175 boys and girls, organizing exhibitions and sales of new products and developing new local marketing channels.

unesdoc.unesco.org

This may range from simple gutting, heading or

[…]

slicing to more advanced value

[…]
addition, such as bread in g , cooking a n d individual quickfreezing, […]

depending on the commodity and market value.

fao.org

So, processing can consist in simple gutting, decapitation or chipping, or maybe

[…]

include and more than

[…]
accomplished methods increased h en and value , ta ki e, as breading, […]

cooking and freezing

[…]

separate products, depending on the product category and its market value.

fao.org

It was pointed

[…]
out that there was an extremely rich vegetarian tradition in many Indian, Asian and Afr ic a n cooking a n d that eating vegetarian dishes was in line with a more sustainable lifestyle and was recommended […]

as part of a healthy diet.

unesdoc.unesco.org

It was noted that in many Indian, Asian and African st wounds there is a richest a i tradition pr ig otovaniya vegetarian food and that which corresponds to a more sustainable […]

lifestyle and recommended as part of

[…]

healthy human diet.

unesdoc.unesco.org

Forests and trees on farms represent a vital source of food for many of the world’s poorest people, providing both staple foods and supplemental

[…]

foods such as fruits, edible leaves and nuts; fodder and browse for

[…]
livestock; and fuel f o r cooking a n d food processing.

fao.org

Forests and trees in household plots are a critical source of food for many of the world’s poorest people, providing a supply of both basic and auxiliary food, such as

[…]

as fruits, edible leaves and nuts,

[…]
fodder and veto h m fodder for from to and and fuel for […]

food preparation and food processing.

fao.org

An effective measure to reduce the consumption of

[…]

radiostrontium is to remove

[…]
the bony parts of fish prio r t o cooking , s in ce strontium is mainly concentrated […]

in the bones and skin.

chernobyl.info

An effective measure to reduce the consumption of radioactive

[…]

strontium is the removal of

[…]
bony parts of ry b y d o ee preparation, to from col bk in strontium the main […]

is concentrated in bones and skin.

chernobyl.info

The Inter-Agency Standing Committee has

[…]
further endorsed a set of multisectoral guidance tool s o n cooking f u el strategies that identifies key activities for […]

clusters or agencies and

[…]

determines appropriate household energy strategies, in an effort to reduce the risk to the safety and security of displaced populations, in particular women and girls, when collecting and using firewood in insecure humanitarian settings.

daccess-ods.un.org

The Inter-Agency Standing Committee also approved a number of intersectoral

[…]

guidelines for

[…]
implementation of strategies related to from i use to pl willow for i cooking food, in to from the main measures are determined […]

for thematic

[…]
90,005 groups or institutions and related strategies for energy provision of households to reduce threats to the safety and security of displaced persons, in particular women and girls, when collecting and using firewood in unsafe humanitarian settings.

daccess-ods.un.org

The document also envisages that topics of immigration and

[…]

asylum become object of

[…]
professional training and refre sh e r courses f o r journalists, as well […]

as the creation of an independent

[…]

watchdog which, in agreement with universities, research centers and other bodies, will periodically monitor evolution in information on asylumseekers, refugees, victims of human trafficking and migrants.

daccess-ods.un.org

This document also stipulates that topics immi

[…]
graces and asylums sta n yt subject to y rs s n professional […]

training and professional development

[…]

for journalists, as well as the creation of an independent monitoring body, which, in agreement with universities, research centers and other bodies, will periodically assess the evolution of information on asylum seekers, refugees, victims of human trafficking and migrants.

daccess-ods.un.org

Since, as revealed by the outcome of the survey conducted, such factors as lack of familiarity with the principles of designing a business plan, accounting rules, trade law, tax law, etc.are responsible for the failure of the newly established small-sized enterprises, the Ministry of Labor and Social Affairs has obliged applicants for business

[…]

facilities to pass

[…]
entrepreneurial and business trai ni n g courses i n l ine with its “plan […]

to develop and expand fast-return projects ”.

daccess-ods.un.org

According to the results of the survey, such factors as insufficient acquaintance with the principles of developing business plans, accounting rules, commercial law, tax law, etc.cause failures in the activities of new small enterprises, therefore the Ministry of Labor and

[…]

social issues obliged

[…]
applicants for receiving d e lo you x credits n r o move it ü training courses […]

for entrepreneurs and business

[…]

people in accordance with its “plan for the development and expansion of fast payback projects.”

daccess-ods.un.org

A regional training center for toy librarians was

[…]

established in Ecuador, and the

[…]
first regional trai ni n g course f o r toy librarians from […]

Argentina, Bolivia, Colombia, Ecuador,

[…]

Peru and Venezuela was conducted.

unesdoc.unesco.org

A regional

was established in Ecuador
[…]

training center for gamers and

[…]
was held ne r th regional y th bn th course for workers […]

toy libraries from Argentina, Bolivia,

[…]

Venezuela, Colombia, Peru and Ecuador.

unesdoc.unesco.org

In this context, the Tropical Institute of Community Health and Development

[…]

(TICH, Nairobi and Kisumu, Kenya)

[…]
created and promoted t h e course o n Health and Human […]

Rights, Benchmarks of Fairness and

[…]

Ethics ”focusing on disadvantaged communities such as orphans, other vulnerable children and refugees.

unesdoc.unesco.org

In this context, the Tropical Institute

[…]

Community Health (CIH, Nairobi and

[…]
Kisumu, Kenya) pit a bo ta l and s o de ys tv oval distribution […]

courses on the topic “Health and Rights

[…]
90,005 People – Foundations of Justice and Ethics ”, which focuses on the most disadvantaged groups such as orphans, refugees and disadvantaged children.

