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Take Care, Your Highness! is a 1985 Hong Kong historical drama television series produced by TVB and starring Andy Lau in the title role of Kin-lung Emperor, the sixth emperor of the Qing Dynasty. The series focuses on the power struggle in the Imperial Qing Palace, telling the story of righteous folks while also presenting a hesitant love story. Plot Prince Po (Andy Lau) possesses extraordinary talent but has an uninhibited nature, which worries his father Yung-ching Emperor (Lau Siu-ming) as he cannot decide whether Po can inherit his throne and promote the Manchu Foundation. In order to pave the way for Po as his successor, Yung-ching breaks up Po's romance with Suen Fuk-yu (Carina Lau), an ethnic Han Chinese, and declares her a Princess, which makes her become Po's younger adoptive-sister. Yung-ching also declares the daughter of Lee Wing-po, the most powerful man of the Eight Banners, as Crown Princess. Although Yung-ching have broke them up, Po and Fuk-yu still date secretly. Not long after, Yung-ching was assassinated and Prince Po inherits his throne, becoming the Kin-lung Emperor. Because Kin-lung did not understand statecraft, plus the chaotic rebellion of the Miao people, he releases his uncle, the 14th Prince Wan-tai (Paul Chun), who once failed the fight for the throne against Yung-ching. Wan-tai regains his position and helps Kin-lung with government affairs and made it very well organized. However, Wan-tai's ambition comes up again, and desires to seize the throne. Wan-tai then spread rumors everywhere citing Kin-lung has left Beijing to trace his origin. Wan-tai awaits his opportunity to seize the throne. Kin-lung travels to the south in disguise as a civilian and there, he becomes acquainted with Chow Yat-ching (Ha Yu), Tan-ka Mui and Chiu Nam-sing (Sean Lau), whom are members of the Anti-Qing society "Chung Yee Tong". After a thorough investigation, Kin-lung was able to prove that he is indeed a Manchu and knows that Wan-tai is up to no good. After Kin-lung's identity was exposed, the members of "Chung Yee Tong" turned against him and Kin-lung can must reverse the situation to resolve the crisis both inside and outside of the palace. Cast Note: Some of the characters' names are in Cantonese romanisation.Andy Lau as Kin-lung Emperor / Prince Po (乾隆帝/寶親王) Danny Poon as 6th Prince (六皇子) Chan Chung-lin Joseph Lee as Fu-hang (傅恒) Lau Siu-ming as Yung-ching Emperor (雍正帝) Yeung Chak-lam as Fu Hung-po (傅紅保) Felix Lok as Ngok-yee-tai (鄂爾泰) Law Kwok-wai Teresa Ha as Empress Hao-sing-hin / Consort Hei (孝聖憲皇后/熹妃) Leung Kit-fong Suen Kwai-hing Cho Chai Law Lan as Granny (嬷嬷) Pui Man Cheung Man-kwong Ho Lai-nam Ng Pok-kwan Lam Man-wai Lam Choi-lin Carina Lau as Suen Fuk-yu (孫福如) Chan On-ying as Kam Lin (金蓮) Shally Tsang as Empress Xiaoxianchun Yu Tin-wai Fok Kit-ching Mak Ho-wai Luk Ying-hong Ha Yu as Chow Yat-ching (周日清) Paul Chun as Prince Wan-tai (允禵) Lai Pik-kwong Lau Kwok-sing Sean Lau as Chiu Nam-sing (趙南星) Fok Ka-lai Chan Siu-wah Kwok Fung Ho Kwong-lun Leung Siu-chau Lee Wan-kwong Chan Wai-yu Sit Choi-ha Soh Hang-suen Amy Hu Tang Yu-chiu Lee Kwok-ping Wilson Tsui Pau Wai-leung Tony Leung Wong Sze-yan Cheng Siu-ping Ng Yuen-fan Law Chun-piu Ng Wai-san Tam Yat-ching Ma Wai-ling Wong Yat-fei Leung Chi-fong Koo Po-lai Maggie Shiu as Princess Fragrance (香香公主) Mak Chi-wan Ma Hing-sang Lau Miu-ching Ho Kwai-lam Cheung Chi-keung Chan Po-wan Yuen Pui-yee Liu Ching-han Lau Man-chun Yip Tin-hang So Hon-sang Ng Chau-kuen Ho Pik-kin Cheng Hung-wai Lee Hoi-sang Chan Yiu-keung See also Andy Lau filmography External links Take Care, Your Highness! at Douban

original language of film or TV show

Take Care, Your Highness! is a 1985 Hong Kong historical drama television series produced by TVB and starring Andy Lau in the title role of Kin-lung Emperor, the sixth emperor of the Qing Dynasty. The series focuses on the power struggle in the Imperial Qing Palace, telling the story of righteous folks while also presenting a hesitant love story. Plot Prince Po (Andy Lau) possesses extraordinary talent but has an uninhibited nature, which worries his father Yung-ching Emperor (Lau Siu-ming) as he cannot decide whether Po can inherit his throne and promote the Manchu Foundation. In order to pave the way for Po as his successor, Yung-ching breaks up Po's romance with Suen Fuk-yu (Carina Lau), an ethnic Han Chinese, and declares her a Princess, which makes her become Po's younger adoptive-sister. Yung-ching also declares the daughter of Lee Wing-po, the most powerful man of the Eight Banners, as Crown Princess. Although Yung-ching have broke them up, Po and Fuk-yu still date secretly. Not long after, Yung-ching was assassinated and Prince Po inherits his throne, becoming the Kin-lung Emperor. Because Kin-lung did not understand statecraft, plus the chaotic rebellion of the Miao people, he releases his uncle, the 14th Prince Wan-tai (Paul Chun), who once failed the fight for the throne against Yung-ching. Wan-tai regains his position and helps Kin-lung with government affairs and made it very well organized. However, Wan-tai's ambition comes up again, and desires to seize the throne. Wan-tai then spread rumors everywhere citing Kin-lung has left Beijing to trace his origin. Wan-tai awaits his opportunity to seize the throne. Kin-lung travels to the south in disguise as a civilian and there, he becomes acquainted with Chow Yat-ching (Ha Yu), Tan-ka Mui and Chiu Nam-sing (Sean Lau), whom are members of the Anti-Qing society "Chung Yee Tong". After a thorough investigation, Kin-lung was able to prove that he is indeed a Manchu and knows that Wan-tai is up to no good. After Kin-lung's identity was exposed, the members of "Chung Yee Tong" turned against him and Kin-lung can must reverse the situation to resolve the crisis both inside and outside of the palace. Cast Note: Some of the characters' names are in Cantonese romanisation.Andy Lau as Kin-lung Emperor / Prince Po (乾隆帝/寶親王) Danny Poon as 6th Prince (六皇子) Chan Chung-lin Joseph Lee as Fu-hang (傅恒) Lau Siu-ming as Yung-ching Emperor (雍正帝) Yeung Chak-lam as Fu Hung-po (傅紅保) Felix Lok as Ngok-yee-tai (鄂爾泰) Law Kwok-wai Teresa Ha as Empress Hao-sing-hin / Consort Hei (孝聖憲皇后/熹妃) Leung Kit-fong Suen Kwai-hing Cho Chai Law Lan as Granny (嬷嬷) Pui Man Cheung Man-kwong Ho Lai-nam Ng Pok-kwan Lam Man-wai Lam Choi-lin Carina Lau as Suen Fuk-yu (孫福如) Chan On-ying as Kam Lin (金蓮) Shally Tsang as Empress Xiaoxianchun Yu Tin-wai Fok Kit-ching Mak Ho-wai Luk Ying-hong Ha Yu as Chow Yat-ching (周日清) Paul Chun as Prince Wan-tai (允禵) Lai Pik-kwong Lau Kwok-sing Sean Lau as Chiu Nam-sing (趙南星) Fok Ka-lai Chan Siu-wah Kwok Fung Ho Kwong-lun Leung Siu-chau Lee Wan-kwong Chan Wai-yu Sit Choi-ha Soh Hang-suen Amy Hu Tang Yu-chiu Lee Kwok-ping Wilson Tsui Pau Wai-leung Tony Leung Wong Sze-yan Cheng Siu-ping Ng Yuen-fan Law Chun-piu Ng Wai-san Tam Yat-ching Ma Wai-ling Wong Yat-fei Leung Chi-fong Koo Po-lai Maggie Shiu as Princess Fragrance (香香公主) Mak Chi-wan Ma Hing-sang Lau Miu-ching Ho Kwai-lam Cheung Chi-keung Chan Po-wan Yuen Pui-yee Liu Ching-han Lau Man-chun Yip Tin-hang So Hon-sang Ng Chau-kuen Ho Pik-kin Cheng Hung-wai Lee Hoi-sang Chan Yiu-keung See also Andy Lau filmography External links Take Care, Your Highness! at Douban

language of work or name

Take Care, Your Highness! is a 1985 Hong Kong historical drama television series produced by TVB and starring Andy Lau in the title role of Kin-lung Emperor, the sixth emperor of the Qing Dynasty. The series focuses on the power struggle in the Imperial Qing Palace, telling the story of righteous folks while also presenting a hesitant love story. Plot Prince Po (Andy Lau) possesses extraordinary talent but has an uninhibited nature, which worries his father Yung-ching Emperor (Lau Siu-ming) as he cannot decide whether Po can inherit his throne and promote the Manchu Foundation. In order to pave the way for Po as his successor, Yung-ching breaks up Po's romance with Suen Fuk-yu (Carina Lau), an ethnic Han Chinese, and declares her a Princess, which makes her become Po's younger adoptive-sister. Yung-ching also declares the daughter of Lee Wing-po, the most powerful man of the Eight Banners, as Crown Princess. Although Yung-ching have broke them up, Po and Fuk-yu still date secretly. Not long after, Yung-ching was assassinated and Prince Po inherits his throne, becoming the Kin-lung Emperor. Because Kin-lung did not understand statecraft, plus the chaotic rebellion of the Miao people, he releases his uncle, the 14th Prince Wan-tai (Paul Chun), who once failed the fight for the throne against Yung-ching. Wan-tai regains his position and helps Kin-lung with government affairs and made it very well organized. However, Wan-tai's ambition comes up again, and desires to seize the throne. Wan-tai then spread rumors everywhere citing Kin-lung has left Beijing to trace his origin. Wan-tai awaits his opportunity to seize the throne. Kin-lung travels to the south in disguise as a civilian and there, he becomes acquainted with Chow Yat-ching (Ha Yu), Tan-ka Mui and Chiu Nam-sing (Sean Lau), whom are members of the Anti-Qing society "Chung Yee Tong". After a thorough investigation, Kin-lung was able to prove that he is indeed a Manchu and knows that Wan-tai is up to no good. After Kin-lung's identity was exposed, the members of "Chung Yee Tong" turned against him and Kin-lung can must reverse the situation to resolve the crisis both inside and outside of the palace. Cast Note: Some of the characters' names are in Cantonese romanisation.Andy Lau as Kin-lung Emperor / Prince Po (乾隆帝/寶親王) Danny Poon as 6th Prince (六皇子) Chan Chung-lin Joseph Lee as Fu-hang (傅恒) Lau Siu-ming as Yung-ching Emperor (雍正帝) Yeung Chak-lam as Fu Hung-po (傅紅保) Felix Lok as Ngok-yee-tai (鄂爾泰) Law Kwok-wai Teresa Ha as Empress Hao-sing-hin / Consort Hei (孝聖憲皇后/熹妃) Leung Kit-fong Suen Kwai-hing Cho Chai Law Lan as Granny (嬷嬷) Pui Man Cheung Man-kwong Ho Lai-nam Ng Pok-kwan Lam Man-wai Lam Choi-lin Carina Lau as Suen Fuk-yu (孫福如) Chan On-ying as Kam Lin (金蓮) Shally Tsang as Empress Xiaoxianchun Yu Tin-wai Fok Kit-ching Mak Ho-wai Luk Ying-hong Ha Yu as Chow Yat-ching (周日清) Paul Chun as Prince Wan-tai (允禵) Lai Pik-kwong Lau Kwok-sing Sean Lau as Chiu Nam-sing (趙南星) Fok Ka-lai Chan Siu-wah Kwok Fung Ho Kwong-lun Leung Siu-chau Lee Wan-kwong Chan Wai-yu Sit Choi-ha Soh Hang-suen Amy Hu Tang Yu-chiu Lee Kwok-ping Wilson Tsui Pau Wai-leung Tony Leung Wong Sze-yan Cheng Siu-ping Ng Yuen-fan Law Chun-piu Ng Wai-san Tam Yat-ching Ma Wai-ling Wong Yat-fei Leung Chi-fong Koo Po-lai Maggie Shiu as Princess Fragrance (香香公主) Mak Chi-wan Ma Hing-sang Lau Miu-ching Ho Kwai-lam Cheung Chi-keung Chan Po-wan Yuen Pui-yee Liu Ching-han Lau Man-chun Yip Tin-hang So Hon-sang Ng Chau-kuen Ho Pik-kin Cheng Hung-wai Lee Hoi-sang Chan Yiu-keung See also Andy Lau filmography External links Take Care, Your Highness! at Douban

country of origin

Thomas Cornelius Mangold (born 20 August 1934) is a British broadcaster, journalist and author. For 26 years he was an investigative journalist with the BBC Panorama current affairs television programme. Personal life Tom Mangold was born in Hamburg and came to Britain as a Jewish child refugee from the Nazis. The original family name was Goldman but this was changed as a result of antisemitism. He attended Dorking County Grammar School. He did National Service with the Royal Artillery. He is married, lives in London, has three daughters by previous marriages, and works as a freelance reporter specialising in intelligence and travel. Journalism Mangold was a reporter with the Sunday Mirror and then the Daily Express. After spending nearly two years investigating the Profumo affair, he joined BBC TV News in 1964 to be a war correspondent covering conflicts in Aden, Vietnam, Nigeria, Northern Ireland, the Middle East and Afghanistan. In 1971 he moved to BBC TV Current Affairs working first for 24 Hours, then Midweek, becoming involved in some of the first investigative news documentaries of the BBC.In 1976 Mangold transferred to Panorama, still concentrating on investigative journalism and making over 100 documentaries in 26 years. In 1993 he won both the Business / Consumer Investigative Reports category in the CableACE Award in and also the Royal Television Society's Journalism Award. These were followed in 1996 by the bronze award in the Best Investigative Report Category at the New York Television Festival and in 1999 he won Investigative Reporting / News Documentary category in the Chicago International Television Competition.Between 2004 and 2008 Mangold helped Mayfield, Kentucky resident Susan Galbreath investigate and solve the case of the murder of Jessica Currin, which had occurred in 2000 but remained unsolved until 2008. Galbreath had contacted Mangold after seeing some of his Panorama programmes on local cable TV.Mangold has been described in The Times as "the doyen of broadcasting reporters." Books and film In 1996 Mangold did research for the BBC / HBO drama-documentary Hostile Waters, about the loss of a Russian submarine.Mangold has written or co-written five books The File on the Tsar (with Anthony Summers), 1976 ISBN 978-0-06-012807-4 The Tunnels of Cu Chi (with John Penycate), 1985 ISBN 978-0-340-27810-9 Cold Warrior: James Jesus Angleton: The CIA's Master Spy Hunter, 1991 ISBN 978-0-671-66273-8 Plague Wars (with Jeff Goldberg), 1999 ISBN 978-0-333-71614-4 Splashed! A Life from Print to Panorama, 2016 ISBN 978-1-785-90170-6 References External links Tom Mangold personal website

place of birth

Thomas Cornelius Mangold (born 20 August 1934) is a British broadcaster, journalist and author. For 26 years he was an investigative journalist with the BBC Panorama current affairs television programme. Personal life Tom Mangold was born in Hamburg and came to Britain as a Jewish child refugee from the Nazis. The original family name was Goldman but this was changed as a result of antisemitism. He attended Dorking County Grammar School. He did National Service with the Royal Artillery. He is married, lives in London, has three daughters by previous marriages, and works as a freelance reporter specialising in intelligence and travel. Journalism Mangold was a reporter with the Sunday Mirror and then the Daily Express. After spending nearly two years investigating the Profumo affair, he joined BBC TV News in 1964 to be a war correspondent covering conflicts in Aden, Vietnam, Nigeria, Northern Ireland, the Middle East and Afghanistan. In 1971 he moved to BBC TV Current Affairs working first for 24 Hours, then Midweek, becoming involved in some of the first investigative news documentaries of the BBC.In 1976 Mangold transferred to Panorama, still concentrating on investigative journalism and making over 100 documentaries in 26 years. In 1993 he won both the Business / Consumer Investigative Reports category in the CableACE Award in and also the Royal Television Society's Journalism Award. These were followed in 1996 by the bronze award in the Best Investigative Report Category at the New York Television Festival and in 1999 he won Investigative Reporting / News Documentary category in the Chicago International Television Competition.Between 2004 and 2008 Mangold helped Mayfield, Kentucky resident Susan Galbreath investigate and solve the case of the murder of Jessica Currin, which had occurred in 2000 but remained unsolved until 2008. Galbreath had contacted Mangold after seeing some of his Panorama programmes on local cable TV.Mangold has been described in The Times as "the doyen of broadcasting reporters." Books and film In 1996 Mangold did research for the BBC / HBO drama-documentary Hostile Waters, about the loss of a Russian submarine.Mangold has written or co-written five books The File on the Tsar (with Anthony Summers), 1976 ISBN 978-0-06-012807-4 The Tunnels of Cu Chi (with John Penycate), 1985 ISBN 978-0-340-27810-9 Cold Warrior: James Jesus Angleton: The CIA's Master Spy Hunter, 1991 ISBN 978-0-671-66273-8 Plague Wars (with Jeff Goldberg), 1999 ISBN 978-0-333-71614-4 Splashed! A Life from Print to Panorama, 2016 ISBN 978-1-785-90170-6 References External links Tom Mangold personal website

