I am proud of my States NKRI eventhough our University almost at the end of Ranking like Gadjah Mada University (UGM) at 231,Bandung Institute of Technology(ITB) at 235, while University of Indonesia (UI) at 248 from whole Ranking 1 to Ranking 250 in the World. Several years in the future will be Ranking 1 to Ranking 100 (depending on our efforts) Thanks.
Since there is no global student assessment system like PISA, ILSA or PIRLS, international student competitions are in fact the only objective tool for comparing the competitiveness of university students at the global level. Rating of universities by the number of weighted victories at international student Olympiads for 2013-2017: 1. Moscow Institute of Physics and Technology (Russia) - 13.40 points 2. Warsaw University (Poland) - 12.06 points 3. St. Petersburg State University (Russia) - 10.90 points 4. Lomonosov Moscow State University M.V. Lomonosov (Russia) - 10.65 points 5. ITMO University (Russia) - 9.50 points 6. University of Amsterdam (Netherlands) - 9.30 points 7. University of Zagreb (Croatia) - 8.90 points 8. Shanghai Jiao Tong University (China) - 8.53 points 9. Taras Shevchenko National University of Kyiv (Ukraine) - 8.50 points 10. Jagiellonian University in Krakow (Poland) - 7.46 points 11. Novosibirsk State University (Russia) - 6.51 points 12. Comenius University Bratislava (Slovakia) - 6.40 points 13. National Research University Higher School of Economics (NRU HSE) (Russia) - 6.20 points 14. Charles University (Czech Republic) - 6.10 points 15. Ghent University (Belgium) - 6.00 points When assessing the success of students' performance at the Olympiads using a weighted score, not only the number of victories of students and student teams is taken into account, but also the level of competition at each of the Olympiads. Prestigious international Olympiads have a global scope: the number of countries participating in a number of Olympiads exceeds 100, and representatives of 55 of them became winners and prize-winners. Among the 164 universities whose students have repeatedly become winners of the Olympiads are the most prestigious universities: MIT, Harvard, Yale, Oxford, Cambridge and many others. As you can see, the universities that took the first places in the ranking on this video did not get into the top 15 universities according to the results of student competitions. And Russian universities dominate the Olympiads. But Russian universities are not in the TOP rating of this video. Why did it happen? The thing is that the criteria for ranking universities in this video are more suitable for assessing scientific achievements than for the quality of education. And in Russia, scientific research and development is mainly carried out by scientific organizations, and not by universities, and Russian universities are mainly engaged in educational activities (scientific activities are auxiliary for them). And there are no Russian scientific organizations in the rating of this video, since they are not universities. In Russia, the largest scientific organization is the Russian Academy of Sciences. She alone has more publications than all Russian universities combined. So it's likely that the top universities in this video's rankings are not the best in the world in terms of quality of education.
Total olympiad wins is also a terrible way to compare universities lmao. And QS probably has the most objective ranking out of any ranking as they take into account basically everything that makes a university a university... (although I do agree that universities who don't do as much research are set behind as a factor, albeit a very small one, in the rankings is research output)
@@shaaravguha3760 The results of performances at the Olympiads are not an ideal way to compare, but in fact the only objective tool for comparing the competitiveness of university students at the global level. For example, the correlation coefficient between the ranking of countries in terms of the total number of medals at school Olympiads and the average score based on international studies PISA, TIMSS, PIRLS, ICILS, PIAAC is 0.6, which indicates that there is a noticeable strength of connection between these criteria on the Chaddock scale. All three QS World University Rankings (QS), Times Higher Education, Academic Ranking of World Universities are not perfect. So, for example, the results of surveys are influenced by government policy, the economic situation in a particular country, as well as the subjective view of the surveyed audience. In the same polls, the Times rating is considered more truthful than, for example, QS. The fact is that QS interviews much fewer people, and at the same time, questionnaires are one of the most important components of the rating. In turn, the Times, trying to avoid bias, collects the largest possible number of survey questionnaires. But at the same time, the number of experts involved in assessing the reputation of Times Higher Education (THE) universities is not evenly distributed across countries, which makes the