unesdoc.unesco.org

The most noteworthy include the Forum of Women Artists of the Mediterranean for a Culture of Peace (Rhodes, Greece), Ignite the Power of Peace

[…]

Conference (Pan-Pacific and South-East Asian

[…]
Women’s Associat io n , Cook I s la nds), Establishing […]

a Culture of Human Rights (Harvard

[…]

University, United States), Training Seminar on Women for University Volunteers (Murcia University, Spain) and Women’s World Forum against Violence (Queen Sophia Center for the Study of Violence, Spain).

unesdoc.unesco.org

The largest organizations include the Forum of Mediterranean Women Artists in Support of a Culture of Peace (Rhodes, Greece), the Strengthening Conference

[…]

Peace Potential (Women’s Association

[…]
Pacific Ocean a and South o -Eastern Az Ii , Cook Islands), […]

Building a culture of human rights

[…]

(Harvard University, USA), training seminar “Women and University Volunteers” (University of Murcia, Spain) and the World Women’s Forum against Violence (Reina Sofía Center for the Study of Violence, Spain).

unesdoc.unesco.org

In addition,

[…]
the us e o f cook s t ov es alimented by firewood is an important aspect for the improvement of women’s health conditio n a s cook s t ov e smoke contributes […]

to chronic illnesses and adverse health effects, such as early childhood pneumonia, emphysema or lung cancer; 118 (i) Monitoring and evaluation.

daccess-ods.un.org

In addition, reducing the use of n and kitchen p or t, wood-fired workers is an important aspect of improving women’s health, […]

because stove smoke causes chronic disease and has adverse health effects , such as n nemonia, emphysema or lung cancer in young children118 i) monitoring and evaluation.

daccess-ods.un.org

There are other technologies waiting to be discovered and shared that will change the lives of the 1.4 billion people with

[…]

no access to electricity, or

[…]
the 2.7 billion people th a t cook o n c oal or other resources […]

that result in serious health issues.

daccess-ods.un.org

There are other technologies pending adoption and diffusion that will change the lives of the 1.4 billion people who are not

[…]

have access to electricity,

[…]
or those 2.7 ml r d. people , which d l i n ri cooking […]

use coal or other

[…]

resources, the use of which is fraught with serious health problems.

daccess-ods.un.org

Since the Nairobi Summit, an additional 13 States have ratified or have acceded to the Convention and hence have been obliged to have provided initial transparency information: Bhutan, Brunei Darussalam, t h e Cook I s la nds, Ethiopia, Haiti, Indonesia, Iraq, Kuwait, Latvia, Montenegro, Palau, Ukraine and Vanuatu.

daccess-ods.un.org

Since the Nairobi Summit, 13 more states have ratified or acceded to the Convention and thus were required to submit an initial report in transparency: Brunei Darussalam, Bhutan, Vanuatu, Haiti, Indonesia, Iraq, Kuwait, Latvia, Cook Islands, Palau, Ukraine, Montenegro and Ethiopia.

daccess-ods.un.org

In addition, of the States Parties for which the Convention entered into force since the Nairobi Summit, the following 8 provided an initial report in accordance with Article 7

[…]

confirming that no stocks were held:

[…]
Bhutan, Brunei Darussalam, t h e Cook I s la nds, Haiti, Iraq, Montenegro, […]

Palau and Vanuatu.

daccess-ods.un.org

In addition, of the States Parties for which the Convention entered into force from the Nairobi Summit, the following 8 submitted an initial report under Article 7,

[…]

confirming that no stocks are contained:

[…]
Brunei Darussalam , Bhutan , Van y at y, Haiti, AND Cancer , Cook Islands, Palau […]

and Montenegro.

daccess-ods.un.org

Project activities were carried out in the start-up countries in the Pacific (Palau and t h e Cook I s la nds), Indian Ocean (Seychelles) and Caribbean (Saint Kitts and Nevis).

unesdoc.unesco.org

The project activities were carried out in an originally selected group of countries from the Pacific (Palau and Cook Islands ), Indian ca Eana (Seychelles) and the Caribbean (Saint Kitts and Nevis).

unesdoc.unesco.org

With decreased mobility or concerns for personal

[…]

security, older persons may not be able to go long distance to buy provisions or

[…]
carry them, or may not be abl e t o cook f o od .

daccess-ods.un.org

Elderly people who have difficulty walking or fear for their personal safety are not always able to cover the distance to the place where

[…]

can purchase food items and may also be unable to

[…]
bring purchases to at home or at ..]

food.

daccess-ods.un.org

If the alcoholism or drug addiction of a convict not subject to such treatment is established in t h e course o f s entence enforcement, the penitentiary administration requests the court to impose such treatment.

daccess-ods.un.org

If, while serving a sentence of imprisonment, it is established that a convicted person who has not been subjected to compulsory treatment by a court sentence is an alcoholic or a drug addict, the administration of the correctional institution enters the court with a proposal to apply compulsory treatment to the convict.

daccess-ods.un.org

Where, in t h e course o f a criminal investigation, it is reasonable to presume that the weapon used in a crime, a wanted person, a corpse or objects or valuables which may be significant to the inquiry are to be found in someone’s home, the official or organ conducting the investigation carries out a search in order to locate and retrieve them.

daccess-ods.un.org

If there are sufficient grounds in the criminal case under investigation, to believe that a person’s home contains an instrument of crime, a wanted person, a corpse, objects and valuables that may be relevant to the case, the official or state body conducting the investigation shall search for them. finding and seizure.