occupation

Thomas Cornelius Mangold (born 20 August 1934) is a British broadcaster, journalist and author. For 26 years he was an investigative journalist with the BBC Panorama current affairs television programme. Personal life Tom Mangold was born in Hamburg and came to Britain as a Jewish child refugee from the Nazis. The original family name was Goldman but this was changed as a result of antisemitism. He attended Dorking County Grammar School. He did National Service with the Royal Artillery. He is married, lives in London, has three daughters by previous marriages, and works as a freelance reporter specialising in intelligence and travel. Journalism Mangold was a reporter with the Sunday Mirror and then the Daily Express. After spending nearly two years investigating the Profumo affair, he joined BBC TV News in 1964 to be a war correspondent covering conflicts in Aden, Vietnam, Nigeria, Northern Ireland, the Middle East and Afghanistan. In 1971 he moved to BBC TV Current Affairs working first for 24 Hours, then Midweek, becoming involved in some of the first investigative news documentaries of the BBC.In 1976 Mangold transferred to Panorama, still concentrating on investigative journalism and making over 100 documentaries in 26 years. In 1993 he won both the Business / Consumer Investigative Reports category in the CableACE Award in and also the Royal Television Society's Journalism Award. These were followed in 1996 by the bronze award in the Best Investigative Report Category at the New York Television Festival and in 1999 he won Investigative Reporting / News Documentary category in the Chicago International Television Competition.Between 2004 and 2008 Mangold helped Mayfield, Kentucky resident Susan Galbreath investigate and solve the case of the murder of Jessica Currin, which had occurred in 2000 but remained unsolved until 2008. Galbreath had contacted Mangold after seeing some of his Panorama programmes on local cable TV.Mangold has been described in The Times as "the doyen of broadcasting reporters." Books and film In 1996 Mangold did research for the BBC / HBO drama-documentary Hostile Waters, about the loss of a Russian submarine.Mangold has written or co-written five books The File on the Tsar (with Anthony Summers), 1976 ISBN 978-0-06-012807-4 The Tunnels of Cu Chi (with John Penycate), 1985 ISBN 978-0-340-27810-9 Cold Warrior: James Jesus Angleton: The CIA's Master Spy Hunter, 1991 ISBN 978-0-671-66273-8 Plague Wars (with Jeff Goldberg), 1999 ISBN 978-0-333-71614-4 Splashed! A Life from Print to Panorama, 2016 ISBN 978-1-785-90170-6 References External links Tom Mangold personal website

given name

Auriporia aurulenta is a species of poroid crust fungus. It was described as a new species in 1975. A central European species, it has been recorded from Austria, Czechoslovakia, France, Yugoslavia, South Germany, Switzerland, and the Ukraine. The fungus is recognized in the field by its deep orange-yellow colour that becomes ochre in age. Microscopically, it features thick-walled cystidia that typically measure 20–35 by 8–12 µm. == References ==

taxon rank

Auriporia aurulenta is a species of poroid crust fungus. It was described as a new species in 1975. A central European species, it has been recorded from Austria, Czechoslovakia, France, Yugoslavia, South Germany, Switzerland, and the Ukraine. The fungus is recognized in the field by its deep orange-yellow colour that becomes ochre in age. Microscopically, it features thick-walled cystidia that typically measure 20–35 by 8–12 µm. == References ==

parent taxon

Auriporia aurulenta is a species of poroid crust fungus. It was described as a new species in 1975. A central European species, it has been recorded from Austria, Czechoslovakia, France, Yugoslavia, South Germany, Switzerland, and the Ukraine. The fungus is recognized in the field by its deep orange-yellow colour that becomes ochre in age. Microscopically, it features thick-walled cystidia that typically measure 20–35 by 8–12 µm. == References ==

taxon name

Auriporia aurulenta is a species of poroid crust fungus. It was described as a new species in 1975. A central European species, it has been recorded from Austria, Czechoslovakia, France, Yugoslavia, South Germany, Switzerland, and the Ukraine. The fungus is recognized in the field by its deep orange-yellow colour that becomes ochre in age. Microscopically, it features thick-walled cystidia that typically measure 20–35 by 8–12 µm. == References ==

Commons category

Augusto Huaman Velasco (September 1, 1924 in Lima, Peru – July 20, 1998) was a physician, philanthropist, humanitarian, statesman, lecturer and scientist. Early life Huaman was the son of Gil Huaman who was known as a jurist, landowner and avid traveler. He studied at Nuestra Señora de Guadalupe High School in Lima. He graduated with honors from the Escuela San Fernando and medical school of the Universidad de San Marcos. He followed this with specialization studies in Spain and Germany. In 1942, he received a specialization in tropical diseases at Complutense University in Madrid. Career At Complutense, Huaman met Gregorio Marañon. This meeting interested Huaman in mental illness. Huaman became involved in the recently created Institute of Medical Pathology and grew interested in tropical diseases. During the mid-1980s, Huaman earned a special denomination after an active cooperation at Universitäts Frauenklinik, Kiel, Germany, on pioneer work with laparoscopic appendectomy. Huaman devoted his life to research on health issues related to social and ethical issues in tropical environments, while he was most deeply concerned with the study of the development and proliferation of tropical diseases related to conditions of extreme poverty. Huaman advised governments in health strategies to prevent epidemics in Europe and Latin America. From 1968 to 1975 he was involved in policy development and general strategy for social development programs. He was a key player in the creation of social programs for community health systems in Ecuador, Peru and Chile in the late 1960s. Huaman lectured in several Peruvian, Andean and European socialist universities, including Universidad Federico Villarreal, Universidad de Compostela, Universidad de San Marcos and Albert-Ludwigs-Universität Freiburg. == References ==

place of birth

Augusto Huaman Velasco (September 1, 1924 in Lima, Peru – July 20, 1998) was a physician, philanthropist, humanitarian, statesman, lecturer and scientist. Early life Huaman was the son of Gil Huaman who was known as a jurist, landowner and avid traveler. He studied at Nuestra Señora de Guadalupe High School in Lima. He graduated with honors from the Escuela San Fernando and medical school of the Universidad de San Marcos. He followed this with specialization studies in Spain and Germany. In 1942, he received a specialization in tropical diseases at Complutense University in Madrid. Career At Complutense, Huaman met Gregorio Marañon. This meeting interested Huaman in mental illness. Huaman became involved in the recently created Institute of Medical Pathology and grew interested in tropical diseases. During the mid-1980s, Huaman earned a special denomination after an active cooperation at Universitäts Frauenklinik, Kiel, Germany, on pioneer work with laparoscopic appendectomy. Huaman devoted his life to research on health issues related to social and ethical issues in tropical environments, while he was most deeply concerned with the study of the development and proliferation of tropical diseases related to conditions of extreme poverty. Huaman advised governments in health strategies to prevent epidemics in Europe and Latin America. From 1968 to 1975 he was involved in policy development and general strategy for social development programs. He was a key player in the creation of social programs for community health systems in Ecuador, Peru and Chile in the late 1960s. Huaman lectured in several Peruvian, Andean and European socialist universities, including Universidad Federico Villarreal, Universidad de Compostela, Universidad de San Marcos and Albert-Ludwigs-Universität Freiburg. == References ==

country of citizenship

Augusto Huaman Velasco (September 1, 1924 in Lima, Peru – July 20, 1998) was a physician, philanthropist, humanitarian, statesman, lecturer and scientist. Early life Huaman was the son of Gil Huaman who was known as a jurist, landowner and avid traveler. He studied at Nuestra Señora de Guadalupe High School in Lima. He graduated with honors from the Escuela San Fernando and medical school of the Universidad de San Marcos. He followed this with specialization studies in Spain and Germany. In 1942, he received a specialization in tropical diseases at Complutense University in Madrid. Career At Complutense, Huaman met Gregorio Marañon. This meeting interested Huaman in mental illness. Huaman became involved in the recently created Institute of Medical Pathology and grew interested in tropical diseases. During the mid-1980s, Huaman earned a special denomination after an active cooperation at Universitäts Frauenklinik, Kiel, Germany, on pioneer work with laparoscopic appendectomy. Huaman devoted his life to research on health issues related to social and ethical issues in tropical environments, while he was most deeply concerned with the study of the development and proliferation of tropical diseases related to conditions of extreme poverty. Huaman advised governments in health strategies to prevent epidemics in Europe and Latin America. From 1968 to 1975 he was involved in policy development and general strategy for social development programs. He was a key player in the creation of social programs for community health systems in Ecuador, Peru and Chile in the late 1960s. Huaman lectured in several Peruvian, Andean and European socialist universities, including Universidad Federico Villarreal, Universidad de Compostela, Universidad de San Marcos and Albert-Ludwigs-Universität Freiburg. == References ==

instance of

Augusto Huaman Velasco (September 1, 1924 in Lima, Peru – July 20, 1998) was a physician, philanthropist, humanitarian, statesman, lecturer and scientist. Early life Huaman was the son of Gil Huaman who was known as a jurist, landowner and avid traveler. He studied at Nuestra Señora de Guadalupe High School in Lima. He graduated with honors from the Escuela San Fernando and medical school of the Universidad de San Marcos. He followed this with specialization studies in Spain and Germany. In 1942, he received a specialization in tropical diseases at Complutense University in Madrid. Career At Complutense, Huaman met Gregorio Marañon. This meeting interested Huaman in mental illness. Huaman became involved in the recently created Institute of Medical Pathology and grew interested in tropical diseases. During the mid-1980s, Huaman earned a special denomination after an active cooperation at Universitäts Frauenklinik, Kiel, Germany, on pioneer work with laparoscopic appendectomy. Huaman devoted his life to research on health issues related to social and ethical issues in tropical environments, while he was most deeply concerned with the study of the development and proliferation of tropical diseases related to conditions of extreme poverty. Huaman advised governments in health strategies to prevent epidemics in Europe and Latin America. From 1968 to 1975 he was involved in policy development and general strategy for social development programs. He was a key player in the creation of social programs for community health systems in Ecuador, Peru and Chile in the late 1960s. Huaman lectured in several Peruvian, Andean and European socialist universities, including Universidad Federico Villarreal, Universidad de Compostela, Universidad de San Marcos and Albert-Ludwigs-Universität Freiburg. == References ==

occupation

Augusto Huaman Velasco (September 1, 1924 in Lima, Peru – July 20, 1998) was a physician, philanthropist, humanitarian, statesman, lecturer and scientist. Early life Huaman was the son of Gil Huaman who was known as a jurist, landowner and avid traveler. He studied at Nuestra Señora de Guadalupe High School in Lima. He graduated with honors from the Escuela San Fernando and medical school of the Universidad de San Marcos. He followed this with specialization studies in Spain and Germany. In 1942, he received a specialization in tropical diseases at Complutense University in Madrid. Career At Complutense, Huaman met Gregorio Marañon. This meeting interested Huaman in mental illness. Huaman became involved in the recently created Institute of Medical Pathology and grew interested in tropical diseases. During the mid-1980s, Huaman earned a special denomination after an active cooperation at Universitäts Frauenklinik, Kiel, Germany, on pioneer work with laparoscopic appendectomy. Huaman devoted his life to research on health issues related to social and ethical issues in tropical environments, while he was most deeply concerned with the study of the development and proliferation of tropical diseases related to conditions of extreme poverty. Huaman advised governments in health strategies to prevent epidemics in Europe and Latin America. From 1968 to 1975 he was involved in policy development and general strategy for social development programs. He was a key player in the creation of social programs for community health systems in Ecuador, Peru and Chile in the late 1960s. Huaman lectured in several Peruvian, Andean and European socialist universities, including Universidad Federico Villarreal, Universidad de Compostela, Universidad de San Marcos and Albert-Ludwigs-Universität Freiburg. == References ==

given name

Augusto Huaman Velasco (September 1, 1924 in Lima, Peru – July 20, 1998) was a physician, philanthropist, humanitarian, statesman, lecturer and scientist. Early life Huaman was the son of Gil Huaman who was known as a jurist, landowner and avid traveler. He studied at Nuestra Señora de Guadalupe High School in Lima. He graduated with honors from the Escuela San Fernando and medical school of the Universidad de San Marcos. He followed this with specialization studies in Spain and Germany. In 1942, he received a specialization in tropical diseases at Complutense University in Madrid. Career At Complutense, Huaman met Gregorio Marañon. This meeting interested Huaman in mental illness. Huaman became involved in the recently created Institute of Medical Pathology and grew interested in tropical diseases. During the mid-1980s, Huaman earned a special denomination after an active cooperation at Universitäts Frauenklinik, Kiel, Germany, on pioneer work with laparoscopic appendectomy. Huaman devoted his life to research on health issues related to social and ethical issues in tropical environments, while he was most deeply concerned with the study of the development and proliferation of tropical diseases related to conditions of extreme poverty. Huaman advised governments in health strategies to prevent epidemics in Europe and Latin America. From 1968 to 1975 he was involved in policy development and general strategy for social development programs. He was a key player in the creation of social programs for community health systems in Ecuador, Peru and Chile in the late 1960s. Huaman lectured in several Peruvian, Andean and European socialist universities, including Universidad Federico Villarreal, Universidad de Compostela, Universidad de San Marcos and Albert-Ludwigs-Universität Freiburg. == References ==

second family name in Spanish name

Flint Dille (born November 3, 1955) is an American screenwriter, game designer and novelist. He is best known for his animated work on Transformers, G.I. Joe, An American Tail: Fievel Goes West, and his game-writing, The Chronicles of Riddick: Escape from Butcher Bay, and Dead to Rights, as well as a non-fiction book written with John Zuur Platten, The Ultimate Guide to Video Game Writing and Design . Personal background Dille was born in Chicago, Illinois, the son of Robert Crabtree Dille and Virginia Nichols Dille. He attended Glenbrook South High School. In 1977, he graduated from U.C. Berkeley with a Bachelor's degree in Ancient History and Classical Rhetoric. He received a Master of Fine Arts in Professional Writing (Cinema) from the University of Southern California. He lives in Los Angeles, California. Flint Dille is the grandson of John F. Dille, publisher of the original Buck Rogers comic strip, and is part of the Dille Family Trust, which owned the rights to the character. Professional background After grad school, Dille worked as a freelance script reader, production assistant, and assistant art director before getting his first writing job from Joe Ruby at Ruby-Spears as a Saturday Morning Development writer. This led to writing scripts for Mr. T., The Puppy, and RoboForce. Later, Dille went to work for Sunbow Productions and served in various capacities as Writer, Story Editor, Associate Producer, and Co-Producer on several shows, including The Transformers, G.I. Joe, Inhumanoids and Visionaries. Dille was a story editor for the first season of G.I. Joe (1985). He also wrote the episodes "The Gamesmaster," "Eau De Cobra," and ""Skeletons in the Closet," and co-wrote the episodes "The Pit of Vipers," "The Wrong Stuff," "Grey Hairs and Growing Pains," and "G.I. Joe and the Golden Fleece." Dille joined the production team of The Transformers as a supervising story editor in the show's second season (1985-1986) and also co-wrote the episode "Prime Target" with his G.I. Joe colleague Buzz Dixon. Dille worked on an extensive rewrite of Ron Friedman's screenplay for Transformers: The Movie (1986); although Friedman contractually received sole screenplay credit, Dille was credited onscreen as the film's story consultant. After the movie, Dille served as a story editor for the third season of The Transformers (1986-1987) and wrote the season's five-part opening story, "Five Faces of Darkness." Dille returned to G.I. Joe after the series was taken over by DIC Entertainment, co-writing the episode "Injustice and the Cobra Way" for the show's first DIC season (1990-1991). Dille worked briefly at CBS on the in-house production of Garbage Pail Kids, before working with Amblin Entertainment on several projects, including An American Tail: Fievel Goes West, Tiny Toons (as a movie), and We're Back! A Dinosaur's Story. TSR and Dungeons & Dragons Dille met Gary Gygax, co-creator of Dungeons & Dragons, while Gygax was in Hollywood and they began collaborating on a number of projects, including the Sagard the Barbarian gamebook series (1985-1986), which was published by Pocket Books.: 18  Dille co-authored a script with Gygax for a Dungeons & Dragons film; however, the film was never made. Dille introduced his sister Lorraine Williams to Gygax at Gygax's request. TSR was having hard times financially, and she was suggested as both a potential investor and as a skilled manager, and she was brought in to TSR as Vice President and Administration.: 18  In 1989, TSR expanded its operations to the west coast to get adaptations of D&D back on television and into movies; Dille was put in charge of this new department, which was named TSR West.: 23  Dille was able to get the boardgame A Line in the Sand (1991) published the same day the US bombing started in the first Gulf War, as he could convince the company president to move quickly.: 23  The Buck Rogers roleplaying game XXVc was started TSR West, but Dille was unable to finish the game so it was sent back east.: 23 For the rest of the 1980s, Dille focused on animation writing and game writing and design. At TSR, Dille worked on Dragonstrike, for which he wrote and directed the video portion. Dille also directed several interactive audio projects, including First Quest, Karameikos, Red Steel and Planescape. The TSR Audio Disc Terror T.R.A.X: Track of the Vampyre, was later adapted into a CD-ROM by Grolier, directed by Dille and programmed by Peter Marx and Evolutionary Publishing. Dille co-wrote the Agent 13: The Midnight Avenger series of novels and graphic novels with David Marconi and also the Buck Rogers XXVC comic modules Rude Awakening. Interactive Games Dille's career shifted to interactive games in the late 80's when he worked on several projects for the Sega CD platform, including Double Switch, Maximum Surge and Corpse Killer. Dille then worked on Soviet Strike and Nuclear Strike for Electronic Arts, writing the videos and completing his transition from paper games and products to video games. Dille won "Story of the Year" for his work on The Chronicles of Riddick: Escape from Butcher Bay and on Dead to Rights. Dille was the writer for other video games, including Fantastic Four 2, Teen Titans, Superman Returns, James Bond: Tomorrow Never Dies, Soviet Strike, and Nuclear Strike. Frank Miller Dille is a close friend of comics creator Frank Miller; "Frank and I met during what I call our 'professional adolescence' when he was doing the Dark Knight and I was doing the Transformers cartoon series," says Dille, "and we've been great friends ever since." Dille was selected to lead the design, scriptwriting, story generation, and production of a video game adaptation of Miller's Sin City for Red Mile Entertainment. Miller planned to direct a Buck Rogers film, with Dille as producer, but this project was scrapped in 2009. The character of Dilios in Miller's graphic novel 300 (1998), loosely based on Aristodemus of Sparta, is named after Dille. Ingress Google revealed Flint Dille to be the creative lead of alternate reality, geomobile game Ingress on All Tech Considered, an NPR radio segment. The project operates as if it isn't a game, presenting itself as reality at Wyrd Con 2014. At ComiCon 2014 Dille spoke on the panel "Story Worlds: The Alchemy of Franchise Creation." Using his experience with Ingress, he explained the way different medias are growing interconnected. Niantic Labs Niantic Labs spun out of Google in 2015, although Google remained a major backer. Dille was revealed to be leaving Google with Niantic Labs and continuing in his position as Creative Lead. Autocracy Recently Flint Dille completed a Transformers graphic novel trilogy, Autocracy, with Chris Metzen and Livio Ramondelli. The series follows the origins of Optimus Prime and Megatron one million years before they arrive on Earth. Transportopia At TechWeek LA, Dille unveiled Transportopia, which he describes as turning the entire city of Los Angeles into a massively-multiplayer online game as an attempt to change our relation to the city and "move us outside of our bubbles." Other projects Dille co-wrote and co-executive produced Dimension's 2005 horror film Venom.Dille also taught an Alternate Reality Game Design class at UCLA film school, Winter Semester 2011. Tabletop games Sagard (1985-1986): the Barbarian Interactive Gamebook series with E. Gary Gygax Screenwriting television series head writer denoted in bold Video games Surgical Strike (1994) Terror TRAX: Track of the Vampire (1995) Soviet Strike (1996) Nuclear Strike (1997) Army Men: Sarge's Heroes (1999) Tomorrow Never Dies (1999) Citizen X (2002) Dead to Rights (2002) Fire Blade (2002) Batman: Rise of Sin Tzu (2003) Mission: Impossible – Operation Surma (2003) The Chronicles of Riddick: Escape from Butcher Bay (2004) Constantine (2005) Scooby-Doo! Unmasked (2005) Teen Titans (2005) Avatar: The Last Airbender (2006) Superman Returns (2006) Fantastic Four: Rise of the Silver Surfer (2007) Transformers: The Game (2007) The Chronicles of Riddick: Assault on Dark Athena (2009) Ghostbusters: The Video Game (2009) Wheelman (2009) Television The Puppy’s Further Adventures (1983) Mister T (1983) Robo Force: The Revenge of Nazgar (1984) Bigfoot and the Muscle Machines (1985) G.I. Joe: A Real American Hero (1985-1986) The Transformers (1985-1987): season 3 head writer Inhumanoids (1986) Garbage Pail Kids (1987) Visionaries: Knights of the Magical Light (1987) G.I. Joe: A Real American Hero (1990) Attack of the Killer Tomatoes (1991): season 2 head writer Stunt Dawgs (1992) Transformers: Generation 2 (1993) Films The Transformers: The Movie (1986) An American Tail: Fievel Goes West (1991) Venom (2005) Starship Troopers: Invasion (2012) Transformers web shorts (2021) Discontinued? What do you mean I’m being discontinued? Are you kidding me?! You dropped the Matrix! 10,000 pardons, but you mean Bombshell, right? Who else had a Quintesson space loogie on their bingo card? Sharkticons, good at more than just chomping! It sucks getting old...am I right? Critical reception Regarding Dille's script for Fievel Goes West, critic Cliff Terry wrote, "Screenwriter Flint Dille has provided a story that is frenetic and fast-paced—in the end, too hyper, too cluttered—with some decidedly dark touches that, conceivably, could have undertones of the Holocaust. To lighten things up, Dille periodically tosses in bits of relatively sophisticated humor. At one point, the desert is described as 'a million-acre catbox,' there are references to espresso and endive, and when Miss Kitty cuts out on Tiger, she purrs—Casablanca-like: 'We'll always have the Bronx.'" Published works Dille, Flint; Platten, John Zuur (2008). The Ultimate Guide to Video Game Writing and Design. Los Angeles, CA: Lone Eagle. ISBN 978-1-58065-066-3. Dille, Flint (2020). The Gamesmaster: My Life in the '80s Geek Culture Trenches with G.I. Joe, Dungeons & Dragons, and The Transformers. Los Angeles, CA: Rare Bird Books, A Vireo Book. ISBN 1644280124. References External links Flint Dille at IMDb G.I. Joe Interview - Flint Dille