polls less objective. None of the indicators for calculating the positions of universities in the QS institutional ranking objectively evaluates the level of knowledge of students. The QS ranking has the largest number of universities from the USA. But at the same time, there are big problems in the quality of education in the USA. In the United States, only 55% of those who enter universities receive a diploma of higher education, American experts Michael McPherson and Francesca Purcell note. Low attrition rates are indicative of quality education. However, the average dropout rate is also significant. In Russia, this figure is 21%, at the level of France and Belgium. In Denmark, Korea and Japan it is lower - from 11% to 17%. The average figure among OECD countries is 31%. Against this backdrop, the American dropout rate of 45% is almost a record. McPherson and Purcell explain it by the high cost of higher education in the country and the insufficient quality of teaching. Post-secondary education in the United States is almost universal: about 90% of graduates go to colleges and universities. But with the financial accessibility of higher education, everything is not so simple. Students are increasingly getting into debt to pay for their studies. “More than 60% take loans,” the authors write. “And dropouts are more likely to have difficulty repaying their debts, which only further limits their economic opportunities.” And this is against the background of talk about the availability of higher education with all its dividends, such as the accumulation of capital: human (knowledge and skills), social (profitable acquaintances), cultural (new requests, general erudition). It is assumed that high-quality higher education helps to find a good job and increase their economic opportunities. These problems are especially acute for students from poor families. By dropping out of school, they lose their chances of vertical mobility. Over the past decades, a lot of learning research has come out that helps improve teaching. But this knowledge has little application in most US colleges and universities, the authors write. There is a paradox: although the main activity of higher education is the education of undergraduate students, teachers are not given enough pedagogical knowledge. Their work itself is not recognized. Teaching often takes a back seat to research. Meanwhile, it is the relationship between teaching and learning, the contact between teachers and students that are the main indicators of the quality of education. One way or another, the quality of education is hardly assessed in universities, except for the use of a rather weak tool - student surveys. Meanwhile, you can use the experience of high school. Thus, experts observe the learning process in the classroom and give structured feedback. This helps improve teaching.
The proportion of research achievements in this ranking is too high, while in eastern countries such as China, universities are mainly engaged in teaching rather than research. Research achievements are concentrated in the Chinese Academy of Sciences, the Chinese Academy of Engineering and some state-owned research institutes, not in universities.
They're the best indicator you can get for how good an uni is, so why not? If you're talking about how British and American unis dominate the top spots then that's because they are just that good. Unis aren't just places of learning, they're massive institutions of research. And the most groundbreaking research goes on in British and American unis which is why they have 20 times the funding of Indian/Chinese unis and also why they have a higher ranking... (Asian unis in Japan and Singapore also have high rankings for a similar reason, they conduct ground breaking research)
Plus the teaching materials are just better in Britain that in places like IIT. I've heard of many IIT students who are absolute geniuses, rivaling the best Harvard/oxbridge students yet they do not meet their potential as IIT isn't capable of accomodating and putting them on a fast track.
@@shaaravguha3760 In this video, there are more universities in Greater China than other Asian countries combined and the growth rate is super fast, understand? you are so funny
@@shaaravguha3760 The number of Chinese universities entering the rankings over the past six years has grown by 14% compared to -2% in the US. The average in developed countries should also be about the same as in the United States. China will become another developed science and technology center outside Europe and the United States
![Lp. Сердце Вселенной #60 РОЖДЕНИЕ ЛОЛОЛОШКИ [Финал] • Майнкрафт](http://i.ytimg.com/vi/YoR0pAV9FVQ/mqdefault.jpg)
I am proud of my States NKRI eventhough our University almost at the end of Ranking like Gadjah Mada University (UGM) at 231,Bandung Institute of Technology(ITB) at 235, while University of Indonesia (UI) at 248 from whole Ranking 1 to Ranking 250 in the World.
Several years in the future will be Ranking 1 to Ranking 100 (depending on our efforts)
Thanks.