daccess-ods.un.org

The Board

[…]
urges all States concerned, suc h a s Cook I s la nds, Kiribati, the Marshall Islands, […]

Nauru, Palau, Papua New Guinea,

[…]

Samoa, the Solomon Islands, Tuvalu and Vanuatu, to accede to the international drug control treaties without further delay and to strengthen national legislation and border control.

incb.org

The Committee urges all

[…]

corresponding to

[…]
states such as: Kiribati, Ostr o wa Cook, Ma rsh all o -you O st Rov, Nauru, Palau, […]

Papua New Guinea, Samoa,

[…]

Solomon Islands, Tuvalu and Vanuatu, immediately accede to the international drug control treaties and strengthen national legislation and border controls.

incb.org

In 2011, there was a burst of activity by

[…]

signatory States and the number of ratifications

[…]
increased to five (Bel iz e , Cook I s la nds, Cuba, Denmark […]

and New Zealand).

fao.org

In 2011, there was a surge in the activity of states in

[…]

areas of signature of the Convention, and number of ratifications of

[…]
increased to five (B e li s, Denmark, K uba , Cook Islands […]

and New Zealand).

fao.org

Moscow Islamic College, VKontakte

History

Prime Minister Mahathir Mohamad came up with the idea of ​​an International Institute for Islamic Education in 1982 during a meeting between OIC leaders on the Islamization of knowledge.I shared this idea with the then Minister of Education, Dr. Suleiman Daud; then Director General of Education Murad Mohamed Nor; and two others. Dr. Mohamed Kamal Hassan, then from the National University of Malaysia, together with a senior researcher attending the meeting, prepared the first working paper on the concept of the university.

IIUM was once a private university. Since the language of instruction at the university was not to be Malay, but English and Arabic, which was originally prohibited by Malaysian law, IIUM was originally incorporated under the now repealed 1965 Companies Act.However, IIUM was officially declared a public university on May 23, 1983 under section 5A (2) of the Universities and University Colleges Act 1971, when the university was ordered to establish from the then king, Sultan Ahmad Shah of Pahang, after exchange of diplomatic notes of joint sponsorship between the Government of Malaysia, seven other governments and the OIC.

A group of 153 students from Malaysia and from abroad were enrolled in the first academic session, which began on July 8, 1983.The courses were held at the Faculty of Economics, Faculty of Law, the Center for Fundamental Knowledge and the Center for Languages. Members of this first group received their degrees and diplomas during the First Convocation on October 10, 1987. 68 graduates received bachelor’s degrees in economics, 56 other graduates received bachelor’s degrees in law, and 29 kadhi graduated in Law and Management of the Islamic Judiciary.

Is there an Islamic education in Russia?

To some, such a statement of the question will seem either provocative or ignorant.

But, believe me, right now is the right time to ask exactly this: does Islamic education exist in Russia … and what should it be? Both Russian Muslims themselves and the state, which has declared the priority of acquiring knowledge about Islam, not abroad, but within native walls, are asking each other about this today.

“I don’t want to study, but I want to …”

The urgency of the problem was revealed by the recent sensational statement of the new head of the main Moscow Islamic university.

According to the rector of the Moscow Islamic University (MIU) Damir Khayretdinov, following the results of the MIU in 2012, graduates went to work “in bazaars and construction sites”, and “no one went to work as an imam, although resources and teacher labor were spent on their training” . This sad sensation requires two remarks at once.

  • Second, this “minus result”, voiced by Khairetdinov, shows the fruit of the “work” not only of his predecessor, but of the entire system as a whole.So thank him for the honest statement of the fact.
  • Alas, albeit not on such a scale, but the problem of employment, the real demand for graduates in the real ummah and the real return on investment in education are evident throughout the country.
  • If we very briefly say about the origins of this situation, then we see such a historical picture. Since the inception of Islam, educational traditions that are unlike each other have developed in different regions of the future Russian Federation. The difference in madhhabs, attitudes towards Sufism, the uniqueness of state development and local culture of the pre-Islamic period – all this in total left an imprint.

  • But when entering the orbit of Russian statehood, some of the schools were destroyed (primarily in the Volga region since the time of Ivan the Terrible), and some continued their identity. Imperial rule until 1917 did not even set the task of unifying the various educational schools of Muslims on its territory.
  • Soviet atheism “solved the problem” sharply in a communist way: only the Mir i-Arab Madrasah in Bukhara and the Tashkent Institute named after Al-Bukhari survived the closure.The whole mass of future servants of Islam of the USSR studied there, even those who did not really know the Uzbek language. The level was “on the verge of tolerance”, for the Soviet government set the task of “gradual elimination of religion”.
  • Uzbek oases were “the last centers of medieval obscurantism.”
  • But the Almighty, by His grace, did not allow the Muslims to completely lose all traditions accumulated over centuries. The beginning of Perestroika, democratization, and the establishment of the principles of freedom of conscience changed the situation dramatically.Religions got freedom. The state in Russia has practically distanced itself from the educational processes of the ummah. And what happened?

On the one hand, freedom. On the other hand, there is a desert on the site of former traditions.

The state sounded the alarm – after all, under a noble pretext, not at all noble goals were often revealed – and negative consequences were obtained … The wisdom of the old proverb was more and more clearly manifested: “who does not feed his soldier, will feed someone else’s army”, and in our case, “who does not will take care of his imam, will receive unpredictable mentors for his children “…

So at the turn of the 21st century (as if unexpectedly for everyone) the need to re-create the system of Islamic education in a new democratic Russia with its new realities has matured.This could not be just a “revival of the old”, or “copying someone else’s” – no, just a search, a creative synthesis of something new!

This is the “background to current failures.”