place of birth

Flint Dille (born November 3, 1955) is an American screenwriter, game designer and novelist. He is best known for his animated work on Transformers, G.I. Joe, An American Tail: Fievel Goes West, and his game-writing, The Chronicles of Riddick: Escape from Butcher Bay, and Dead to Rights, as well as a non-fiction book written with John Zuur Platten, The Ultimate Guide to Video Game Writing and Design . Personal background Dille was born in Chicago, Illinois, the son of Robert Crabtree Dille and Virginia Nichols Dille. He attended Glenbrook South High School. In 1977, he graduated from U.C. Berkeley with a Bachelor's degree in Ancient History and Classical Rhetoric. He received a Master of Fine Arts in Professional Writing (Cinema) from the University of Southern California. He lives in Los Angeles, California. Flint Dille is the grandson of John F. Dille, publisher of the original Buck Rogers comic strip, and is part of the Dille Family Trust, which owned the rights to the character. Professional background After grad school, Dille worked as a freelance script reader, production assistant, and assistant art director before getting his first writing job from Joe Ruby at Ruby-Spears as a Saturday Morning Development writer. This led to writing scripts for Mr. T., The Puppy, and RoboForce. Later, Dille went to work for Sunbow Productions and served in various capacities as Writer, Story Editor, Associate Producer, and Co-Producer on several shows, including The Transformers, G.I. Joe, Inhumanoids and Visionaries. Dille was a story editor for the first season of G.I. Joe (1985). He also wrote the episodes "The Gamesmaster," "Eau De Cobra," and ""Skeletons in the Closet," and co-wrote the episodes "The Pit of Vipers," "The Wrong Stuff," "Grey Hairs and Growing Pains," and "G.I. Joe and the Golden Fleece." Dille joined the production team of The Transformers as a supervising story editor in the show's second season (1985-1986) and also co-wrote the episode "Prime Target" with his G.I. Joe colleague Buzz Dixon. Dille worked on an extensive rewrite of Ron Friedman's screenplay for Transformers: The Movie (1986); although Friedman contractually received sole screenplay credit, Dille was credited onscreen as the film's story consultant. After the movie, Dille served as a story editor for the third season of The Transformers (1986-1987) and wrote the season's five-part opening story, "Five Faces of Darkness." Dille returned to G.I. Joe after the series was taken over by DIC Entertainment, co-writing the episode "Injustice and the Cobra Way" for the show's first DIC season (1990-1991). Dille worked briefly at CBS on the in-house production of Garbage Pail Kids, before working with Amblin Entertainment on several projects, including An American Tail: Fievel Goes West, Tiny Toons (as a movie), and We're Back! A Dinosaur's Story. TSR and Dungeons & Dragons Dille met Gary Gygax, co-creator of Dungeons & Dragons, while Gygax was in Hollywood and they began collaborating on a number of projects, including the Sagard the Barbarian gamebook series (1985-1986), which was published by Pocket Books.: 18  Dille co-authored a script with Gygax for a Dungeons & Dragons film; however, the film was never made. Dille introduced his sister Lorraine Williams to Gygax at Gygax's request. TSR was having hard times financially, and she was suggested as both a potential investor and as a skilled manager, and she was brought in to TSR as Vice President and Administration.: 18  In 1989, TSR expanded its operations to the west coast to get adaptations of D&D back on television and into movies; Dille was put in charge of this new department, which was named TSR West.: 23  Dille was able to get the boardgame A Line in the Sand (1991) published the same day the US bombing started in the first Gulf War, as he could convince the company president to move quickly.: 23  The Buck Rogers roleplaying game XXVc was started TSR West, but Dille was unable to finish the game so it was sent back east.: 23 For the rest of the 1980s, Dille focused on animation writing and game writing and design. At TSR, Dille worked on Dragonstrike, for which he wrote and directed the video portion. Dille also directed several interactive audio projects, including First Quest, Karameikos, Red Steel and Planescape. The TSR Audio Disc Terror T.R.A.X: Track of the Vampyre, was later adapted into a CD-ROM by Grolier, directed by Dille and programmed by Peter Marx and Evolutionary Publishing. Dille co-wrote the Agent 13: The Midnight Avenger series of novels and graphic novels with David Marconi and also the Buck Rogers XXVC comic modules Rude Awakening. Interactive Games Dille's career shifted to interactive games in the late 80's when he worked on several projects for the Sega CD platform, including Double Switch, Maximum Surge and Corpse Killer. Dille then worked on Soviet Strike and Nuclear Strike for Electronic Arts, writing the videos and completing his transition from paper games and products to video games. Dille won "Story of the Year" for his work on The Chronicles of Riddick: Escape from Butcher Bay and on Dead to Rights. Dille was the writer for other video games, including Fantastic Four 2, Teen Titans, Superman Returns, James Bond: Tomorrow Never Dies, Soviet Strike, and Nuclear Strike. Frank Miller Dille is a close friend of comics creator Frank Miller; "Frank and I met during what I call our 'professional adolescence' when he was doing the Dark Knight and I was doing the Transformers cartoon series," says Dille, "and we've been great friends ever since." Dille was selected to lead the design, scriptwriting, story generation, and production of a video game adaptation of Miller's Sin City for Red Mile Entertainment. Miller planned to direct a Buck Rogers film, with Dille as producer, but this project was scrapped in 2009. The character of Dilios in Miller's graphic novel 300 (1998), loosely based on Aristodemus of Sparta, is named after Dille. Ingress Google revealed Flint Dille to be the creative lead of alternate reality, geomobile game Ingress on All Tech Considered, an NPR radio segment. The project operates as if it isn't a game, presenting itself as reality at Wyrd Con 2014. At ComiCon 2014 Dille spoke on the panel "Story Worlds: The Alchemy of Franchise Creation." Using his experience with Ingress, he explained the way different medias are growing interconnected. Niantic Labs Niantic Labs spun out of Google in 2015, although Google remained a major backer. Dille was revealed to be leaving Google with Niantic Labs and continuing in his position as Creative Lead. Autocracy Recently Flint Dille completed a Transformers graphic novel trilogy, Autocracy, with Chris Metzen and Livio Ramondelli. The series follows the origins of Optimus Prime and Megatron one million years before they arrive on Earth. Transportopia At TechWeek LA, Dille unveiled Transportopia, which he describes as turning the entire city of Los Angeles into a massively-multiplayer online game as an attempt to change our relation to the city and "move us outside of our bubbles." Other projects Dille co-wrote and co-executive produced Dimension's 2005 horror film Venom.Dille also taught an Alternate Reality Game Design class at UCLA film school, Winter Semester 2011. Tabletop games Sagard (1985-1986): the Barbarian Interactive Gamebook series with E. Gary Gygax Screenwriting television series head writer denoted in bold Video games Surgical Strike (1994) Terror TRAX: Track of the Vampire (1995) Soviet Strike (1996) Nuclear Strike (1997) Army Men: Sarge's Heroes (1999) Tomorrow Never Dies (1999) Citizen X (2002) Dead to Rights (2002) Fire Blade (2002) Batman: Rise of Sin Tzu (2003) Mission: Impossible – Operation Surma (2003) The Chronicles of Riddick: Escape from Butcher Bay (2004) Constantine (2005) Scooby-Doo! Unmasked (2005) Teen Titans (2005) Avatar: The Last Airbender (2006) Superman Returns (2006) Fantastic Four: Rise of the Silver Surfer (2007) Transformers: The Game (2007) The Chronicles of Riddick: Assault on Dark Athena (2009) Ghostbusters: The Video Game (2009) Wheelman (2009) Television The Puppy’s Further Adventures (1983) Mister T (1983) Robo Force: The Revenge of Nazgar (1984) Bigfoot and the Muscle Machines (1985) G.I. Joe: A Real American Hero (1985-1986) The Transformers (1985-1987): season 3 head writer Inhumanoids (1986) Garbage Pail Kids (1987) Visionaries: Knights of the Magical Light (1987) G.I. Joe: A Real American Hero (1990) Attack of the Killer Tomatoes (1991): season 2 head writer Stunt Dawgs (1992) Transformers: Generation 2 (1993) Films The Transformers: The Movie (1986) An American Tail: Fievel Goes West (1991) Venom (2005) Starship Troopers: Invasion (2012) Transformers web shorts (2021) Discontinued? What do you mean I’m being discontinued? Are you kidding me?! You dropped the Matrix! 10,000 pardons, but you mean Bombshell, right? Who else had a Quintesson space loogie on their bingo card? Sharkticons, good at more than just chomping! It sucks getting old...am I right? Critical reception Regarding Dille's script for Fievel Goes West, critic Cliff Terry wrote, "Screenwriter Flint Dille has provided a story that is frenetic and fast-paced—in the end, too hyper, too cluttered—with some decidedly dark touches that, conceivably, could have undertones of the Holocaust. To lighten things up, Dille periodically tosses in bits of relatively sophisticated humor. At one point, the desert is described as 'a million-acre catbox,' there are references to espresso and endive, and when Miss Kitty cuts out on Tiger, she purrs—Casablanca-like: 'We'll always have the Bronx.'" Published works Dille, Flint; Platten, John Zuur (2008). The Ultimate Guide to Video Game Writing and Design. Los Angeles, CA: Lone Eagle. ISBN 978-1-58065-066-3. Dille, Flint (2020). The Gamesmaster: My Life in the '80s Geek Culture Trenches with G.I. Joe, Dungeons & Dragons, and The Transformers. Los Angeles, CA: Rare Bird Books, A Vireo Book. ISBN 1644280124. References External links Flint Dille at IMDb G.I. Joe Interview - Flint Dille