Putri saya di University of Leeds dan University of Queensland
Wow my university is the 106th in the world that's freaking amazinggg
Arizona State ranked over Notre Dame?
Chulalongkorn University in Thailand is ranked #211 in QS World 2024 now.
Since there is no global student assessment system like PISA, ILSA or PIRLS, international student competitions are in fact the only objective tool for comparing the competitiveness of university students at the global level.
Rating of universities by the number of weighted victories at international student Olympiads for 2013-2017:
1. Moscow Institute of Physics and Technology (Russia) - 13.40 points
2. Warsaw University (Poland) - 12.06 points
3. St. Petersburg State University (Russia) - 10.90 points
4. Lomonosov Moscow State University M.V. Lomonosov (Russia) - 10.65 points
5. ITMO University (Russia) - 9.50 points
6. University of Amsterdam (Netherlands) - 9.30 points
7. University of Zagreb (Croatia) - 8.90 points
8. Shanghai Jiao Tong University (China) - 8.53 points
9. Taras Shevchenko National University of Kyiv (Ukraine) - 8.50 points
10. Jagiellonian University in Krakow (Poland) - 7.46 points
11. Novosibirsk State University (Russia) - 6.51 points
12. Comenius University Bratislava (Slovakia) - 6.40 points
13. National Research University Higher School of Economics (NRU HSE) (Russia) - 6.20 points
14. Charles University (Czech Republic) - 6.10 points
15. Ghent University (Belgium) - 6.00 points
When assessing the success of students' performance at the Olympiads using a weighted score, not only the number of victories of students and student teams is taken into account, but also the level of competition at each of the Olympiads.
Prestigious international Olympiads have a global scope: the number of countries participating in a number of Olympiads exceeds 100, and representatives of 55 of them became winners and prize-winners. Among the 164 universities whose students have repeatedly become winners of the Olympiads are the most prestigious universities: MIT, Harvard, Yale, Oxford, Cambridge and many others.
As you can see, the universities that took the first places in the ranking on this video did not get into the top 15 universities according to the results of student competitions. And Russian universities dominate the Olympiads. But Russian universities are not in the TOP rating of this video. Why did it happen? The thing is that the criteria for ranking universities in this video are more suitable for assessing scientific achievements than for the quality of education. And in Russia, scientific research and development is mainly carried out by scientific organizations, and not by universities, and Russian universities are mainly engaged in educational activities (scientific activities are auxiliary for them). And there are no Russian scientific organizations in the rating of this video, since they are not universities.
In Russia, the largest scientific organization is the Russian Academy of Sciences. She alone has more publications than all Russian universities combined.
So it's likely that the top universities in this video's rankings are not the best in the world in terms of quality of education.
Total olympiad wins is also a terrible way to compare universities lmao.
And QS probably has the most objective ranking out of any ranking as they take into account basically everything that makes a university a university...
(although I do agree that universities who don't do as much research are set behind as a factor, albeit a very small one, in the rankings is research output)
@@shaaravguha3760 The results of performances at the Olympiads are not an ideal way to compare, but in fact the only objective tool for comparing the competitiveness of university students at the global level.
For example, the correlation coefficient between the ranking of countries in terms of the total number of medals at school Olympiads and the average score based on international studies PISA, TIMSS, PIRLS, ICILS, PIAAC is 0.6, which indicates that there is a noticeable strength of connection between these criteria on the Chaddock scale.
All three QS World University Rankings (QS), Times Higher Education, Academic Ranking of World Universities are not perfect. So, for example, the results of surveys are influenced by government policy, the economic situation in a particular country, as well as the subjective view of the surveyed audience.
In the same polls, the Times rating is considered more truthful than, for example, QS. The fact is that QS interviews much fewer people, and at the same time, questionnaires are one of the most important components of the rating. In turn, the Times, trying to avoid bias, collects the largest possible number of survey questionnaires.
But at the same time, the number of experts involved in assessing the reputation of Times Higher Education (THE) universities is not evenly distributed across countries, which makes the polls less objective.