“And we have gas in our apartment.

What about you? ”
How can we solve this new creative challenge, which has enormous and long-lasting consequences? For example, two main approaches to Islamic education are now known in the world: 1) purely religious universities, as is the case in many Arab countries, in Turkey, Iran, Indonesia and Malaysia; 2) secular universities with religious subjects – this is the path taken in some European countries.

Branches and campuses

Islamic Azad University has two independent and 31 state university branches with 400 campuses and research centers in Iran and four branches abroad, as well as a number of hospitals, laboratories, workshops, sports facilities, recreation areas and ITC facilities. Now it accepts not only local but also foreign students. The university was joined by 621 Sama schools and 124 technical and vocational schools.

These campuses are under the direct control of the Board of Trustees and the President.The most famous and well-known industries are listed below. The most outstanding, highly regarded and prestigious are Central Tehran and Science and Research.

Branch Type Founded Enrollment
Science and research Independent Comprehensive 1984 ~ 50,000
Najafabad Independent Comprehensive 1985 ~ 25,000
Central Tehran Comprehensive, Head of State Universities
Tehran
1982 ~ 50,000
South Tehran Comprehensive 1985 ~ 35,000
North Tehran Comprehensive 1985 ~ 35,000
Tehran Medical Comprehensive 1985 ~ 25,000
Karaj Comprehensive 1984 ~ 35,000
Tabriz Comprehensive 1982 ~ 20,000
Qazvin Comprehensive 1992 ~ 20,000
Mashhad Comprehensive 1982 ~ 35,000
Isfahan Comprehensive 1983 ~ 20,000

Campuses in Tehran

Branch Type Founded Enrollment
Central Organization University system 1982 N / A
Science and research Independent Comprehensive 1984 ~ 50,000
Central Tehran Comprehensive, Head of Tehran State Universities 1982 ~ 50,000
South Tehran Comprehensive 1985 ~ 35,000
North Tehran Comprehensive 1985 ~ 35,000
West Tehran Complex (local) 1994 ~ 15,000
East Tehran Complex (local) 2001 ~ 20,000
Medical Tehran Medicine, dentistry, pharmaceuticals and biology 1985 ~ 25,000
Electronic 2008 ~ 20,000

Biennial institutions

Vice President for General Education and Continuing Education (Sama organization):

Saminsk vocational and technical college

Educational institutions

Vice President for General Education and Continuing Education (Sama organization):

  • Sama schools (elementary schools, high schools, elementary schools, high schools, high schools and university preparatory schools)
  • Schools for continuing education

Overseas branches

Azad University Oxford (AUO) I on the outskirts of Oxford, UK, was established in 2004 to support the international activities of the joint IAU.Through its links to universities and research centers in the UK, AUO provides services to IAU students and staff, as well as to other students and organizations around the world.

In 1995, a branch was opened in Dubai.

International Offices

Islamic Azad University has international offices in Russia, Italy, Germany, UK, UAE, Lebanon and Afghanistan.

Public universities

IAU has 31 state universities (provincial universities) located in the provinces of Iran:

  • Islamic Azad University, Alborz province
  • Islamic Azad University, Ardabil province
  • Islamic Azad University, East Azerbaijan Province
  • Islamic Azad University, West Azerbaijan Province
  • Islamic Azad University, Bushehr province
  • Islamic Azad University, Chahar Mahal and Bakhtiari province
  • Islamic Azad University, Fars Province
  • Islamic Azad University, Gilan province
  • Islamic Azad University, Golestan province
  • Islamic Azad University, Hamadan province
  • Islamic Azad University, Hormozgan province
  • Islamic Azad University, Ilam province
  • Islamic Azad University, Isfahan province
  • Islamic Azad University, Kerman province
  • Islamic Azad University, Kermanshah province
  • Islamic Azad University, North Khorasan province
  • Islamic Azad University, Razavi Khorasan province
  • Islamic Azad University, South Khorasan province
  • Islamic Azad University, Khuzestan province
  • Islamic Azad University, Kohgilue and Boyer Ahmad
  • Islamic Azad University, Kurdistan
  • Islamic Azad University, Lorestan province
  • Islamic Azad University, Markazi province
  • Islamic Azad University, Mazandaran province
  • Islamic Azad University, Qazvin province
  • Islamic Azad University, Qom province
  • Islamic Azad University, Semnan province
  • Islamic Azad University, Sistan and Baluchistan province
  • Islamic University of Azad, Tehran province
  • Islamic Azad University, Yazd Province
  • Islamic Azad University, Zanjan province

Reception

Since the establishment of Islamic Azad University in 1982-2013, the student admission process has gone through the Islamic Azad University entrance examinations, which have been developed, administered and assessed independently by a system of private universities.After 2013, his entrance exam was merged with the state university system. It conducts a national entrance examination and some students who are accepted through this process will be exempted from tuition fees. However, Islamic Azad University requires study that depends on various factors such as program, degree and location.

The university annually admits about 350,000 students (10,000 doctors of sciences, 2,000 doctors of sciences and medicine, 38,000 masters, 250,000 bachelors and 50,000 junior staff).

Distribution of students

In the 2019-2020 academic year:

Study area Percent
Engineering 40%
Humanities 44.11%
Visual arts 6.84%
Science 2.68%
Agriculture and Veterinary Medicine 1.41%
Medical Science 4.96%
General 100%

Distribution of graduates

In the 2019-2020 academic year:

Study area Percent
Engineering 39.54%
Humanities 49.71%
Visual arts 6.99%
Science 3.47%
Agriculture and Veterinary Medicine 2.64%
Medical Science 0.65%
General 100%
Level of study (degree) Percent
Partner 20.97%
Bachelor 55.76%
Master’s 21.08%
Professional doctoral degree 0.16%
PhD. 2.03%
General 100%

Tasks of Kazan Islamic University

The main goal of the RII is to train highly qualified specialists in the field of Islamic sciences, clergy of the highest qualifications for Muslim spiritual centers, who would be highly educated not only in the field of Muslim religious sciences, but also trained in a wide range of secular disciplines.