instance of

Flint Dille (born November 3, 1955) is an American screenwriter, game designer and novelist. He is best known for his animated work on Transformers, G.I. Joe, An American Tail: Fievel Goes West, and his game-writing, The Chronicles of Riddick: Escape from Butcher Bay, and Dead to Rights, as well as a non-fiction book written with John Zuur Platten, The Ultimate Guide to Video Game Writing and Design . Personal background Dille was born in Chicago, Illinois, the son of Robert Crabtree Dille and Virginia Nichols Dille. He attended Glenbrook South High School. In 1977, he graduated from U.C. Berkeley with a Bachelor's degree in Ancient History and Classical Rhetoric. He received a Master of Fine Arts in Professional Writing (Cinema) from the University of Southern California. He lives in Los Angeles, California. Flint Dille is the grandson of John F. Dille, publisher of the original Buck Rogers comic strip, and is part of the Dille Family Trust, which owned the rights to the character. Professional background After grad school, Dille worked as a freelance script reader, production assistant, and assistant art director before getting his first writing job from Joe Ruby at Ruby-Spears as a Saturday Morning Development writer. This led to writing scripts for Mr. T., The Puppy, and RoboForce. Later, Dille went to work for Sunbow Productions and served in various capacities as Writer, Story Editor, Associate Producer, and Co-Producer on several shows, including The Transformers, G.I. Joe, Inhumanoids and Visionaries. Dille was a story editor for the first season of G.I. Joe (1985). He also wrote the episodes "The Gamesmaster," "Eau De Cobra," and ""Skeletons in the Closet," and co-wrote the episodes "The Pit of Vipers," "The Wrong Stuff," "Grey Hairs and Growing Pains," and "G.I. Joe and the Golden Fleece." Dille joined the production team of The Transformers as a supervising story editor in the show's second season (1985-1986) and also co-wrote the episode "Prime Target" with his G.I. Joe colleague Buzz Dixon. Dille worked on an extensive rewrite of Ron Friedman's screenplay for Transformers: The Movie (1986); although Friedman contractually received sole screenplay credit, Dille was credited onscreen as the film's story consultant. After the movie, Dille served as a story editor for the third season of The Transformers (1986-1987) and wrote the season's five-part opening story, "Five Faces of Darkness." Dille returned to G.I. Joe after the series was taken over by DIC Entertainment, co-writing the episode "Injustice and the Cobra Way" for the show's first DIC season (1990-1991). Dille worked briefly at CBS on the in-house production of Garbage Pail Kids, before working with Amblin Entertainment on several projects, including An American Tail: Fievel Goes West, Tiny Toons (as a movie), and We're Back! A Dinosaur's Story. TSR and Dungeons & Dragons Dille met Gary Gygax, co-creator of Dungeons & Dragons, while Gygax was in Hollywood and they began collaborating on a number of projects, including the Sagard the Barbarian gamebook series (1985-1986), which was published by Pocket Books.: 18  Dille co-authored a script with Gygax for a Dungeons & Dragons film; however, the film was never made. Dille introduced his sister Lorraine Williams to Gygax at Gygax's request. TSR was having hard times financially, and she was suggested as both a potential investor and as a skilled manager, and she was brought in to TSR as Vice President and Administration.: 18  In 1989, TSR expanded its operations to the west coast to get adaptations of D&D back on television and into movies; Dille was put in charge of this new department, which was named TSR West.: 23  Dille was able to get the boardgame A Line in the Sand (1991) published the same day the US bombing started in the first Gulf War, as he could convince the company president to move quickly.: 23  The Buck Rogers roleplaying game XXVc was started TSR West, but Dille was unable to finish the game so it was sent back east.: 23 For the rest of the 1980s, Dille focused on animation writing and game writing and design. At TSR, Dille worked on Dragonstrike, for which he wrote and directed the video portion. Dille also directed several interactive audio projects, including First Quest, Karameikos, Red Steel and Planescape. The TSR Audio Disc Terror T.R.A.X: Track of the Vampyre, was later adapted into a CD-ROM by Grolier, directed by Dille and programmed by Peter Marx and Evolutionary Publishing. Dille co-wrote the Agent 13: The Midnight Avenger series of novels and graphic novels with David Marconi and also the Buck Rogers XXVC comic modules Rude Awakening. Interactive Games Dille's career shifted to interactive games in the late 80's when he worked on several projects for the Sega CD platform, including Double Switch, Maximum Surge and Corpse Killer. Dille then worked on Soviet Strike and Nuclear Strike for Electronic Arts, writing the videos and completing his transition from paper games and products to video games. Dille won "Story of the Year" for his work on The Chronicles of Riddick: Escape from Butcher Bay and on Dead to Rights. Dille was the writer for other video games, including Fantastic Four 2, Teen Titans, Superman Returns, James Bond: Tomorrow Never Dies, Soviet Strike, and Nuclear Strike. Frank Miller Dille is a close friend of comics creator Frank Miller; "Frank and I met during what I call our 'professional adolescence' when he was doing the Dark Knight and I was doing the Transformers cartoon series," says Dille, "and we've been great friends ever since." Dille was selected to lead the design, scriptwriting, story generation, and production of a video game adaptation of Miller's Sin City for Red Mile Entertainment. Miller planned to direct a Buck Rogers film, with Dille as producer, but this project was scrapped in 2009. The character of Dilios in Miller's graphic novel 300 (1998), loosely based on Aristodemus of Sparta, is named after Dille. Ingress Google revealed Flint Dille to be the creative lead of alternate reality, geomobile game Ingress on All Tech Considered, an NPR radio segment. The project operates as if it isn't a game, presenting itself as reality at Wyrd Con 2014. At ComiCon 2014 Dille spoke on the panel "Story Worlds: The Alchemy of Franchise Creation." Using his experience with Ingress, he explained the way different medias are growing interconnected. Niantic Labs Niantic Labs spun out of Google in 2015, although Google remained a major backer. Dille was revealed to be leaving Google with Niantic Labs and continuing in his position as Creative Lead. Autocracy Recently Flint Dille completed a Transformers graphic novel trilogy, Autocracy, with Chris Metzen and Livio Ramondelli. The series follows the origins of Optimus Prime and Megatron one million years before they arrive on Earth. Transportopia At TechWeek LA, Dille unveiled Transportopia, which he describes as turning the entire city of Los Angeles into a massively-multiplayer online game as an attempt to change our relation to the city and "move us outside of our bubbles." Other projects Dille co-wrote and co-executive produced Dimension's 2005 horror film Venom.Dille also taught an Alternate Reality Game Design class at UCLA film school, Winter Semester 2011. Tabletop games Sagard (1985-1986): the Barbarian Interactive Gamebook series with E. Gary Gygax Screenwriting television series head writer denoted in bold Video games Surgical Strike (1994) Terror TRAX: Track of the Vampire (1995) Soviet Strike (1996) Nuclear Strike (1997) Army Men: Sarge's Heroes (1999) Tomorrow Never Dies (1999) Citizen X (2002) Dead to Rights (2002) Fire Blade (2002) Batman: Rise of Sin Tzu (2003) Mission: Impossible – Operation Surma (2003) The Chronicles of Riddick: Escape from Butcher Bay (2004) Constantine (2005) Scooby-Doo! Unmasked (2005) Teen Titans (2005) Avatar: The Last Airbender (2006) Superman Returns (2006) Fantastic Four: Rise of the Silver Surfer (2007) Transformers: The Game (2007) The Chronicles of Riddick: Assault on Dark Athena (2009) Ghostbusters: The Video Game (2009) Wheelman (2009) Television The Puppy’s Further Adventures (1983) Mister T (1983) Robo Force: The Revenge of Nazgar (1984) Bigfoot and the Muscle Machines (1985) G.I. Joe: A Real American Hero (1985-1986) The Transformers (1985-1987): season 3 head writer Inhumanoids (1986) Garbage Pail Kids (1987) Visionaries: Knights of the Magical Light (1987) G.I. Joe: A Real American Hero (1990) Attack of the Killer Tomatoes (1991): season 2 head writer Stunt Dawgs (1992) Transformers: Generation 2 (1993) Films The Transformers: The Movie (1986) An American Tail: Fievel Goes West (1991) Venom (2005) Starship Troopers: Invasion (2012) Transformers web shorts (2021) Discontinued? What do you mean I’m being discontinued? Are you kidding me?! You dropped the Matrix! 10,000 pardons, but you mean Bombshell, right? Who else had a Quintesson space loogie on their bingo card? Sharkticons, good at more than just chomping! It sucks getting old...am I right? Critical reception Regarding Dille's script for Fievel Goes West, critic Cliff Terry wrote, "Screenwriter Flint Dille has provided a story that is frenetic and fast-paced—in the end, too hyper, too cluttered—with some decidedly dark touches that, conceivably, could have undertones of the Holocaust. To lighten things up, Dille periodically tosses in bits of relatively sophisticated humor. At one point, the desert is described as 'a million-acre catbox,' there are references to espresso and endive, and when Miss Kitty cuts out on Tiger, she purrs—Casablanca-like: 'We'll always have the Bronx.'" Published works Dille, Flint; Platten, John Zuur (2008). The Ultimate Guide to Video Game Writing and Design. Los Angeles, CA: Lone Eagle. ISBN 978-1-58065-066-3. Dille, Flint (2020). The Gamesmaster: My Life in the '80s Geek Culture Trenches with G.I. Joe, Dungeons & Dragons, and The Transformers. Los Angeles, CA: Rare Bird Books, A Vireo Book. ISBN 1644280124. References External links Flint Dille at IMDb G.I. Joe Interview - Flint Dille

educated at

Flint Dille (born November 3, 1955) is an American screenwriter, game designer and novelist. He is best known for his animated work on Transformers, G.I. Joe, An American Tail: Fievel Goes West, and his game-writing, The Chronicles of Riddick: Escape from Butcher Bay, and Dead to Rights, as well as a non-fiction book written with John Zuur Platten, The Ultimate Guide to Video Game Writing and Design . Personal background Dille was born in Chicago, Illinois, the son of Robert Crabtree Dille and Virginia Nichols Dille. He attended Glenbrook South High School. In 1977, he graduated from U.C. Berkeley with a Bachelor's degree in Ancient History and Classical Rhetoric. He received a Master of Fine Arts in Professional Writing (Cinema) from the University of Southern California. He lives in Los Angeles, California. Flint Dille is the grandson of John F. Dille, publisher of the original Buck Rogers comic strip, and is part of the Dille Family Trust, which owned the rights to the character. Professional background After grad school, Dille worked as a freelance script reader, production assistant, and assistant art director before getting his first writing job from Joe Ruby at Ruby-Spears as a Saturday Morning Development writer. This led to writing scripts for Mr. T., The Puppy, and RoboForce. Later, Dille went to work for Sunbow Productions and served in various capacities as Writer, Story Editor, Associate Producer, and Co-Producer on several shows, including The Transformers, G.I. Joe, Inhumanoids and Visionaries. Dille was a story editor for the first season of G.I. Joe (1985). He also wrote the episodes "The Gamesmaster," "Eau De Cobra," and ""Skeletons in the Closet," and co-wrote the episodes "The Pit of Vipers," "The Wrong Stuff," "Grey Hairs and Growing Pains," and "G.I. Joe and the Golden Fleece." Dille joined the production team of The Transformers as a supervising story editor in the show's second season (1985-1986) and also co-wrote the episode "Prime Target" with his G.I. Joe colleague Buzz Dixon. Dille worked on an extensive rewrite of Ron Friedman's screenplay for Transformers: The Movie (1986); although Friedman contractually received sole screenplay credit, Dille was credited onscreen as the film's story consultant. After the movie, Dille served as a story editor for the third season of The Transformers (1986-1987) and wrote the season's five-part opening story, "Five Faces of Darkness." Dille returned to G.I. Joe after the series was taken over by DIC Entertainment, co-writing the episode "Injustice and the Cobra Way" for the show's first DIC season (1990-1991). Dille worked briefly at CBS on the in-house production of Garbage Pail Kids, before working with Amblin Entertainment on several projects, including An American Tail: Fievel Goes West, Tiny Toons (as a movie), and We're Back! A Dinosaur's Story. TSR and Dungeons & Dragons Dille met Gary Gygax, co-creator of Dungeons & Dragons, while Gygax was in Hollywood and they began collaborating on a number of projects, including the Sagard the Barbarian gamebook series (1985-1986), which was published by Pocket Books.: 18  Dille co-authored a script with Gygax for a Dungeons & Dragons film; however, the film was never made. Dille introduced his sister Lorraine Williams to Gygax at Gygax's request. TSR was having hard times financially, and she was suggested as both a potential investor and as a skilled manager, and she was brought in to TSR as Vice President and Administration.: 18  In 1989, TSR expanded its operations to the west coast to get adaptations of D&D back on television and into movies; Dille was put in charge of this new department, which was named TSR West.: 23  Dille was able to get the boardgame A Line in the Sand (1991) published the same day the US bombing started in the first Gulf War, as he could convince the company president to move quickly.: 23  The Buck Rogers roleplaying game XXVc was started TSR West, but Dille was unable to finish the game so it was sent back east.: 23 For the rest of the 1980s, Dille focused on animation writing and game writing and design. At TSR, Dille worked on Dragonstrike, for which he wrote and directed the video portion. Dille also directed several interactive audio projects, including First Quest, Karameikos, Red Steel and Planescape. The TSR Audio Disc Terror T.R.A.X: Track of the Vampyre, was later adapted into a CD-ROM by Grolier, directed by Dille and programmed by Peter Marx and Evolutionary Publishing. Dille co-wrote the Agent 13: The Midnight Avenger series of novels and graphic novels with David Marconi and also the Buck Rogers XXVC comic modules Rude Awakening. Interactive Games Dille's career shifted to interactive games in the late 80's when he worked on several projects for the Sega CD platform, including Double Switch, Maximum Surge and Corpse Killer. Dille then worked on Soviet Strike and Nuclear Strike for Electronic Arts, writing the videos and completing his transition from paper games and products to video games. Dille won "Story of the Year" for his work on The Chronicles of Riddick: Escape from Butcher Bay and on Dead to Rights. Dille was the writer for other video games, including Fantastic Four 2, Teen Titans, Superman Returns, James Bond: Tomorrow Never Dies, Soviet Strike, and Nuclear Strike. Frank Miller Dille is a close friend of comics creator Frank Miller; "Frank and I met during what I call our 'professional adolescence' when he was doing the Dark Knight and I was doing the Transformers cartoon series," says Dille, "and we've been great friends ever since." Dille was selected to lead the design, scriptwriting, story generation, and production of a video game adaptation of Miller's Sin City for Red Mile Entertainment. Miller planned to direct a Buck Rogers film, with Dille as producer, but this project was scrapped in 2009. The character of Dilios in Miller's graphic novel 300 (1998), loosely based on Aristodemus of Sparta, is named after Dille. Ingress Google revealed Flint Dille to be the creative lead of alternate reality, geomobile game Ingress on All Tech Considered, an NPR radio segment. The project operates as if it isn't a game, presenting itself as reality at Wyrd Con 2014. At ComiCon 2014 Dille spoke on the panel "Story Worlds: The Alchemy of Franchise Creation." Using his experience with Ingress, he explained the way different medias are growing interconnected. Niantic Labs Niantic Labs spun out of Google in 2015, although Google remained a major backer. Dille was revealed to be leaving Google with Niantic Labs and continuing in his position as Creative Lead. Autocracy Recently Flint Dille completed a Transformers graphic novel trilogy, Autocracy, with Chris Metzen and Livio Ramondelli. The series follows the origins of Optimus Prime and Megatron one million years before they arrive on Earth. Transportopia At TechWeek LA, Dille unveiled Transportopia, which he describes as turning the entire city of Los Angeles into a massively-multiplayer online game as an attempt to change our relation to the city and "move us outside of our bubbles." Other projects Dille co-wrote and co-executive produced Dimension's 2005 horror film Venom.Dille also taught an Alternate Reality Game Design class at UCLA film school, Winter Semester 2011. Tabletop games Sagard (1985-1986): the Barbarian Interactive Gamebook series with E. Gary Gygax Screenwriting television series head writer denoted in bold Video games Surgical Strike (1994) Terror TRAX: Track of the Vampire (1995) Soviet Strike (1996) Nuclear Strike (1997) Army Men: Sarge's Heroes (1999) Tomorrow Never Dies (1999) Citizen X (2002) Dead to Rights (2002) Fire Blade (2002) Batman: Rise of Sin Tzu (2003) Mission: Impossible – Operation Surma (2003) The Chronicles of Riddick: Escape from Butcher Bay (2004) Constantine (2005) Scooby-Doo! Unmasked (2005) Teen Titans (2005) Avatar: The Last Airbender (2006) Superman Returns (2006) Fantastic Four: Rise of the Silver Surfer (2007) Transformers: The Game (2007) The Chronicles of Riddick: Assault on Dark Athena (2009) Ghostbusters: The Video Game (2009) Wheelman (2009) Television The Puppy’s Further Adventures (1983) Mister T (1983) Robo Force: The Revenge of Nazgar (1984) Bigfoot and the Muscle Machines (1985) G.I. Joe: A Real American Hero (1985-1986) The Transformers (1985-1987): season 3 head writer Inhumanoids (1986) Garbage Pail Kids (1987) Visionaries: Knights of the Magical Light (1987) G.I. Joe: A Real American Hero (1990) Attack of the Killer Tomatoes (1991): season 2 head writer Stunt Dawgs (1992) Transformers: Generation 2 (1993) Films The Transformers: The Movie (1986) An American Tail: Fievel Goes West (1991) Venom (2005) Starship Troopers: Invasion (2012) Transformers web shorts (2021) Discontinued? What do you mean I’m being discontinued? Are you kidding me?! You dropped the Matrix! 10,000 pardons, but you mean Bombshell, right? Who else had a Quintesson space loogie on their bingo card? Sharkticons, good at more than just chomping! It sucks getting old...am I right? Critical reception Regarding Dille's script for Fievel Goes West, critic Cliff Terry wrote, "Screenwriter Flint Dille has provided a story that is frenetic and fast-paced—in the end, too hyper, too cluttered—with some decidedly dark touches that, conceivably, could have undertones of the Holocaust. To lighten things up, Dille periodically tosses in bits of relatively sophisticated humor. At one point, the desert is described as 'a million-acre catbox,' there are references to espresso and endive, and when Miss Kitty cuts out on Tiger, she purrs—Casablanca-like: 'We'll always have the Bronx.'" Published works Dille, Flint; Platten, John Zuur (2008). The Ultimate Guide to Video Game Writing and Design. Los Angeles, CA: Lone Eagle. ISBN 978-1-58065-066-3. Dille, Flint (2020). The Gamesmaster: My Life in the '80s Geek Culture Trenches with G.I. Joe, Dungeons & Dragons, and The Transformers. Los Angeles, CA: Rare Bird Books, A Vireo Book. ISBN 1644280124. References External links Flint Dille at IMDb G.I. Joe Interview - Flint Dille