None of the indicators for calculating the positions of universities in the QS institutional ranking objectively evaluates the level of knowledge of students.
The QS ranking has the largest number of universities from the USA. But at the same time, there are big problems in the quality of education in the USA.
In the United States, only 55% of those who enter universities receive a diploma of higher education, American experts Michael McPherson and Francesca Purcell note.
Low attrition rates are indicative of quality education.
However, the average dropout rate is also significant. In Russia, this figure is 21%, at the level of France and Belgium. In Denmark, Korea and Japan it is lower - from 11% to 17%. The average figure among OECD countries is 31%.
Against this backdrop, the American dropout rate of 45% is almost a record. McPherson and Purcell explain it by the high cost of higher education in the country and the insufficient quality of teaching.
Post-secondary education in the United States is almost universal: about 90% of graduates go to colleges and universities. But with the financial accessibility of higher education, everything is not so simple.
Students are increasingly getting into debt to pay for their studies. “More than 60% take loans,” the authors write. “And dropouts are more likely to have difficulty repaying their debts, which only further limits their economic opportunities.” And this is against the background of talk about the availability of higher education with all its dividends, such as the accumulation of capital: human (knowledge and skills), social (profitable acquaintances), cultural (new requests, general erudition). It is assumed that high-quality higher education helps to find a good job and increase their economic opportunities.
These problems are especially acute for students from poor families. By dropping out of school, they lose their chances of vertical mobility.
Over the past decades, a lot of learning research has come out that helps improve teaching. But this knowledge has little application in most US colleges and universities, the authors write.
There is a paradox: although the main activity of higher education is the education of undergraduate students, teachers are not given enough pedagogical knowledge. Their work itself is not recognized. Teaching often takes a back seat to research. Meanwhile, it is the relationship between teaching and learning, the contact between teachers and students that are the main indicators of the quality of education.
One way or another, the quality of education is hardly assessed in universities, except for the use of a rather weak tool - student surveys.
Meanwhile, you can use the experience of high school. Thus, experts observe the learning process in the classroom and give structured feedback. This helps improve teaching.
Waoh my university is at number 19❤(NTU)
The proportion of research achievements in this ranking is too high, while in eastern countries such as China, universities are mainly engaged in teaching rather than research. Research achievements are concentrated in the Chinese Academy of Sciences, the Chinese Academy of Engineering and some state-owned research institutes, not in universities.
World Best Universities Top 10 : ua-cam.com/users/shorts6e6qkBGer-0?feature=share
“Tokyo Institute of Technology” should be in there but it is not!
Marware hospital girle.ka.sapana
You haven't entered the biggest university I'm Europe.. it's a big mistake
【世界五強大學優勢】ua-cam.com/video/HItY0yKoesQ/v-deo.html
This is the most ridiculous joke ever⋯😳
Don’t believe in these rankings.
They're the best indicator you can get for how good an uni is, so why not?
If you're talking about how British and American unis dominate the top spots then that's because they are just that good. Unis aren't just places of learning, they're massive institutions of research. And the most groundbreaking research goes on in British and American unis which is why they have 20 times the funding of Indian/Chinese unis and also why they have a higher ranking... (Asian unis in Japan and Singapore also have high rankings for a similar reason, they conduct ground breaking research)
Plus the teaching materials are just better in Britain that in places like IIT.
I've heard of many IIT students who are absolute geniuses, rivaling the best Harvard/oxbridge students yet they do not meet their potential as IIT isn't capable of accomodating and putting them on a fast track.
@@shaaravguha3760 Are there very few Chinese universities in the video? Do you know Tsinghua University and Peking University?
@@shaaravguha3760 In this video, there are more universities in Greater China than other Asian countries combined and the growth rate is super fast, understand? you are so funny
@@shaaravguha3760 The number of Chinese universities entering the rankings over the past six years has grown by 14% compared to -2% in the US. The average in developed countries should also be about the same as in the United States. China will become another developed science and technology center outside Europe and the United States
made in china