Within the walls of the university, the modern Muslim intelligentsia is being educated, specialists are being trained in the field of Islamic theology, highly qualified personnel are being trained in economics and law, language, history, which will further serve the Russian Muslim Ummah.

Kazan Islamic University is part of the Executive Committee of the Federation of Universities of the Muslim World. The university is headed in the modern period of its existence by Mukhametshin Rafik Mukhametshovich.

Graduates of the Islamic University in Kazan serve as imam-khatybs in many Russian mosques, teach in Muslim universities and secondary vocational educational institutions not only in Russia, but also in the CIS countries, and also work in government institutions, in spiritual administrations, in expert and scientific organizations …

Basic approach

The two main co-founders of IIIT in 1981 were Ismail al-Farouqi and Anwar Ibrahim. IIIT welcomes scholars from all over the Islamic world to work on the “Islamization of Knowledge,” studying every major academic discipline in the light of Islam. IIIT publishes a series of research monographs and American Journal of Islamic Social Sciences and offers a Master’s degree in Islamic Studies along with a Master’s program for Imams.According to Farooqi, “Islamizing knowledge” does not mean subordinating knowledge to dogmatic principles, but rather, in the words of the Oxford Dictionary of Islam , “testing every statement of truth through internal consistency, conformity with reality and the improvement of human life and morality”.

IIIT founders argue that the global Muslim community is in an “intellectual crisis.” The IIIT’s approach is to address this crisis “through a critical study of Muslim heritage” while trying to integrate the study of Islamic scriptures – the Quran and Sunnah (examples of the Prophet Muhammad) – and human knowledge gained through the humanities, social and natural sciences.science. To this end, IIIT advocates for “educational reform in Muslim societies (and elsewhere) that takes into account these integrated approaches to knowledge.” It also includes constructive engagement with Jewish and Christian religious traditions, the first of which was IIIT founder al-Farooqi, who in 1979 convened a meeting of Jewish, Christian and Muslim scholars called the “Trialogue of the Abrahamic Faiths.” In 1981, IIIT published a book with this title.

According to the Wake Forest University School of Theology, one of IIIT’s other core activities is to reach out to “Islamic thought and education in order to revive and promote relevant knowledge of Islamic traditions in order to overcome divisions and confront current misunderstandings in communities.”

Notable alumni

  • Dr. Umar Aimhanosi Oseni (PhD AIKOL 2011) CEO of the International Islamic Corporation for Liquidity Management (IILM) from 2020 to 2022.
  • The Honorable Dato Shri Diraja Adnan Yaakob, MLA for Pelangai (since 1986) and Menti Besar of Pahang, Malaysia (1999-2018)
  • Dato Dr. Asyraf Waji Dusuki, UMNO Chief of Youth (since 2018) and Deputy Minister in the Department of Prime Minister of Malaysia (2015-2018)
  • Faizul Ariff Ali, Governor of Reserve Bank, Fiji (since 2017)
  • The Honorable Fong Po Kuan, MP for Batu Gajah, Perak, Malaysia (1999-2013)
  • Husnu Al Suud, Attorney General of the Maldives (2009-2010)
  • Tan Shri Ismail Omar Inspector General, Royal Malaysia Police (2010-2012)
  • Dato Sri Dr. Irmohizam Ibrahim MP for Kuala Selangor (2008-2018)
  • Tan Shri Khalid Abu Bakar Inspector General of the Royal Malaysia Police (2012-2017) and Chairman of Prasarana Malaysia (2017-2018)
  • Dr. Mohamed Jamil Ahmed, Vice President of the Maldives (2013-2015)
  • The Honorable Dato ‘Kaya Perkasa Dr.Mohd. Asri Zainul Abidin, Associate Professor of Islamic Studies, Universiti Sains Malaysia and Mufti Perlis, Malaysia (2006-2008 and since 2015)
  • Mohd. Khair Ngadiron, Director General of the Malaysian Translation and Book Institute (2007-2018)
  • The Honorable Mohamed Hanipa Maidin MP for Sepang, Selangor (since 2013) and Deputy Minister of Justice of Malaysia (since 2018)
  • Mohamed Salman Mohamed Ali, former IIUM Arabic language debater and current trainer of Arabic debates at the Qatar Foundation
  • Tan Shri Muhammad Ibrahim Governor, Central Bank of Malaysia (2016-2018)
  • Datin Norjuma Habib Mohamed, IIUM Malay Discussion Group Trainer
  • Omar Suleiman, American Muslim Scholar
  • Datuk Rosna Abdul Rashid Shirlin, MP from Papar, Sabah (2004-2018)) And Deputy Minister of Labor of Malaysia (2013-2018)
  • The Honorable Datuk Seri Rizal Merikan Naina Merikan, MP for Kepal Batas (since 2013) and Deputy Minister of Foreign Affairs of Malaysia (2013-2018)
  • The Honorable Dato Dr. Sano Kutub Mustafa, Minister in the Office of the President, Guinea
  • The Honorable Shamsul Iskandar Maryland Akin, MP for Hang Tuah Jaya, Malacca (since 2013) and Deputy Minister of Primary Industry of Malaysia (since 2018))
  • The Honorable Sayed Saddiq Sayed Abdul Rahman MP for Muire and Minister of Youth and Sports of Malaysia
  • His Highness Tengku Amaline Aisha Putri of Kelantan, Malaysia
  • Her Highness Tunku Amina Kalsum Masera Marian Zahira Iskandaria of Johor, Malaysia
  • The Honorable Wong Ka Voh, DAP Youth Service Director and MP for Ipoh Timor, Perak, Malaysia
  • Dato Zaynul Rijal Abu Bakar, Sharia lawyer and President of the Muslim Lawyers Association of Malaysia
  • The Honorable Dato Seri Diraja Dr. Zambri Abdul Qadir, MLA for Pangkor, Perak (since 2004)) and Menteri Besar from Perak, Malaysia (2009-2018)
  • Mizanur Rahman Azhari, Bangladeshi Islamic scholar.
  • Assistant Professor Halim Rain, Australian Islamic Scholar