occupation

Flint Dille (born November 3, 1955) is an American screenwriter, game designer and novelist. He is best known for his animated work on Transformers, G.I. Joe, An American Tail: Fievel Goes West, and his game-writing, The Chronicles of Riddick: Escape from Butcher Bay, and Dead to Rights, as well as a non-fiction book written with John Zuur Platten, The Ultimate Guide to Video Game Writing and Design . Personal background Dille was born in Chicago, Illinois, the son of Robert Crabtree Dille and Virginia Nichols Dille. He attended Glenbrook South High School. In 1977, he graduated from U.C. Berkeley with a Bachelor's degree in Ancient History and Classical Rhetoric. He received a Master of Fine Arts in Professional Writing (Cinema) from the University of Southern California. He lives in Los Angeles, California. Flint Dille is the grandson of John F. Dille, publisher of the original Buck Rogers comic strip, and is part of the Dille Family Trust, which owned the rights to the character. Professional background After grad school, Dille worked as a freelance script reader, production assistant, and assistant art director before getting his first writing job from Joe Ruby at Ruby-Spears as a Saturday Morning Development writer. This led to writing scripts for Mr. T., The Puppy, and RoboForce. Later, Dille went to work for Sunbow Productions and served in various capacities as Writer, Story Editor, Associate Producer, and Co-Producer on several shows, including The Transformers, G.I. Joe, Inhumanoids and Visionaries. Dille was a story editor for the first season of G.I. Joe (1985). He also wrote the episodes "The Gamesmaster," "Eau De Cobra," and ""Skeletons in the Closet," and co-wrote the episodes "The Pit of Vipers," "The Wrong Stuff," "Grey Hairs and Growing Pains," and "G.I. Joe and the Golden Fleece." Dille joined the production team of The Transformers as a supervising story editor in the show's second season (1985-1986) and also co-wrote the episode "Prime Target" with his G.I. Joe colleague Buzz Dixon. Dille worked on an extensive rewrite of Ron Friedman's screenplay for Transformers: The Movie (1986); although Friedman contractually received sole screenplay credit, Dille was credited onscreen as the film's story consultant. After the movie, Dille served as a story editor for the third season of The Transformers (1986-1987) and wrote the season's five-part opening story, "Five Faces of Darkness." Dille returned to G.I. Joe after the series was taken over by DIC Entertainment, co-writing the episode "Injustice and the Cobra Way" for the show's first DIC season (1990-1991). Dille worked briefly at CBS on the in-house production of Garbage Pail Kids, before working with Amblin Entertainment on several projects, including An American Tail: Fievel Goes West, Tiny Toons (as a movie), and We're Back! A Dinosaur's Story. TSR and Dungeons & Dragons Dille met Gary Gygax, co-creator of Dungeons & Dragons, while Gygax was in Hollywood and they began collaborating on a number of projects, including the Sagard the Barbarian gamebook series (1985-1986), which was published by Pocket Books.: 18  Dille co-authored a script with Gygax for a Dungeons & Dragons film; however, the film was never made. Dille introduced his sister Lorraine Williams to Gygax at Gygax's request. TSR was having hard times financially, and she was suggested as both a potential investor and as a skilled manager, and she was brought in to TSR as Vice President and Administration.: 18  In 1989, TSR expanded its operations to the west coast to get adaptations of D&D back on television and into movies; Dille was put in charge of this new department, which was named TSR West.: 23  Dille was able to get the boardgame A Line in the Sand (1991) published the same day the US bombing started in the first Gulf War, as he could convince the company president to move quickly.: 23  The Buck Rogers roleplaying game XXVc was started TSR West, but Dille was unable to finish the game so it was sent back east.: 23 For the rest of the 1980s, Dille focused on animation writing and game writing and design. At TSR, Dille worked on Dragonstrike, for which he wrote and directed the video portion. Dille also directed several interactive audio projects, including First Quest, Karameikos, Red Steel and Planescape. The TSR Audio Disc Terror T.R.A.X: Track of the Vampyre, was later adapted into a CD-ROM by Grolier, directed by Dille and programmed by Peter Marx and Evolutionary Publishing. Dille co-wrote the Agent 13: The Midnight Avenger series of novels and graphic novels with David Marconi and also the Buck Rogers XXVC comic modules Rude Awakening. Interactive Games Dille's career shifted to interactive games in the late 80's when he worked on several projects for the Sega CD platform, including Double Switch, Maximum Surge and Corpse Killer. Dille then worked on Soviet Strike and Nuclear Strike for Electronic Arts, writing the videos and completing his transition from paper games and products to video games. Dille won "Story of the Year" for his work on The Chronicles of Riddick: Escape from Butcher Bay and on Dead to Rights. Dille was the writer for other video games, including Fantastic Four 2, Teen Titans, Superman Returns, James Bond: Tomorrow Never Dies, Soviet Strike, and Nuclear Strike. Frank Miller Dille is a close friend of comics creator Frank Miller; "Frank and I met during what I call our 'professional adolescence' when he was doing the Dark Knight and I was doing the Transformers cartoon series," says Dille, "and we've been great friends ever since." Dille was selected to lead the design, scriptwriting, story generation, and production of a video game adaptation of Miller's Sin City for Red Mile Entertainment. Miller planned to direct a Buck Rogers film, with Dille as producer, but this project was scrapped in 2009. The character of Dilios in Miller's graphic novel 300 (1998), loosely based on Aristodemus of Sparta, is named after Dille. Ingress Google revealed Flint Dille to be the creative lead of alternate reality, geomobile game Ingress on All Tech Considered, an NPR radio segment. The project operates as if it isn't a game, presenting itself as reality at Wyrd Con 2014. At ComiCon 2014 Dille spoke on the panel "Story Worlds: The Alchemy of Franchise Creation." Using his experience with Ingress, he explained the way different medias are growing interconnected. Niantic Labs Niantic Labs spun out of Google in 2015, although Google remained a major backer. Dille was revealed to be leaving Google with Niantic Labs and continuing in his position as Creative Lead. Autocracy Recently Flint Dille completed a Transformers graphic novel trilogy, Autocracy, with Chris Metzen and Livio Ramondelli. The series follows the origins of Optimus Prime and Megatron one million years before they arrive on Earth. Transportopia At TechWeek LA, Dille unveiled Transportopia, which he describes as turning the entire city of Los Angeles into a massively-multiplayer online game as an attempt to change our relation to the city and "move us outside of our bubbles." Other projects Dille co-wrote and co-executive produced Dimension's 2005 horror film Venom.Dille also taught an Alternate Reality Game Design class at UCLA film school, Winter Semester 2011. Tabletop games Sagard (1985-1986): the Barbarian Interactive Gamebook series with E. Gary Gygax Screenwriting television series head writer denoted in bold Video games Surgical Strike (1994) Terror TRAX: Track of the Vampire (1995) Soviet Strike (1996) Nuclear Strike (1997) Army Men: Sarge's Heroes (1999) Tomorrow Never Dies (1999) Citizen X (2002) Dead to Rights (2002) Fire Blade (2002) Batman: Rise of Sin Tzu (2003) Mission: Impossible – Operation Surma (2003) The Chronicles of Riddick: Escape from Butcher Bay (2004) Constantine (2005) Scooby-Doo! Unmasked (2005) Teen Titans (2005) Avatar: The Last Airbender (2006) Superman Returns (2006) Fantastic Four: Rise of the Silver Surfer (2007) Transformers: The Game (2007) The Chronicles of Riddick: Assault on Dark Athena (2009) Ghostbusters: The Video Game (2009) Wheelman (2009) Television The Puppy’s Further Adventures (1983) Mister T (1983) Robo Force: The Revenge of Nazgar (1984) Bigfoot and the Muscle Machines (1985) G.I. Joe: A Real American Hero (1985-1986) The Transformers (1985-1987): season 3 head writer Inhumanoids (1986) Garbage Pail Kids (1987) Visionaries: Knights of the Magical Light (1987) G.I. Joe: A Real American Hero (1990) Attack of the Killer Tomatoes (1991): season 2 head writer Stunt Dawgs (1992) Transformers: Generation 2 (1993) Films The Transformers: The Movie (1986) An American Tail: Fievel Goes West (1991) Venom (2005) Starship Troopers: Invasion (2012) Transformers web shorts (2021) Discontinued? What do you mean I’m being discontinued? Are you kidding me?! You dropped the Matrix! 10,000 pardons, but you mean Bombshell, right? Who else had a Quintesson space loogie on their bingo card? Sharkticons, good at more than just chomping! It sucks getting old...am I right? Critical reception Regarding Dille's script for Fievel Goes West, critic Cliff Terry wrote, "Screenwriter Flint Dille has provided a story that is frenetic and fast-paced—in the end, too hyper, too cluttered—with some decidedly dark touches that, conceivably, could have undertones of the Holocaust. To lighten things up, Dille periodically tosses in bits of relatively sophisticated humor. At one point, the desert is described as 'a million-acre catbox,' there are references to espresso and endive, and when Miss Kitty cuts out on Tiger, she purrs—Casablanca-like: 'We'll always have the Bronx.'" Published works Dille, Flint; Platten, John Zuur (2008). The Ultimate Guide to Video Game Writing and Design. Los Angeles, CA: Lone Eagle. ISBN 978-1-58065-066-3. Dille, Flint (2020). The Gamesmaster: My Life in the '80s Geek Culture Trenches with G.I. Joe, Dungeons & Dragons, and The Transformers. Los Angeles, CA: Rare Bird Books, A Vireo Book. ISBN 1644280124. References External links Flint Dille at IMDb G.I. Joe Interview - Flint Dille

residence

Flint Dille (born November 3, 1955) is an American screenwriter, game designer and novelist. He is best known for his animated work on Transformers, G.I. Joe, An American Tail: Fievel Goes West, and his game-writing, The Chronicles of Riddick: Escape from Butcher Bay, and Dead to Rights, as well as a non-fiction book written with John Zuur Platten, The Ultimate Guide to Video Game Writing and Design . Personal background Dille was born in Chicago, Illinois, the son of Robert Crabtree Dille and Virginia Nichols Dille. He attended Glenbrook South High School. In 1977, he graduated from U.C. Berkeley with a Bachelor's degree in Ancient History and Classical Rhetoric. He received a Master of Fine Arts in Professional Writing (Cinema) from the University of Southern California. He lives in Los Angeles, California. Flint Dille is the grandson of John F. Dille, publisher of the original Buck Rogers comic strip, and is part of the Dille Family Trust, which owned the rights to the character. Professional background After grad school, Dille worked as a freelance script reader, production assistant, and assistant art director before getting his first writing job from Joe Ruby at Ruby-Spears as a Saturday Morning Development writer. This led to writing scripts for Mr. T., The Puppy, and RoboForce. Later, Dille went to work for Sunbow Productions and served in various capacities as Writer, Story Editor, Associate Producer, and Co-Producer on several shows, including The Transformers, G.I. Joe, Inhumanoids and Visionaries. Dille was a story editor for the first season of G.I. Joe (1985). He also wrote the episodes "The Gamesmaster," "Eau De Cobra," and ""Skeletons in the Closet," and co-wrote the episodes "The Pit of Vipers," "The Wrong Stuff," "Grey Hairs and Growing Pains," and "G.I. Joe and the Golden Fleece." Dille joined the production team of The Transformers as a supervising story editor in the show's second season (1985-1986) and also co-wrote the episode "Prime Target" with his G.I. Joe colleague Buzz Dixon. Dille worked on an extensive rewrite of Ron Friedman's screenplay for Transformers: The Movie (1986); although Friedman contractually received sole screenplay credit, Dille was credited onscreen as the film's story consultant. After the movie, Dille served as a story editor for the third season of The Transformers (1986-1987) and wrote the season's five-part opening story, "Five Faces of Darkness." Dille returned to G.I. Joe after the series was taken over by DIC Entertainment, co-writing the episode "Injustice and the Cobra Way" for the show's first DIC season (1990-1991). Dille worked briefly at CBS on the in-house production of Garbage Pail Kids, before working with Amblin Entertainment on several projects, including An American Tail: Fievel Goes West, Tiny Toons (as a movie), and We're Back! A Dinosaur's Story. TSR and Dungeons & Dragons Dille met Gary Gygax, co-creator of Dungeons & Dragons, while Gygax was in Hollywood and they began collaborating on a number of projects, including the Sagard the Barbarian gamebook series (1985-1986), which was published by Pocket Books.: 18  Dille co-authored a script with Gygax for a Dungeons & Dragons film; however, the film was never made. Dille introduced his sister Lorraine Williams to Gygax at Gygax's request. TSR was having hard times financially, and she was suggested as both a potential investor and as a skilled manager, and she was brought in to TSR as Vice President and Administration.: 18  In 1989, TSR expanded its operations to the west coast to get adaptations of D&D back on television and into movies; Dille was put in charge of this new department, which was named TSR West.: 23  Dille was able to get the boardgame A Line in the Sand (1991) published the same day the US bombing started in the first Gulf War, as he could convince the company president to move quickly.: 23  The Buck Rogers roleplaying game XXVc was started TSR West, but Dille was unable to finish the game so it was sent back east.: 23 For the rest of the 1980s, Dille focused on animation writing and game writing and design. At TSR, Dille worked on Dragonstrike, for which he wrote and directed the video portion. Dille also directed several interactive audio projects, including First Quest, Karameikos, Red Steel and Planescape. The TSR Audio Disc Terror T.R.A.X: Track of the Vampyre, was later adapted into a CD-ROM by Grolier, directed by Dille and programmed by Peter Marx and Evolutionary Publishing. Dille co-wrote the Agent 13: The Midnight Avenger series of novels and graphic novels with David Marconi and also the Buck Rogers XXVC comic modules Rude Awakening. Interactive Games Dille's career shifted to interactive games in the late 80's when he worked on several projects for the Sega CD platform, including Double Switch, Maximum Surge and Corpse Killer. Dille then worked on Soviet Strike and Nuclear Strike for Electronic Arts, writing the videos and completing his transition from paper games and products to video games. Dille won "Story of the Year" for his work on The Chronicles of Riddick: Escape from Butcher Bay and on Dead to Rights. Dille was the writer for other video games, including Fantastic Four 2, Teen Titans, Superman Returns, James Bond: Tomorrow Never Dies, Soviet Strike, and Nuclear Strike. Frank Miller Dille is a close friend of comics creator Frank Miller; "Frank and I met during what I call our 'professional adolescence' when he was doing the Dark Knight and I was doing the Transformers cartoon series," says Dille, "and we've been great friends ever since." Dille was selected to lead the design, scriptwriting, story generation, and production of a video game adaptation of Miller's Sin City for Red Mile Entertainment. Miller planned to direct a Buck Rogers film, with Dille as producer, but this project was scrapped in 2009. The character of Dilios in Miller's graphic novel 300 (1998), loosely based on Aristodemus of Sparta, is named after Dille. Ingress Google revealed Flint Dille to be the creative lead of alternate reality, geomobile game Ingress on All Tech Considered, an NPR radio segment. The project operates as if it isn't a game, presenting itself as reality at Wyrd Con 2014. At ComiCon 2014 Dille spoke on the panel "Story Worlds: The Alchemy of Franchise Creation." Using his experience with Ingress, he explained the way different medias are growing interconnected. Niantic Labs Niantic Labs spun out of Google in 2015, although Google remained a major backer. Dille was revealed to be leaving Google with Niantic Labs and continuing in his position as Creative Lead. Autocracy Recently Flint Dille completed a Transformers graphic novel trilogy, Autocracy, with Chris Metzen and Livio Ramondelli. The series follows the origins of Optimus Prime and Megatron one million years before they arrive on Earth. Transportopia At TechWeek LA, Dille unveiled Transportopia, which he describes as turning the entire city of Los Angeles into a massively-multiplayer online game as an attempt to change our relation to the city and "move us outside of our bubbles." Other projects Dille co-wrote and co-executive produced Dimension's 2005 horror film Venom.Dille also taught an Alternate Reality Game Design class at UCLA film school, Winter Semester 2011. Tabletop games Sagard (1985-1986): the Barbarian Interactive Gamebook series with E. Gary Gygax Screenwriting television series head writer denoted in bold Video games Surgical Strike (1994) Terror TRAX: Track of the Vampire (1995) Soviet Strike (1996) Nuclear Strike (1997) Army Men: Sarge's Heroes (1999) Tomorrow Never Dies (1999) Citizen X (2002) Dead to Rights (2002) Fire Blade (2002) Batman: Rise of Sin Tzu (2003) Mission: Impossible – Operation Surma (2003) The Chronicles of Riddick: Escape from Butcher Bay (2004) Constantine (2005) Scooby-Doo! Unmasked (2005) Teen Titans (2005) Avatar: The Last Airbender (2006) Superman Returns (2006) Fantastic Four: Rise of the Silver Surfer (2007) Transformers: The Game (2007) The Chronicles of Riddick: Assault on Dark Athena (2009) Ghostbusters: The Video Game (2009) Wheelman (2009) Television The Puppy’s Further Adventures (1983) Mister T (1983) Robo Force: The Revenge of Nazgar (1984) Bigfoot and the Muscle Machines (1985) G.I. Joe: A Real American Hero (1985-1986) The Transformers (1985-1987): season 3 head writer Inhumanoids (1986) Garbage Pail Kids (1987) Visionaries: Knights of the Magical Light (1987) G.I. Joe: A Real American Hero (1990) Attack of the Killer Tomatoes (1991): season 2 head writer Stunt Dawgs (1992) Transformers: Generation 2 (1993) Films The Transformers: The Movie (1986) An American Tail: Fievel Goes West (1991) Venom (2005) Starship Troopers: Invasion (2012) Transformers web shorts (2021) Discontinued? What do you mean I’m being discontinued? Are you kidding me?! You dropped the Matrix! 10,000 pardons, but you mean Bombshell, right? Who else had a Quintesson space loogie on their bingo card? Sharkticons, good at more than just chomping! It sucks getting old...am I right? Critical reception Regarding Dille's script for Fievel Goes West, critic Cliff Terry wrote, "Screenwriter Flint Dille has provided a story that is frenetic and fast-paced—in the end, too hyper, too cluttered—with some decidedly dark touches that, conceivably, could have undertones of the Holocaust. To lighten things up, Dille periodically tosses in bits of relatively sophisticated humor. At one point, the desert is described as 'a million-acre catbox,' there are references to espresso and endive, and when Miss Kitty cuts out on Tiger, she purrs—Casablanca-like: 'We'll always have the Bronx.'" Published works Dille, Flint; Platten, John Zuur (2008). The Ultimate Guide to Video Game Writing and Design. Los Angeles, CA: Lone Eagle. ISBN 978-1-58065-066-3. Dille, Flint (2020). The Gamesmaster: My Life in the '80s Geek Culture Trenches with G.I. Joe, Dungeons & Dragons, and The Transformers. Los Angeles, CA: Rare Bird Books, A Vireo Book. ISBN 1644280124. References External links Flint Dille at IMDb G.I. Joe Interview - Flint Dille