Faculties

The university has 5 faculties:

– Sharia

– Hadith Studies

– Islamic call and foundations of religion

– Quran studies

– Arabic Philology.

The bachelor’s program in each of them is designed for 4 years, not counting the 2-year preparatory department for persons who do not speak Arabic.After the final exams, the student can continue his studies in the magistracy, which takes another 4 years. Prolongation of studies up to 6 years is allowed if the student chooses fewer classroom hours. For those wishing to take the course as an external student, on the contrary, a summer school is provided. In the event of critical circumstances, you can take a year and a half unpaid academic leave.

The university has a significant scholarship fund to cover student expenses for tuition, annual flights home and back, accommodation, organization of Hajj and Umrah.Married undergraduates, doctoral students and successful undergraduate students from their third year can also receive visa support for their spouses and children. The student assumes the financial support of the family, its flight, accommodation and living.

The Formation of an Islamic University: The Case of Al-Azhar

Islamic University took its final form only in the colonial era. Colonial schools, as well as those Muslim schools that emerged as a reaction to colonialism, differed in their organizational structure from other models of Muslim education.In the Muslim scholarly world, students, whether local or visiting, sought knowledge from specific scholars who had authority in certain fields, such as jurisprudence (fiqh) or the teachings of the Prophet (hadith). Students often took courses from many teachers, and each teacher could give them a certificate in their discipline. The student was certified by the teacher, not the institution.

Colonial schools, by contrast, drew a clear line between teachers and students. In them, students were united in formal groups, passed exams and received degrees.The classrooms contained desks, blackboards, and other elements borrowed from European schools of the industrial revolution. The Islamic University, which grew out of these colonial schools, made its new and main characteristic the transmission of Islamic knowledge not through an individual teacher, but through an institution. He certified the level of knowledge of students through degrees, including directly copied from the Western – bachelor’s, master’s and doctor’s.

Educational reforms launched by colonialism not only spawned new schools, but also transformed old ones.For example, some of the mosques that hosted the classes have turned into institutionalized educational centers. The most famous example of such a mosque is al-Azhar, founded in 969 in Egypt. Over time, al-Azhar developed into an educational center with student dormitories grouped by place of origin and a hierarchical structure of teachers and administrators.

After Napoleon’s invasion of Egypt in 1798, both the country and al-Azhar entered into a difficult relationship with European modernity.Education has become a field of experimentation for both Egyptian and European elites. In the XIX-XX centuries. under Ottoman and British rule, and then during the period of independence, state control over al-Azhar was constantly strengthened thanks to centralizing reforms. One of these reforms was an attempt by Muhammad Ali (1769-1849, ruled 1805-1848) to place waqfs under state control – religious property from which many religious institutions were financed. The culmination of al-Azhar’s state reforms was the 1961 law.adopted by the military revolutionary government of Gamal Abdel Nasser (1918-1970, ruled 1954-1970). According to this law, the university established medical and engineering faculties, the staff received the status of civil servants, and the president of the country acquired the right to appoint the head of the university (Sheikh al-Azhar).

Al-Azhar was reformed not only at the initiative of the state, but also under the influence of internal trends. In part, they were rooted in attempts by Muslim scholars to reconcile Islam with European modernity.Modernist ulemas such as Sheikh Muhammad Abdo (1849-1905), Sheikh Mustafa al-Maragi (1881-1945), and Sheikh Mahmoud Shaltut (1893-1963) called for a redesign of al-Azhar’s curriculum and were committed to expanding the theory and practice of ijtihad (independent interpretation of law). Some of their ideas were reflected in the 1961 law. But it should be noted that the attempts of the Egyptian government to control al-Azhar did not lead to the political subordination of the latter. After 1961, university ulama retained and rethought their right to speak out on domestic and international issues.

Work after graduation

Bachelor’s students at the university are prepared for pedagogical work, research activities, and they will also be able to prove themselves in editorial and publishing activities and as translators, as workers in the social sphere, have the right to provide legal services.

Upon graduation, graduates of the Moscow Islamic Institute can be sent to work in the mosque of Russia – Moscow, Penza and Nizhny Novgorod regions, Kostroma and Perm, Vologda and Yaroslavl, Tver and Nizhny Novgorod, as well as in the mosques of Tatarstan, Udmurtia, Bashkortostan and Ukraine.Religious cadres can perform the function of an imam-khatib, spread religious culture, teach children and youth in the framework of educational work, and give older people Islamic knowledge. Graduates of the Moscow Islamic Institute take an active part in the activities of spiritual departments, publishing and social organizations.

The Islamic Institute in Moscow signed an agreement with the Spiritual Directorate of Muslims of the European part of Russia on the employment of graduates of the educational institution.Many graduates of the Moscow Islamic University currently work in DUMER structures, including such graduates as Ruslan Baishev, Robert Nagimzyanov, Rais Izmailov, Rashid Myazitov and Ildar Nurimanov.

After graduating from the institute, the graduate becomes an active member of the Islamic Ummah, gets the opportunity to teach, do everything to realize the interests of the community and communicate with representatives of other religious denominations. Achieving the educational tasks set for themselves, the teaching staff of the educational institution graduates from the walls of the Moscow Islamic University highly educated imams, imam-khatibs, that is, Muslim priests, as well as teachers who have the right to teach Islamic sciences.

Ratings

Rating

US News & World Report

Ranking of the best universities in the world 2021
  • Global Rank: 445
  • Ranking in regions (Asia): 72
  • Country rating: 2
Subject rating
  • Agricultural sciences: 117
  • Biology and Biochemistry: 441
  • Biotechnology and Applied Microbiology: 176
  • Chemical Engineering: 29
  • Chemistry: 110
  • Civil Engineering: 23
  • Clinical Medicine: 725
  • Computer Science: 193
  • Electrical and electronics: 105
  • Energy and Fuel: 39
  • Engineering: 47
  • Environment / Ecology: 373
  • Materials Science: 232
  • Mathematics: 31
  • Mechanical engineering: 1
  • Nanoscience and Nanotechnology: 204
  • Physics: 228
  • Crop and Animal Science: 397
Ranking of the best universities in the world 2020
  • Global Rank: 454
  • Ranking in regions (Asia): 69
  • Country rating: 2
Subject rating
  • Agricultural sciences: 84
  • Biology and Biochemistry: 466
  • Chemistry: 121
  • Civil Engineering: 35
  • Computer Science: 110
  • Electrical and electronics: 93
  • Engineering: 44
  • Materials Science: 225
  • Mathematics: 29
  • Mechanical engineering: 5
  • Physics: 235
  • Crop and Livestock: 432

Ranking of the best universities in the world 2018

  • Global Rank: 497
  • Ranking in regions (Asia): 76
  • Country rating: 2
Subject rating
  • Agricultural sciences: 132
  • Chemistry: 136
  • Computer Science: 119
  • Engineering: 38
  • Materials Science: 104
  • Mathematics: 21
  • Physics: 369

SCImago rating

2013 : International Rank: 87, National Rank: 1, Regional Rank: 1

2012 : International Rank: 231, National Rank: 1, Regional Rank: 2

URAP – University Ranking by Academic Performance

2013 : World Ranking: 161, Country Ranking: 1, Regional Ranking: 25

2012 : World Ranking: 226, Country Ranking: 2, Region Ranking: 34

ISC Rating

90,000

Top 10 branches of Islamic Azad University in 2010 91 593 Classify Branch Account 1 Tabriz 4.27 2 Mashhad 3.51 3 Central Tehran 3.06 4 Karaj 2.61 5 North Tehran 2.48 6 Najafabad 1.37 7 Isfahan (Khorasgan) 1.35 8 Shahrekord 1.30 9 Quchan 1.26 10 Ardabil 1.nineteen
Top 10 branches of Islamic Azad University in 2011 91 593
Classify Branch Account
1 Science and research 100
2 Mashhad 23.75
3 Karaj 18.53
4 South Tehran 18.21
5 Isfahan (Khorasgan) 13.5
6 North Tehran NA
7 Najafabad NA
8 Qazvin NA
9 Central Tehran NA
10 Yazd NA
Top 10 branches of Islamic Azad University in 2012 91 593
Classify Branch Account
1 Science and research 100
2 Karaj 99.85
3 Mashhad 99.58
4 Tabriz 99.33
5 Isfahan (Khorasgan) 98.58
6 Arak 96.82
7 North Tehran 95.51
8 Saveh 95.10
9 Shahreza 94.58
10 South Tehran 94.06

Muslim educational institutions in Moscow

Moscow Islamic Institute (founded in 1999) – site – Moscow, Kirov proezd, 12 (m.”Lyublino”, “Volzhskaya”). Tel. 8 (495) 3519197; 8 (495) 3513067

Moscow Islamic College – site – 129090, Moscow, Vypolzov per. 7; st. Melnikova, 1 (metro station “Volgogradskiy prospect”), Tel. 8 (968) 3827862; 8 (495) 2844704. Rector – Arslanov Marat Rafailievich; Vice-Rector for Academic Affairs – Imam-khatyb of the Moscow Cathedral Mosque Islam Zaripov

Madrasah at the Moscow Cathedral Mosque / Madrasah “Ismailia” – site Moscow, Vypolzov per. (office building, metro station “Prospekt Mira”).Tel .: +7 (495) 6813866; +7 (926) 9499814

Madrasah “Al-Fatiha” at the Moscow Memorial Mosque on Poklonnaya Gora – site – Moscow, st. Minskaya, 2B (metro Park Pobedy, Filevsky Park, University, Profsoyuznaya). Tel. 8 (929) 6666596

Courses in the basics of Islam at the Historical Mosque of Moscow – site – Moscow, st. Bolshaya Tatarskaya, 28 (metro Tretyakovskaya, Novokuznetskaya). Tel. 8 (495) 9511781; 9518448

Madrasah MROM “Kyausar” North and South Chertanovo – site – Moscow, Chernomorsky Boulevard, d.4, building 3 (metro “Chertanovskaya”, “Varshavskaya”). Tel. 8 (499) 7941315; 8 (906) 0562265

Madrasah “Mercy” at the MROM (Local Religious Organization of Muslims) South and North Butovo – Moscow, South Butovo, st. Admiral Lazarev, 26, 1st floor (metro station “Boulevard of Admiral Ushakov”). Tel. 8 (915) 2801771; 8 (499) 7431563