family name

Flint Dille (born November 3, 1955) is an American screenwriter, game designer and novelist. He is best known for his animated work on Transformers, G.I. Joe, An American Tail: Fievel Goes West, and his game-writing, The Chronicles of Riddick: Escape from Butcher Bay, and Dead to Rights, as well as a non-fiction book written with John Zuur Platten, The Ultimate Guide to Video Game Writing and Design . Personal background Dille was born in Chicago, Illinois, the son of Robert Crabtree Dille and Virginia Nichols Dille. He attended Glenbrook South High School. In 1977, he graduated from U.C. Berkeley with a Bachelor's degree in Ancient History and Classical Rhetoric. He received a Master of Fine Arts in Professional Writing (Cinema) from the University of Southern California. He lives in Los Angeles, California. Flint Dille is the grandson of John F. Dille, publisher of the original Buck Rogers comic strip, and is part of the Dille Family Trust, which owned the rights to the character. Professional background After grad school, Dille worked as a freelance script reader, production assistant, and assistant art director before getting his first writing job from Joe Ruby at Ruby-Spears as a Saturday Morning Development writer. This led to writing scripts for Mr. T., The Puppy, and RoboForce. Later, Dille went to work for Sunbow Productions and served in various capacities as Writer, Story Editor, Associate Producer, and Co-Producer on several shows, including The Transformers, G.I. Joe, Inhumanoids and Visionaries. Dille was a story editor for the first season of G.I. Joe (1985). He also wrote the episodes "The Gamesmaster," "Eau De Cobra," and ""Skeletons in the Closet," and co-wrote the episodes "The Pit of Vipers," "The Wrong Stuff," "Grey Hairs and Growing Pains," and "G.I. Joe and the Golden Fleece." Dille joined the production team of The Transformers as a supervising story editor in the show's second season (1985-1986) and also co-wrote the episode "Prime Target" with his G.I. Joe colleague Buzz Dixon. Dille worked on an extensive rewrite of Ron Friedman's screenplay for Transformers: The Movie (1986); although Friedman contractually received sole screenplay credit, Dille was credited onscreen as the film's story consultant. After the movie, Dille served as a story editor for the third season of The Transformers (1986-1987) and wrote the season's five-part opening story, "Five Faces of Darkness." Dille returned to G.I. Joe after the series was taken over by DIC Entertainment, co-writing the episode "Injustice and the Cobra Way" for the show's first DIC season (1990-1991). Dille worked briefly at CBS on the in-house production of Garbage Pail Kids, before working with Amblin Entertainment on several projects, including An American Tail: Fievel Goes West, Tiny Toons (as a movie), and We're Back! A Dinosaur's Story. TSR and Dungeons & Dragons Dille met Gary Gygax, co-creator of Dungeons & Dragons, while Gygax was in Hollywood and they began collaborating on a number of projects, including the Sagard the Barbarian gamebook series (1985-1986), which was published by Pocket Books.: 18  Dille co-authored a script with Gygax for a Dungeons & Dragons film; however, the film was never made. Dille introduced his sister Lorraine Williams to Gygax at Gygax's request. TSR was having hard times financially, and she was suggested as both a potential investor and as a skilled manager, and she was brought in to TSR as Vice President and Administration.: 18  In 1989, TSR expanded its operations to the west coast to get adaptations of D&D back on television and into movies; Dille was put in charge of this new department, which was named TSR West.: 23  Dille was able to get the boardgame A Line in the Sand (1991) published the same day the US bombing started in the first Gulf War, as he could convince the company president to move quickly.: 23  The Buck Rogers roleplaying game XXVc was started TSR West, but Dille was unable to finish the game so it was sent back east.: 23 For the rest of the 1980s, Dille focused on animation writing and game writing and design. At TSR, Dille worked on Dragonstrike, for which he wrote and directed the video portion. Dille also directed several interactive audio projects, including First Quest, Karameikos, Red Steel and Planescape. The TSR Audio Disc Terror T.R.A.X: Track of the Vampyre, was later adapted into a CD-ROM by Grolier, directed by Dille and programmed by Peter Marx and Evolutionary Publishing. Dille co-wrote the Agent 13: The Midnight Avenger series of novels and graphic novels with David Marconi and also the Buck Rogers XXVC comic modules Rude Awakening. Interactive Games Dille's career shifted to interactive games in the late 80's when he worked on several projects for the Sega CD platform, including Double Switch, Maximum Surge and Corpse Killer. Dille then worked on Soviet Strike and Nuclear Strike for Electronic Arts, writing the videos and completing his transition from paper games and products to video games. Dille won "Story of the Year" for his work on The Chronicles of Riddick: Escape from Butcher Bay and on Dead to Rights. Dille was the writer for other video games, including Fantastic Four 2, Teen Titans, Superman Returns, James Bond: Tomorrow Never Dies, Soviet Strike, and Nuclear Strike. Frank Miller Dille is a close friend of comics creator Frank Miller; "Frank and I met during what I call our 'professional adolescence' when he was doing the Dark Knight and I was doing the Transformers cartoon series," says Dille, "and we've been great friends ever since." Dille was selected to lead the design, scriptwriting, story generation, and production of a video game adaptation of Miller's Sin City for Red Mile Entertainment. Miller planned to direct a Buck Rogers film, with Dille as producer, but this project was scrapped in 2009. The character of Dilios in Miller's graphic novel 300 (1998), loosely based on Aristodemus of Sparta, is named after Dille. Ingress Google revealed Flint Dille to be the creative lead of alternate reality, geomobile game Ingress on All Tech Considered, an NPR radio segment. The project operates as if it isn't a game, presenting itself as reality at Wyrd Con 2014. At ComiCon 2014 Dille spoke on the panel "Story Worlds: The Alchemy of Franchise Creation." Using his experience with Ingress, he explained the way different medias are growing interconnected. Niantic Labs Niantic Labs spun out of Google in 2015, although Google remained a major backer. Dille was revealed to be leaving Google with Niantic Labs and continuing in his position as Creative Lead. Autocracy Recently Flint Dille completed a Transformers graphic novel trilogy, Autocracy, with Chris Metzen and Livio Ramondelli. The series follows the origins of Optimus Prime and Megatron one million years before they arrive on Earth. Transportopia At TechWeek LA, Dille unveiled Transportopia, which he describes as turning the entire city of Los Angeles into a massively-multiplayer online game as an attempt to change our relation to the city and "move us outside of our bubbles." Other projects Dille co-wrote and co-executive produced Dimension's 2005 horror film Venom.Dille also taught an Alternate Reality Game Design class at UCLA film school, Winter Semester 2011. Tabletop games Sagard (1985-1986): the Barbarian Interactive Gamebook series with E. Gary Gygax Screenwriting television series head writer denoted in bold Video games Surgical Strike (1994) Terror TRAX: Track of the Vampire (1995) Soviet Strike (1996) Nuclear Strike (1997) Army Men: Sarge's Heroes (1999) Tomorrow Never Dies (1999) Citizen X (2002) Dead to Rights (2002) Fire Blade (2002) Batman: Rise of Sin Tzu (2003) Mission: Impossible – Operation Surma (2003) The Chronicles of Riddick: Escape from Butcher Bay (2004) Constantine (2005) Scooby-Doo! Unmasked (2005) Teen Titans (2005) Avatar: The Last Airbender (2006) Superman Returns (2006) Fantastic Four: Rise of the Silver Surfer (2007) Transformers: The Game (2007) The Chronicles of Riddick: Assault on Dark Athena (2009) Ghostbusters: The Video Game (2009) Wheelman (2009) Television The Puppy’s Further Adventures (1983) Mister T (1983) Robo Force: The Revenge of Nazgar (1984) Bigfoot and the Muscle Machines (1985) G.I. Joe: A Real American Hero (1985-1986) The Transformers (1985-1987): season 3 head writer Inhumanoids (1986) Garbage Pail Kids (1987) Visionaries: Knights of the Magical Light (1987) G.I. Joe: A Real American Hero (1990) Attack of the Killer Tomatoes (1991): season 2 head writer Stunt Dawgs (1992) Transformers: Generation 2 (1993) Films The Transformers: The Movie (1986) An American Tail: Fievel Goes West (1991) Venom (2005) Starship Troopers: Invasion (2012) Transformers web shorts (2021) Discontinued? What do you mean I’m being discontinued? Are you kidding me?! You dropped the Matrix! 10,000 pardons, but you mean Bombshell, right? Who else had a Quintesson space loogie on their bingo card? Sharkticons, good at more than just chomping! It sucks getting old...am I right? Critical reception Regarding Dille's script for Fievel Goes West, critic Cliff Terry wrote, "Screenwriter Flint Dille has provided a story that is frenetic and fast-paced—in the end, too hyper, too cluttered—with some decidedly dark touches that, conceivably, could have undertones of the Holocaust. To lighten things up, Dille periodically tosses in bits of relatively sophisticated humor. At one point, the desert is described as 'a million-acre catbox,' there are references to espresso and endive, and when Miss Kitty cuts out on Tiger, she purrs—Casablanca-like: 'We'll always have the Bronx.'" Published works Dille, Flint; Platten, John Zuur (2008). The Ultimate Guide to Video Game Writing and Design. Los Angeles, CA: Lone Eagle. ISBN 978-1-58065-066-3. Dille, Flint (2020). The Gamesmaster: My Life in the '80s Geek Culture Trenches with G.I. Joe, Dungeons & Dragons, and The Transformers. Los Angeles, CA: Rare Bird Books, A Vireo Book. ISBN 1644280124. References External links Flint Dille at IMDb G.I. Joe Interview - Flint Dille

given name

Juana Muñoz-Liceras is Professor of Hispanic and General Linguistics in the Department of Modern Languages and Literatures at the University of Ottawa, Ottawa, Canada. Her main research focus on the acquisition of Spanish as a Second Language as well theoretical linguistics and language contact. She was recognized as one of the 10 most influential Hispanics of 2013 in Canada. Publications Markedness, contrastive analysis and the acquisition of Spanish syntax by English speakers, 1983 Linguistic theory and second language acquisition : the Spanish nonnative grammar of English speakers, 1986 La adquisición de las lenguas segundas y la gramática universal,1996 The role of formal features in second language acquisition, 2007 == References ==

country of citizenship

Juana Muñoz-Liceras is Professor of Hispanic and General Linguistics in the Department of Modern Languages and Literatures at the University of Ottawa, Ottawa, Canada. Her main research focus on the acquisition of Spanish as a Second Language as well theoretical linguistics and language contact. She was recognized as one of the 10 most influential Hispanics of 2013 in Canada. Publications Markedness, contrastive analysis and the acquisition of Spanish syntax by English speakers, 1983 Linguistic theory and second language acquisition : the Spanish nonnative grammar of English speakers, 1986 La adquisición de las lenguas segundas y la gramática universal,1996 The role of formal features in second language acquisition, 2007 == References ==

employer

Juana Muñoz-Liceras is Professor of Hispanic and General Linguistics in the Department of Modern Languages and Literatures at the University of Ottawa, Ottawa, Canada. Her main research focus on the acquisition of Spanish as a Second Language as well theoretical linguistics and language contact. She was recognized as one of the 10 most influential Hispanics of 2013 in Canada. Publications Markedness, contrastive analysis and the acquisition of Spanish syntax by English speakers, 1983 Linguistic theory and second language acquisition : the Spanish nonnative grammar of English speakers, 1986 La adquisición de las lenguas segundas y la gramática universal,1996 The role of formal features in second language acquisition, 2007 == References ==

given name

Amali Chivanthi de Alwis (born April 1980) MBE FRSA was the CEO of Code First: Girls. Replaced by Anna Brailsford. She is currently UK Managing Director of Microsoft for Startups. She is a board member of Ada, the National College for Digital Skills, and the Institute of Coding. Early life and education de Alwis attended Nonsuch High School for Girls and graduated in 1998. She studied manufacturing engineering at the University of Birmingham. In 2002 she completed a Foundation Course at Camberwell College of Arts, before studying Product Development at the University of the Arts London. She enrolled on the Graduate Program at Clarks Shoes, which she left to become a consultant at Kantar TNS. At TNS Alwis advised organisations on stakeholder management and digital strategies. Career de Alwis spent two years at Kantar TNS before joining PricewaterhouseCoopers as a Thought Leadership Manager. During her time at PricewaterhouseCoopers she took a secondment to the World Economic Forum. She delivered a report on resilience and risk, and the correlation between operational performance and societal value. She worked at Startup Direct as a mentor, advising London and Birmingham based start-up businesses. She started working with Entrepreneur First in 2015 and has worked simultaneously worked as a commissioner for the Doncaster Education and Skills Commission. de Alwis has written for The Daily Telegraph the Evening Standard and The Times, and is Chair of the BIMA Diversity Council. de Alwis is a mentor for June Angelides, an employee of Silicon Valley Bank who launched the start-up Mums in Technology. She has been part of Debating Matters. Code First: Girls de Alwis has spoken extensively about the need for more women in technology and the lack of computer science teachers in school education. She joined Code First: Girls in 2015. Under her leadership, Code First: Girls has taught more UK women to code than the British university system, providing £2.5 million worth of free technology education. She has described Stephanie Shirley as one of her role models. She launched a campaign in December 2018 to teach 20,000 women to code for free by the end of 2020. The program will need £1.5 million funding, and is supported by Martha Lane Fox. de Alwis is a board member of Ada, the National College for Digital Skills and the Institute of Coding. Awards and honours She has been recognised the WISE Campaign for her "significant impact in encouraging girls to code". She won the 2017 Women in IT award for her services to electronic skills. She was selected as Computer Weekly's Most Influential Women in IT in 2018, after being in the top ten in 2017. She was awarded an MBE in the 2018 New Year Honours for services to diversity in technology. == References ==

educated at

Algis Jankauskas (born 27 September 1982) is a Lithuanian former professional football player. Honours Individual A Lyga Team of the Year: 2018 References External links Algis Jankauskas at National-Football-Teams.com

country of citizenship

Algis Jankauskas (born 27 September 1982) is a Lithuanian former professional football player. Honours Individual A Lyga Team of the Year: 2018 References External links Algis Jankauskas at National-Football-Teams.com

Commons category

Algis Jankauskas (born 27 September 1982) is a Lithuanian former professional football player. Honours Individual A Lyga Team of the Year: 2018 References External links Algis Jankauskas at National-Football-Teams.com

given name

Racing World was a spin-off service from Racing UK. It was launched on 8 March 2006 and featured coverage from the United States including such courses as Arlington Park and Churchill Downs. It broadcast on Sky channel 433 from 1730 to 0100 in the UK. The channel closed down on 24 August 2009. Racing World showed nine hours of UFC programming, coverage began at 9pm on Saturday with all five episodes of the UFC's Top 100 Fights, then the UFC 100 countdown and then showing UFC 100 live to UK customers. See also Lists of television channels Setanta Sports == References ==

instance of

The Federation of Organized Trades and Labor Unions of the United States and Canada (FOTLU) was a federation of labor unions created on November 15, 1881, at Turner Hall in Pittsburgh. It changed its name to the American Federation of Labor (AFL) on December 8, 1886. Forces influencing the formation of FOTLU During the Long Depression of 1873-1878, the Knights of Labor emerged as a potent force for workers in the United States. But as Marxists and Socialists joined the labor movement and fought for dominance within various labor unions, influential newspapers began to advocate for the suppression of trade unions. Many in the American labor movement, such as Samuel Gompers, sought to implement a 'New Unionism' program which would free unions from political affiliation and limit their goals to the day-to-day concerns of working people.Following a failed 107-day cigar-makers' strike in 1877, Gompers assisted President Adolph Strasser in radically restructuring the Cigar Makers' International Union (CMIU) in 1879. Henceforth, the union would be run like a business. The international union would have the authority to take control of local affiliates. Dues would be raised to build financial reserves, and to pay sick and death benefits. A union bank would be established to provide short-term loans for workers who had been laid off and were seeking new jobs. The constitution of the union would be changed to permit the international to seize funds from locals with flush treasuries and transfer the money to locals in distress.Other unions such as the Brotherhood of Carpenters and Joiners also quickly adopted the principles of the 'New Unionism.'In April 1881, Gompers lost a re-election campaign for the presidency of Local 144 of the Cigar Makers' International Union to a coalition of socialists who advocated militancy as a way to improve working conditions of cigar makers. But Gompers and his allies refused to turn over the keys to the offices or the contents of the union's treasury, arguing that the socialists were not fit to hold office. William H. Bailey and Thomas Barry, two executive board members of the Knights of Labor, supported the insurgents against Gompers and may have sabotaged a compromise which would have permitted Gompers to step down. The experience embittered Gompers against the Knights. FOTLU's founding The same month of April 1881, the Paterson 'Home-Journal,' a socialist newspaper in Paterson, New Jersey, called for a conference of labor unions to form a new organization which would organize large numbers of workers. A group of disaffected Knights of Labor in Indiana calling themselves the Knights of Industry and a shadowy group calling itself the Amalgamated Labor Union took up the charge and announced a conference to be held August 2, 1881 in Terre Haute. The International Typographical Union, eager to establish a national labor union, also widely publicized the conference. But more delegates from trade associations and the United States Greenback Party attended than unionists. A resolution against trade unionism was actually proposed, and labor union delegates had to work hard to secure adjournment in order to avoid passage of the motion. The trade unionists decided to call another conference for November 15, 1881 in Pittsburgh, Pennsylvania, where a larger number of trade union members could participate.The Pittsburgh convention was attended by 107 delegates from eight national unions, 11 city labor federations, 42 local craft unions, and three district and 46 local assemblies of the Knights of Labor. The International Typographical Union had the largest trade union delegation, with 14 attendees. The Amalgamated Association of Iron and Steel Workers, International Molders and Foundry Workers Union of North America, the American Flint Glass Workers' Union of North America, the Cigar Makers' International Union, the Brotherhood of Carpenters and Joiners, the Coopers' International Union of North America, the International Granite Cutter's Union and the Lake Seamen's Union also attended. Gompers participated as a delegate from the Cigar Makers'. John J. Jarrett, president of the Iron and Steel Workers, was elected chairman. Gompers was elected chairman of the Committee on Organization. Gompers led his committee to propose that FOTLU restrict its membership to skilled craft unions, excluding unskilled workers and political labor organizations. The proposal was hotly debated. The Knights of Labor believed fervently in a concept of the labor movement that was inclusive of both skilled and unskilled labor. A mass movement of workers was the Knights' goal. But Gompers' Committee on Organization had proposed limiting FOTLU membership to skilled workers, and restricting the labor movement to a select few. Knights of Labor delegates were outraged. Nevertheless, the resolution was adopted. The name of the organization was also altered to adopt an international character by adding 'United States and Canada.'In large part, FOTLU's founding principles and constitutional structures mirrored those Gompers had helped institute in the cigar makers' union. The FOTLU constitution provided for a governing body of five executive council members, who would also act as a legislative committee. Annual conventions were established at which each national affiliate would receive one vote for 1,000 members, two votes for 4,000 members and three votes for 8,000 members. Local labor bodies were given one vote each, regardless of size. The voting rules effectively disenfranchised bodies belonging to the Knights of Labor, and Knights-dominated central labor bodies. The Committee on Platform subsequently proposed, and the delegates approved, a preamble to the FOTLU constitution which sharply delineated the new federation from the Knights of Labor. It rejected the Knights' assertion that the interests of capital and labor were one. FOTLU asserted that 'A struggle is going on in the nations of the civilized world between the oppressors and the oppressed...a struggle between capital and labor, which must grow in intensity from year to year and work disastrous results to the toiling millions of all nations...'The committee also proposed a number of resolutions, all of which were passed by the delegates. These included calls for: The legal incorporation of unions; Compulsory education of children; Prohibition of child labor under the age of 14; Apprenticeship laws; Establishment of an eight-hour work day; Repeal of state conspiracy laws which did not provide a safe harbor for labor unions; Establishment of a federal agency to collect labor statistics; Abolition of convict labor; Prohibition of the importation of foreign workers; Federal legislation requiring ventilation and inspection of mines; Support for Irish liberation; Legislation making employers responsible for industrial accidents; and A high protective tariff.Two resolutions were rejected. One called for federal regulation of railroad and telegraph companies in the public interest, and another demanded that only homesteaders be eligible to receive public domain land.Gompers was elected to the executive committee. Struggle for survival FOTLU was not very successful. District and local assemblies of the Knights of Labor withdrew almost immediately, as did most national unions. Only 19 delegates attended the second convention, and 26 at the third. Gompers was elected chairman of FOTLU's executive committee (making him the de facto president) in 1883, but even he did not attend that meeting. The federation's membership hovered around 25,000, and FOTLU organized almost no members and issued no charters to new unions.The federation made some effort to win passage of favorable legislation, but no unified plan of action took place. FOTLU did help defeat a federal bill which would have declared seamen's unions to be mutinies. But the organization was far more successful on the state level, where it won passage of legislation outlawing cigar-making in tenement houses, prohibitions on child labor under those under the age of 12, compulsory education and prohibitions on prison labor.Meanwhile, the Knights of Labor were growing tremendously in the 1884-85 period. A series of successful strikes swept the country, affecting textile workers, plumbers, bricklayers, stove molders, stonecutters, carpet weavers, shoemakers, glass molders and coal miners. The Knights struck the Union Pacific Railway, forcing the company to rescind a 10 percent wage cut in 1884 and another 10 percent wage reduction the company tried to introduce the following year. In July 1885, the Knights had 104,000 members; by July 1886, they had 703,000 members.But FOTLU stagnated. Its membership was so low that it was forced change its policy and admit women and girls as members in 1882. Few joined.1882 was also the year that FOTLU adopted a proposal to establish a national Labor Day holiday on the first Monday in September. It was one of its few successes. (A federal bill ordering observance of Labor Day was introduced in the U.S. Congress in 1894, and the bill was enacted into law and signed by President Grover Cleveland on June 28 of that year.) At its October 1884 convention, FOTLU attempted to reinvigorate itself by adopting a resolution again pushing for establishment of the eight-hour day. Peter J. McGuire, president of the Carpenters union, proposed a resolution—which FOTLU adopted—which required that, if national legislation adopting an eight-hour day was not forthcoming by May 1, 1886, the federation would call a general strike. The leadership of the Knights secretly issued a statement advising its members not to participate in the fight for the eight-hour day, but members of the Knights of Labor overwhelmingly supported the proposal and made plans to support the federation in its May Day strike. Preparations were most advanced in Chicago.In March 1886, the Knights of Labor struck the Union Pacific and Missouri Pacific railroads. The Great Southwest Railroad Strike of 1886 idled 200,000 rail workers. But by the beginning of the summer of 1886, the strike was beginning to collapse—and it was taking the Knights with it. FOTLU was also in crisis. The Knights of Labor had actively undermined FOTLU and raided its unions during the previous five years. The Knights had provided scab workers to employers during strikes called by FOTLU unions. The Knights had publicly denounced FOTLU initiatives, legislative proposals and organizing efforts. Now the Knights began to support a breakaway group of radical cigar-makers known as the Progressive Cigar-makers' Union. With their base in Chicago, the Progressive Cigar-makers advocated open rebellion against the capitalist system. The local central labor body, the Amalgamated Trades and Labor Assembly, fought the Progressive Cigar-makers bitterly for the allegiances of the Chicago's unions. The Knights openly supported the Progressive Cigar-makers against CMIU, enraging Gompers.In the midst of the battle among the Progressive Cigar-makers, CMIU and the Amalgamated Trades, the May 1, 1886 deadline came and with it the general strike. During a peaceful labor rally protesting police violence against strikers in Chicago on May 4, a bomb was set off—killing one policeman immediately (seven others later died of their injuries. In what later became known as the Haymarket Riot, police opened fire on the crowd. Another 11 people were killed, and dozens more wounded. A large number of the unions participating in the strike on May 4 were FOTLU locals. A political backlash against the American labor movement erupted nationwide. In the wake of the Haymarket Riot, FOTLU proposed on April 25, 1886, that a truce be established between the Knights and the federation. A letter signed by McGuire of the Carpenters; Adolph Strasser, president of CMIU; Josiah B. Dyer, general secretary of the Granite Cutters; P.J. Fitzpatrick, president of the Iron Molder's Union of North America; and W.H. Foster, secretary of FOTLU, called for a meeting to be held on May 18, 1886 in Philadelphia, Pennsylvania.Labor peace was the public purpose of the Philadelphia meeting. But Gompers and the meeting convenors planned to use the meeting to swing union support toward an entirely new labor federation. Gompers believed that the Knights were threatening the very existence of craft unionism, and their radical attitudes were likely to bring the wrath of governmental authority down on the labor movement in the wake of the Haymarket Riot.Twenty delegates representing more than 365,000 workers met in Philadelphia. The delegates proposed that the Knights 'agree that they would not initiate into the Order any trade union member without the permission of his union, or any other wage earner who worked for less than the prescribed wage scale of his craft, and they were also called upon to revoke the charter of any local assembly organized by workers in a trade where there was already a national union.'At first blush, it seemed ridiculous that the Knights would agree to the proposal. The Knights were powerful, FOTLU was weak and the Knights were dismantling the federation seemingly at will. But the situation was more complex than that. A number of former FOTLU craft unions had affiliated with the Knights, and they formed a powerful and cohesive clique within the labor organization. Additionally, many of these unions had been raided by other labor organizations belonging to the Knights, or had their job actions broken by scab workers belonging to the Knights. These unions were now ready to undercut the Knights in the Philadelphia negotiations. At the same time, some important Knight leaders had quietly approached Grand Master Workman Terence V. Powderly, and convinced him of that many of FOTLU's grievances were justified. Additionally, the collapse of the Southwest rail strike was putting pressure on Powderly to seek breathing room. Powderly not only agreed to the terms proposed by FOTLU, he left the Philadelphia meeting pledging to bring the proposal before a special convention of the Knights which would meet in Cleveland, Ohio on May 24, 1886. But delegates to the Cleveland convention, dominated by anti-craft union activists, never permitted the agreement to come up for discussion. Instead, delegates passed a resolution ordering Powderly to defend the organization at all costs and expel any member who did not support the Knights. Formation of the American Federation of Labor Negotiations between the two organizations continued for four months. Powderly pledged not to interfere in FOTLU affairs. But craft union members of the Knights were incensed at the treatment their fellow Knights had given them in Cleveland, and they continued to undermine the organization's leadership from within.The regular General Assembly of the Knights of Labor met in Richmond, Virginia in October 1886. Once more, Powderly was unable to bring the Philadelphia agreement up for debate or a vote. Anti-craft union delegates passed a resolution ordering all members of the Cigar-Makers' International Union to leave that organization and join the Progressive Cigar-makers or forfeit their membership in the Knights. Another resolution set up new national assemblies of craft union members, a direct challenge to FOTLU's international unions.The action of the Knights spurred the craft unions into action. McGuire, Strasser, Dyer, Fitzpatrick and Foster issued a national to all craft trade unions to hold a national conference in Columbus, Ohio on December 8, 1886. Forty-two delegates from 25 labor organizations, 13 national unions and 12 local unions and city labor councils assembled in Columbus.Gompers and the FOTLU executive board held their convention at the same time. Gompers and the executive committee congratulated the 20 FOTLU delegates on the organization's success in advocating for an eight-hour day. Then the organization dissolved itself. It turned over its treasury of $248.97 and all its property to the other delegates.The other delegates then declared themselves to be the American Federation of Labor. Although many at the time argued that FOTLU merged with the AFL, the AFL was in fact a continuation of the FOTLU. Leadership Secretaries 1881: William H. Foster 1883: Frank Keyes Foster 1884: Gabriel Edmonston 1885: William H. Foster 1886: John S. Kirchner Presidents 1881: Richard Powers 1882: Samuel Gompers 1883: Patrick H. McLogan 1884: William McClelland 1885: Samuel Gompers Treasurers 1881: Alexander C. Rankin 1882: Robert Howard 1885: Gabriel Edmonston Notes References Commons, John R., et al. History of Labour in the United States. Vol. 2. New York: Macmillan Co., 1918. ISBN 1-893122-75-1 Dubofsky, Melvyn and Dulles, Foster Rhea. Labor in America: A History. 6th ed. Wheeling, IL: Harlan Davidson, Inc., 1999. ISBN 0-88295-979-4 Foner, Philip. History of the Labor Movement in the United States. Vol. 1: From Colonial Times to the Founding of the American Federation of Labor. New York: International Publishers, 1947. ISBN 0-7178-0089-X Foner, Philip. History of the Labor Movement in the United States. Vol. 2: From the Founding of the A.F. of L. to the Emergence of American Imperialism. New York: International Publishers, 1955. ISBN 0-7178-0092-X Green, James. Death in the Haymarket. New York: Pantheon Books, 2006. ISBN 0-375-42237-4 Mandel, Bernard. Samuel Gompers: A Biography. Yellow Springs, OH: Antioch Press, 1963. ISBN 0-87338-084-3 Rayback, Joseph G. A History of American Labor. Rev. and exp. ed. New York: Macmillan Publishing Oc., Inc., 1966. ISBN 0-02-925850-2 See also Labor federation competition in the U.S. Federation of Organized Trades and Labor Unions (FOTLU) of the United States and Canada, and American Federation of Labor (AFL), Early Federation records at the University of Maryland Libraries External links Report of the Annual Sessions of the Federation of Organized Trades and Labor Unions of the United States and Canada 1906 reprint of the minutes of all the FOTLU conventions

instance of

The Federation of Organized Trades and Labor Unions of the United States and Canada (FOTLU) was a federation of labor unions created on November 15, 1881, at Turner Hall in Pittsburgh. It changed its name to the American Federation of Labor (AFL) on December 8, 1886. Forces influencing the formation of FOTLU During the Long Depression of 1873-1878, the Knights of Labor emerged as a potent force for workers in the United States. But as Marxists and Socialists joined the labor movement and fought for dominance within various labor unions, influential newspapers began to advocate for the suppression of trade unions. Many in the American labor movement, such as Samuel Gompers, sought to implement a 'New Unionism' program which would free unions from political affiliation and limit their goals to the day-to-day concerns of working people.Following a failed 107-day cigar-makers' strike in 1877, Gompers assisted President Adolph Strasser in radically restructuring the Cigar Makers' International Union (CMIU) in 1879. Henceforth, the union would be run like a business. The international union would have the authority to take control of local affiliates. Dues would be raised to build financial reserves, and to pay sick and death benefits. A union bank would be established to provide short-term loans for workers who had been laid off and were seeking new jobs. The constitution of the union would be changed to permit the international to seize funds from locals with flush treasuries and transfer the money to locals in distress.Other unions such as the Brotherhood of Carpenters and Joiners also quickly adopted the principles of the 'New Unionism.'In April 1881, Gompers lost a re-election campaign for the presidency of Local 144 of the Cigar Makers' International Union to a coalition of socialists who advocated militancy as a way to improve working conditions of cigar makers. But Gompers and his allies refused to turn over the keys to the offices or the contents of the union's treasury, arguing that the socialists were not fit to hold office. William H. Bailey and Thomas Barry, two executive board members of the Knights of Labor, supported the insurgents against Gompers and may have sabotaged a compromise which would have permitted Gompers to step down. The experience embittered Gompers against the Knights. FOTLU's founding The same month of April 1881, the Paterson 'Home-Journal,' a socialist newspaper in Paterson, New Jersey, called for a conference of labor unions to form a new organization which would organize large numbers of workers. A group of disaffected Knights of Labor in Indiana calling themselves the Knights of Industry and a shadowy group calling itself the Amalgamated Labor Union took up the charge and announced a conference to be held August 2, 1881 in Terre Haute. The International Typographical Union, eager to establish a national labor union, also widely publicized the conference. But more delegates from trade associations and the United States Greenback Party attended than unionists. A resolution against trade unionism was actually proposed, and labor union delegates had to work hard to secure adjournment in order to avoid passage of the motion. The trade unionists decided to call another conference for November 15, 1881 in Pittsburgh, Pennsylvania, where a larger number of trade union members could participate.The Pittsburgh convention was attended by 107 delegates from eight national unions, 11 city labor federations, 42 local craft unions, and three district and 46 local assemblies of the Knights of Labor. The International Typographical Union had the largest trade union delegation, with 14 attendees. The Amalgamated Association of Iron and Steel Workers, International Molders and Foundry Workers Union of North America, the American Flint Glass Workers' Union of North America, the Cigar Makers' International Union, the Brotherhood of Carpenters and Joiners, the Coopers' International Union of North America, the International Granite Cutter's Union and the Lake Seamen's Union also attended. Gompers participated as a delegate from the Cigar Makers'. John J. Jarrett, president of the Iron and Steel Workers, was elected chairman. Gompers was elected chairman of the Committee on Organization. Gompers led his committee to propose that FOTLU restrict its membership to skilled craft unions, excluding unskilled workers and political labor organizations. The proposal was hotly debated. The Knights of Labor believed fervently in a concept of the labor movement that was inclusive of both skilled and unskilled labor. A mass movement of workers was the Knights' goal. But Gompers' Committee on Organization had proposed limiting FOTLU membership to skilled workers, and restricting the labor movement to a select few. Knights of Labor delegates were outraged. Nevertheless, the resolution was adopted. The name of the organization was also altered to adopt an international character by adding 'United States and Canada.'In large part, FOTLU's founding principles and constitutional structures mirrored those Gompers had helped institute in the cigar makers' union. The FOTLU constitution provided for a governing body of five executive council members, who would also act as a legislative committee. Annual conventions were established at which each national affiliate would receive one vote for 1,000 members, two votes for 4,000 members and three votes for 8,000 members. Local labor bodies were given one vote each, regardless of size. The voting rules effectively disenfranchised bodies belonging to the Knights of Labor, and Knights-dominated central labor bodies. The Committee on Platform subsequently proposed, and the delegates approved, a preamble to the FOTLU constitution which sharply delineated the new federation from the Knights of Labor. It rejected the Knights' assertion that the interests of capital and labor were one. FOTLU asserted that 'A struggle is going on in the nations of the civilized world between the oppressors and the oppressed...a struggle between capital and labor, which must grow in intensity from year to year and work disastrous results to the toiling millions of all nations...'The committee also proposed a number of resolutions, all of which were passed by the delegates. These included calls for: The legal incorporation of unions; Compulsory education of children; Prohibition of child labor under the age of 14; Apprenticeship laws; Establishment of an eight-hour work day; Repeal of state conspiracy laws which did not provide a safe harbor for labor unions; Establishment of a federal agency to collect labor statistics; Abolition of convict labor; Prohibition of the importation of foreign workers; Federal legislation requiring ventilation and inspection of mines; Support for Irish liberation; Legislation making employers responsible for industrial accidents; and A high protective tariff.Two resolutions were rejected. One called for federal regulation of railroad and telegraph companies in the public interest, and another demanded that only homesteaders be eligible to receive public domain land.Gompers was elected to the executive committee. Struggle for survival FOTLU was not very successful. District and local assemblies of the Knights of Labor withdrew almost immediately, as did most national unions. Only 19 delegates attended the second convention, and 26 at the third. Gompers was elected chairman of FOTLU's executive committee (making him the de facto president) in 1883, but even he did not attend that meeting. The federation's membership hovered around 25,000, and FOTLU organized almost no members and issued no charters to new unions.The federation made some effort to win passage of favorable legislation, but no unified plan of action took place. FOTLU did help defeat a federal bill which would have declared seamen's unions to be mutinies. But the organization was far more successful on the state level, where it won passage of legislation outlawing cigar-making in tenement houses, prohibitions on child labor under those under the age of 12, compulsory education and prohibitions on prison labor.Meanwhile, the Knights of Labor were growing tremendously in the 1884-85 period. A series of successful strikes swept the country, affecting textile workers, plumbers, bricklayers, stove molders, stonecutters, carpet weavers, shoemakers, glass molders and coal miners. The Knights struck the Union Pacific Railway, forcing the company to rescind a 10 percent wage cut in 1884 and another 10 percent wage reduction the company tried to introduce the following year. In July 1885, the Knights had 104,000 members; by July 1886, they had 703,000 members.But FOTLU stagnated. Its membership was so low that it was forced change its policy and admit women and girls as members in 1882. Few joined.1882 was also the year that FOTLU adopted a proposal to establish a national Labor Day holiday on the first Monday in September. It was one of its few successes. (A federal bill ordering observance of Labor Day was introduced in the U.S. Congress in 1894, and the bill was enacted into law and signed by President Grover Cleveland on June 28 of that year.) At its October 1884 convention, FOTLU attempted to reinvigorate itself by adopting a resolution again pushing for establishment of the eight-hour day. Peter J. McGuire, president of the Carpenters union, proposed a resolution—which FOTLU adopted—which required that, if national legislation adopting an eight-hour day was not forthcoming by May 1, 1886, the federation would call a general strike. The leadership of the Knights secretly issued a statement advising its members not to participate in the fight for the eight-hour day, but members of the Knights of Labor overwhelmingly supported the proposal and made plans to support the federation in its May Day strike. Preparations were most advanced in Chicago.In March 1886, the Knights of Labor struck the Union Pacific and Missouri Pacific railroads. The Great Southwest Railroad Strike of 1886 idled 200,000 rail workers. But by the beginning of the summer of 1886, the strike was beginning to collapse—and it was taking the Knights with it. FOTLU was also in crisis. The Knights of Labor had actively undermined FOTLU and raided its unions during the previous five years. The Knights had provided scab workers to employers during strikes called by FOTLU unions. The Knights had publicly denounced FOTLU initiatives, legislative proposals and organizing efforts. Now the Knights began to support a breakaway group of radical cigar-makers known as the Progressive Cigar-makers' Union. With their base in Chicago, the Progressive Cigar-makers advocated open rebellion against the capitalist system. The local central labor body, the Amalgamated Trades and Labor Assembly, fought the Progressive Cigar-makers bitterly for the allegiances of the Chicago's unions. The Knights openly supported the Progressive Cigar-makers against CMIU, enraging Gompers.In the midst of the battle among the Progressive Cigar-makers, CMIU and the Amalgamated Trades, the May 1, 1886 deadline came and with it the general strike. During a peaceful labor rally protesting police violence against strikers in Chicago on May 4, a bomb was set off—killing one policeman immediately (seven others later died of their injuries. In what later became known as the Haymarket Riot, police opened fire on the crowd. Another 11 people were killed, and dozens more wounded. A large number of the unions participating in the strike on May 4 were FOTLU locals. A political backlash against the American labor movement erupted nationwide. In the wake of the Haymarket Riot, FOTLU proposed on April 25, 1886, that a truce be established between the Knights and the federation. A letter signed by McGuire of the Carpenters; Adolph Strasser, president of CMIU; Josiah B. Dyer, general secretary of the Granite Cutters; P.J. Fitzpatrick, president of the Iron Molder's Union of North America; and W.H. Foster, secretary of FOTLU, called for a meeting to be held on May 18, 1886 in Philadelphia, Pennsylvania.Labor peace was the public purpose of the Philadelphia meeting. But Gompers and the meeting convenors planned to use the meeting to swing union support toward an entirely new labor federation. Gompers believed that the Knights were threatening the very existence of craft unionism, and their radical attitudes were likely to bring the wrath of governmental authority down on the labor movement in the wake of the Haymarket Riot.Twenty delegates representing more than 365,000 workers met in Philadelphia. The delegates proposed that the Knights 'agree that they would not initiate into the Order any trade union member without the permission of his union, or any other wage earner who worked for less than the prescribed wage scale of his craft, and they were also called upon to revoke the charter of any local assembly organized by workers in a trade where there was already a national union.'At first blush, it seemed ridiculous that the Knights would agree to the proposal. The Knights were powerful, FOTLU was weak and the Knights were dismantling the federation seemingly at will. But the situation was more complex than that. A number of former FOTLU craft unions had affiliated with the Knights, and they formed a powerful and cohesive clique within the labor organization. Additionally, many of these unions had been raided by other labor organizations belonging to the Knights, or had their job actions broken by scab workers belonging to the Knights. These unions were now ready to undercut the Knights in the Philadelphia negotiations. At the same time, some important Knight leaders had quietly approached Grand Master Workman Terence V. Powderly, and convinced him of that many of FOTLU's grievances were justified. Additionally, the collapse of the Southwest rail strike was putting pressure on Powderly to seek breathing room. Powderly not only agreed to the terms proposed by FOTLU, he left the Philadelphia meeting pledging to bring the proposal before a special convention of the Knights which would meet in Cleveland, Ohio on May 24, 1886. But delegates to the Cleveland convention, dominated by anti-craft union activists, never permitted the agreement to come up for discussion. Instead, delegates passed a resolution ordering Powderly to defend the organization at all costs and expel any member who did not support the Knights. Formation of the American Federation of Labor Negotiations between the two organizations continued for four months. Powderly pledged not to interfere in FOTLU affairs. But craft union members of the Knights were incensed at the treatment their fellow Knights had given them in Cleveland, and they continued to undermine the organization's leadership from within.The regular General Assembly of the Knights of Labor met in Richmond, Virginia in October 1886. Once more, Powderly was unable to bring the Philadelphia agreement up for debate or a vote. Anti-craft union delegates passed a resolution ordering all members of the Cigar-Makers' International Union to leave that organization and join the Progressive Cigar-makers or forfeit their membership in the Knights. Another resolution set up new national assemblies of craft union members, a direct challenge to FOTLU's international unions.The action of the Knights spurred the craft unions into action. McGuire, Strasser, Dyer, Fitzpatrick and Foster issued a national to all craft trade unions to hold a national conference in Columbus, Ohio on December 8, 1886. Forty-two delegates from 25 labor organizations, 13 national unions and 12 local unions and city labor councils assembled in Columbus.Gompers and the FOTLU executive board held their convention at the same time. Gompers and the executive committee congratulated the 20 FOTLU delegates on the organization's success in advocating for an eight-hour day. Then the organization dissolved itself. It turned over its treasury of $248.97 and all its property to the other delegates.The other delegates then declared themselves to be the American Federation of Labor. Although many at the time argued that FOTLU merged with the AFL, the AFL was in fact a continuation of the FOTLU. Leadership Secretaries 1881: William H. Foster 1883: Frank Keyes Foster 1884: Gabriel Edmonston 1885: William H. Foster 1886: John S. Kirchner Presidents 1881: Richard Powers 1882: Samuel Gompers 1883: Patrick H. McLogan 1884: William McClelland 1885: Samuel Gompers Treasurers 1881: Alexander C. Rankin 1882: Robert Howard 1885: Gabriel Edmonston Notes References Commons, John R., et al. History of Labour in the United States. Vol. 2. New York: Macmillan Co., 1918. ISBN 1-893122-75-1 Dubofsky, Melvyn and Dulles, Foster Rhea. Labor in America: A History. 6th ed. Wheeling, IL: Harlan Davidson, Inc., 1999. ISBN 0-88295-979-4 Foner, Philip. History of the Labor Movement in the United States. Vol. 1: From Colonial Times to the Founding of the American Federation of Labor. New York: International Publishers, 1947. ISBN 0-7178-0089-X Foner, Philip. History of the Labor Movement in the United States. Vol. 2: From the Founding of the A.F. of L. to the Emergence of American Imperialism. New York: International Publishers, 1955. ISBN 0-7178-0092-X Green, James. Death in the Haymarket. New York: Pantheon Books, 2006. ISBN 0-375-42237-4 Mandel, Bernard. Samuel Gompers: A Biography. Yellow Springs, OH: Antioch Press, 1963. ISBN 0-87338-084-3 Rayback, Joseph G. A History of American Labor. Rev. and exp. ed. New York: Macmillan Publishing Oc., Inc., 1966. ISBN 0-02-925850-2 See also Labor federation competition in the U.S. Federation of Organized Trades and Labor Unions (FOTLU) of the United States and Canada, and American Federation of Labor (AFL), Early Federation records at the University of Maryland Libraries External links Report of the Annual Sessions of the Federation of Organized Trades and Labor Unions of the United States and Canada 1906 reprint of the minutes of all the FOTLU conventions