Madrasah MRO “Community of Muslims” Risalyat “- site – Moscow, Ogorodny proezd, 5, bldg. 4 (metro station “Timiryazevskaya”, “Maryina Roshcha” or railway station “Ostankino”). Tel. 8 (926) 339-85-71, 8 (916) 843-46-88

Muslim secondary school “Iman” MPO “Community of Muslims” Risalyat “- site – Moscow, Ogorodny proezd, d.5, building 4. Tel. 8925 258 04 32 (from 15.00 to 18.00)

Educational center “Medina” – site – Moscow, st. Dubininskaya, 71, building 11, Tel. +7 (495) 740-91-01

If you want to add a Muslim educational institution to this list or make amendments, write to us

English courses in Malaysia

Official languages ​​in the country Malay and English
Percentage of English speakers in the country 60%
Average course cost per week 118 USD
Visa processing time 5-6 days

Language courses in Malaysia may seem like an unusual choice for Europeans, but among Asians it is quite a popular destination for learning English.This is explained by several factors :

  • training takes place in small groups, which provides an individual approach to each student;
  • English courses in Malaysia are not only classes in the classroom, but also various extra-curricular activities in the city and in nature;
  • staying in Malaysia will be relatively inexpensive: about 402 USD (approximately 410 USD) per month.

The disadvantages of learning English in Malaysia are as follows:

  • English spoken in Malaysia is quite different from American and British languages, especially in pronunciation;
  • despite the fact that classes are taught in English both in local universities and in schools, many Malays do not speak it fluently, so a foreigner will not be able to fully get the necessary language practice;
  • No short courses: Most language schools in Malaysia offer courses of one month or longer.

Most Popular Language Schools in Malaysia

Types of language courses in Malaysia

English

Program types Intensity hours / week Group number of students per class Language requirements MYR cost Malaysian ringgit
General English 20 8-12 Elementary 480 +
courses

5-10 6-12 Beginner 280 +
Intensive English 25-30 4-10 Elementary 690 +
ExamTOEFL, IELTS, Cambridge Preparation 10-20 8-12 Beginner some schools require at least Intermediate 400 +
Business English 6 8-12 Beginner 320 +
Private Lesson 1.5 hours 1 Beginner 85 / zan.+

Features of admission and training in language schools in Malaysia

Courses in language schools in Malaysia start every week, but they are designed for at least 1-2 months. Of course, there are educational institutions that offer weekly and two-week courses, but due to the long and expensive air travel, this option is not suitable for students from Europe. In addition, language courses have age restrictions: only people between the ages of 18 and 35 can become schoolchildren.

All language schools require an English proficiency test, so an additional 12-35 USD for the language exam should be added to the total cost. Taking the assessment test allows you to form a group of students who speak English at about the same level.

Malay Standard English ( MySE ) was formed during the period of British colonial rule in Southeast Asia. The language has undergone changes under the influence of the Malay, Chinese and Indian languages, which is reflected in the grammar and pronunciation of MySE .Malaysia attracts people from all over the world, so here you can come across different varieties of English, not just MySE . This will be an excellent opportunity for the student to practice the international language in all its diversity.

Visa for language courses in Malaysia

Residents of Russia can stay in Malaysia without a visa for 30 days. If the stay in the country lasts longer, then you need to obtain student visa .This can be done both in Russia and in Malaysia. The deadline for its registration will not take more than a week.

You can get a visa on your own via the Internet or through the language school in which the student decided to study.

List of documents required for obtaining a visa to Malaysia:

  • passport size photograph 3.5×4.5 cm;
  • copy of the passport: pages with information about the applicant and pages with visas;
  • invitation from a language school if the student applies for a visa independently;
  • copies of diplomas and certificates with attachments;
  • certificate of medical examination in your country.

Accommodation in Malaysia

1

1

Accommodation options Meals Number of people per room Price per month min, MYR Malaysian ringgit Price per month max, MYR Malaysian ringgit
Host family

None

100 1.600
School Residence full board there are options without meals, then the price for accommodation is reduced by 71 USD-500 1-3 500 1.600
Hotels and hotels optional 1-4 800 8.000
Apartment or apartment no 1-4 500 5.600

Additional costs of education in Malaysia

90,000

Flow rates Min., MYR Malaysian Ringgit Avg, MYR Malaysian Ringgit Embassy Consular Fee 1,200 2,200 Registration Fee

9000 9004 150 200 Flight (Moscow – Kuala Lumpur – Moscow) 2,500 3,200 Medical insurance 260 / month. 500 / month Study materials 75 150 Meeting / seeing off at the airport one way 170 250 Full support of admission to language courses from Unipage 200 USD 200 USD

Working while taking language courses in Malaysia

International students can work in Malaysia, but with great restrictions.Firstly, it is allowed to work no more than 20 hours a week and only during holidays. Secondly, not all professions are available to foreign students. So, they cannot find a job as a cashier or administrator. Most of the students work in restaurants, cafes, hotels and shops. Among other things, a foreign student can obtain a work permit only through the educational institution in which he is studying.

Best Language Learning Cities in Malaysia

Showing records 1-10 of 150 .

Country Region City Population Expenditure Quality of life Climate Safety
Lumpur

0 Kumala

0

0

1,453,975 391 USD 5.0 4.5 4.3
Malaysia Selangor Kuala Selangor 55.887 390 USD 7.9 7.5 8.1
Malaysia Selangor Shah Alam 481.654
Malaysia Selangoring 4.2 5.9 5.9
Malaysia Perak Ipo 673.

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