archives at

The Federation of Organized Trades and Labor Unions of the United States and Canada (FOTLU) was a federation of labor unions created on November 15, 1881, at Turner Hall in Pittsburgh. It changed its name to the American Federation of Labor (AFL) on December 8, 1886. Forces influencing the formation of FOTLU During the Long Depression of 1873-1878, the Knights of Labor emerged as a potent force for workers in the United States. But as Marxists and Socialists joined the labor movement and fought for dominance within various labor unions, influential newspapers began to advocate for the suppression of trade unions. Many in the American labor movement, such as Samuel Gompers, sought to implement a 'New Unionism' program which would free unions from political affiliation and limit their goals to the day-to-day concerns of working people.Following a failed 107-day cigar-makers' strike in 1877, Gompers assisted President Adolph Strasser in radically restructuring the Cigar Makers' International Union (CMIU) in 1879. Henceforth, the union would be run like a business. The international union would have the authority to take control of local affiliates. Dues would be raised to build financial reserves, and to pay sick and death benefits. A union bank would be established to provide short-term loans for workers who had been laid off and were seeking new jobs. The constitution of the union would be changed to permit the international to seize funds from locals with flush treasuries and transfer the money to locals in distress.Other unions such as the Brotherhood of Carpenters and Joiners also quickly adopted the principles of the 'New Unionism.'In April 1881, Gompers lost a re-election campaign for the presidency of Local 144 of the Cigar Makers' International Union to a coalition of socialists who advocated militancy as a way to improve working conditions of cigar makers. But Gompers and his allies refused to turn over the keys to the offices or the contents of the union's treasury, arguing that the socialists were not fit to hold office. William H. Bailey and Thomas Barry, two executive board members of the Knights of Labor, supported the insurgents against Gompers and may have sabotaged a compromise which would have permitted Gompers to step down. The experience embittered Gompers against the Knights. FOTLU's founding The same month of April 1881, the Paterson 'Home-Journal,' a socialist newspaper in Paterson, New Jersey, called for a conference of labor unions to form a new organization which would organize large numbers of workers. A group of disaffected Knights of Labor in Indiana calling themselves the Knights of Industry and a shadowy group calling itself the Amalgamated Labor Union took up the charge and announced a conference to be held August 2, 1881 in Terre Haute. The International Typographical Union, eager to establish a national labor union, also widely publicized the conference. But more delegates from trade associations and the United States Greenback Party attended than unionists. A resolution against trade unionism was actually proposed, and labor union delegates had to work hard to secure adjournment in order to avoid passage of the motion. The trade unionists decided to call another conference for November 15, 1881 in Pittsburgh, Pennsylvania, where a larger number of trade union members could participate.The Pittsburgh convention was attended by 107 delegates from eight national unions, 11 city labor federations, 42 local craft unions, and three district and 46 local assemblies of the Knights of Labor. The International Typographical Union had the largest trade union delegation, with 14 attendees. The Amalgamated Association of Iron and Steel Workers, International Molders and Foundry Workers Union of North America, the American Flint Glass Workers' Union of North America, the Cigar Makers' International Union, the Brotherhood of Carpenters and Joiners, the Coopers' International Union of North America, the International Granite Cutter's Union and the Lake Seamen's Union also attended. Gompers participated as a delegate from the Cigar Makers'. John J. Jarrett, president of the Iron and Steel Workers, was elected chairman. Gompers was elected chairman of the Committee on Organization. Gompers led his committee to propose that FOTLU restrict its membership to skilled craft unions, excluding unskilled workers and political labor organizations. The proposal was hotly debated. The Knights of Labor believed fervently in a concept of the labor movement that was inclusive of both skilled and unskilled labor. A mass movement of workers was the Knights' goal. But Gompers' Committee on Organization had proposed limiting FOTLU membership to skilled workers, and restricting the labor movement to a select few. Knights of Labor delegates were outraged. Nevertheless, the resolution was adopted. The name of the organization was also altered to adopt an international character by adding 'United States and Canada.'In large part, FOTLU's founding principles and constitutional structures mirrored those Gompers had helped institute in the cigar makers' union. The FOTLU constitution provided for a governing body of five executive council members, who would also act as a legislative committee. Annual conventions were established at which each national affiliate would receive one vote for 1,000 members, two votes for 4,000 members and three votes for 8,000 members. Local labor bodies were given one vote each, regardless of size. The voting rules effectively disenfranchised bodies belonging to the Knights of Labor, and Knights-dominated central labor bodies. The Committee on Platform subsequently proposed, and the delegates approved, a preamble to the FOTLU constitution which sharply delineated the new federation from the Knights of Labor. It rejected the Knights' assertion that the interests of capital and labor were one. FOTLU asserted that 'A struggle is going on in the nations of the civilized world between the oppressors and the oppressed...a struggle between capital and labor, which must grow in intensity from year to year and work disastrous results to the toiling millions of all nations...'The committee also proposed a number of resolutions, all of which were passed by the delegates. These included calls for: The legal incorporation of unions; Compulsory education of children; Prohibition of child labor under the age of 14; Apprenticeship laws; Establishment of an eight-hour work day; Repeal of state conspiracy laws which did not provide a safe harbor for labor unions; Establishment of a federal agency to collect labor statistics; Abolition of convict labor; Prohibition of the importation of foreign workers; Federal legislation requiring ventilation and inspection of mines; Support for Irish liberation; Legislation making employers responsible for industrial accidents; and A high protective tariff.Two resolutions were rejected. One called for federal regulation of railroad and telegraph companies in the public interest, and another demanded that only homesteaders be eligible to receive public domain land.Gompers was elected to the executive committee. Struggle for survival FOTLU was not very successful. District and local assemblies of the Knights of Labor withdrew almost immediately, as did most national unions. Only 19 delegates attended the second convention, and 26 at the third. Gompers was elected chairman of FOTLU's executive committee (making him the de facto president) in 1883, but even he did not attend that meeting. The federation's membership hovered around 25,000, and FOTLU organized almost no members and issued no charters to new unions.The federation made some effort to win passage of favorable legislation, but no unified plan of action took place. FOTLU did help defeat a federal bill which would have declared seamen's unions to be mutinies. But the organization was far more successful on the state level, where it won passage of legislation outlawing cigar-making in tenement houses, prohibitions on child labor under those under the age of 12, compulsory education and prohibitions on prison labor.Meanwhile, the Knights of Labor were growing tremendously in the 1884-85 period. A series of successful strikes swept the country, affecting textile workers, plumbers, bricklayers, stove molders, stonecutters, carpet weavers, shoemakers, glass molders and coal miners. The Knights struck the Union Pacific Railway, forcing the company to rescind a 10 percent wage cut in 1884 and another 10 percent wage reduction the company tried to introduce the following year. In July 1885, the Knights had 104,000 members; by July 1886, they had 703,000 members.But FOTLU stagnated. Its membership was so low that it was forced change its policy and admit women and girls as members in 1882. Few joined.1882 was also the year that FOTLU adopted a proposal to establish a national Labor Day holiday on the first Monday in September. It was one of its few successes. (A federal bill ordering observance of Labor Day was introduced in the U.S. Congress in 1894, and the bill was enacted into law and signed by President Grover Cleveland on June 28 of that year.) At its October 1884 convention, FOTLU attempted to reinvigorate itself by adopting a resolution again pushing for establishment of the eight-hour day. Peter J. McGuire, president of the Carpenters union, proposed a resolution—which FOTLU adopted—which required that, if national legislation adopting an eight-hour day was not forthcoming by May 1, 1886, the federation would call a general strike. The leadership of the Knights secretly issued a statement advising its members not to participate in the fight for the eight-hour day, but members of the Knights of Labor overwhelmingly supported the proposal and made plans to support the federation in its May Day strike. Preparations were most advanced in Chicago.In March 1886, the Knights of Labor struck the Union Pacific and Missouri Pacific railroads. The Great Southwest Railroad Strike of 1886 idled 200,000 rail workers. But by the beginning of the summer of 1886, the strike was beginning to collapse—and it was taking the Knights with it. FOTLU was also in crisis. The Knights of Labor had actively undermined FOTLU and raided its unions during the previous five years. The Knights had provided scab workers to employers during strikes called by FOTLU unions. The Knights had publicly denounced FOTLU initiatives, legislative proposals and organizing efforts. Now the Knights began to support a breakaway group of radical cigar-makers known as the Progressive Cigar-makers' Union. With their base in Chicago, the Progressive Cigar-makers advocated open rebellion against the capitalist system. The local central labor body, the Amalgamated Trades and Labor Assembly, fought the Progressive Cigar-makers bitterly for the allegiances of the Chicago's unions. The Knights openly supported the Progressive Cigar-makers against CMIU, enraging Gompers.In the midst of the battle among the Progressive Cigar-makers, CMIU and the Amalgamated Trades, the May 1, 1886 deadline came and with it the general strike. During a peaceful labor rally protesting police violence against strikers in Chicago on May 4, a bomb was set off—killing one policeman immediately (seven others later died of their injuries. In what later became known as the Haymarket Riot, police opened fire on the crowd. Another 11 people were killed, and dozens more wounded. A large number of the unions participating in the strike on May 4 were FOTLU locals. A political backlash against the American labor movement erupted nationwide. In the wake of the Haymarket Riot, FOTLU proposed on April 25, 1886, that a truce be established between the Knights and the federation. A letter signed by McGuire of the Carpenters; Adolph Strasser, president of CMIU; Josiah B. Dyer, general secretary of the Granite Cutters; P.J. Fitzpatrick, president of the Iron Molder's Union of North America; and W.H. Foster, secretary of FOTLU, called for a meeting to be held on May 18, 1886 in Philadelphia, Pennsylvania.Labor peace was the public purpose of the Philadelphia meeting. But Gompers and the meeting convenors planned to use the meeting to swing union support toward an entirely new labor federation. Gompers believed that the Knights were threatening the very existence of craft unionism, and their radical attitudes were likely to bring the wrath of governmental authority down on the labor movement in the wake of the Haymarket Riot.Twenty delegates representing more than 365,000 workers met in Philadelphia. The delegates proposed that the Knights 'agree that they would not initiate into the Order any trade union member without the permission of his union, or any other wage earner who worked for less than the prescribed wage scale of his craft, and they were also called upon to revoke the charter of any local assembly organized by workers in a trade where there was already a national union.'At first blush, it seemed ridiculous that the Knights would agree to the proposal. The Knights were powerful, FOTLU was weak and the Knights were dismantling the federation seemingly at will. But the situation was more complex than that. A number of former FOTLU craft unions had affiliated with the Knights, and they formed a powerful and cohesive clique within the labor organization. Additionally, many of these unions had been raided by other labor organizations belonging to the Knights, or had their job actions broken by scab workers belonging to the Knights. These unions were now ready to undercut the Knights in the Philadelphia negotiations. At the same time, some important Knight leaders had quietly approached Grand Master Workman Terence V. Powderly, and convinced him of that many of FOTLU's grievances were justified. Additionally, the collapse of the Southwest rail strike was putting pressure on Powderly to seek breathing room. Powderly not only agreed to the terms proposed by FOTLU, he left the Philadelphia meeting pledging to bring the proposal before a special convention of the Knights which would meet in Cleveland, Ohio on May 24, 1886. But delegates to the Cleveland convention, dominated by anti-craft union activists, never permitted the agreement to come up for discussion. Instead, delegates passed a resolution ordering Powderly to defend the organization at all costs and expel any member who did not support the Knights. Formation of the American Federation of Labor Negotiations between the two organizations continued for four months. Powderly pledged not to interfere in FOTLU affairs. But craft union members of the Knights were incensed at the treatment their fellow Knights had given them in Cleveland, and they continued to undermine the organization's leadership from within.The regular General Assembly of the Knights of Labor met in Richmond, Virginia in October 1886. Once more, Powderly was unable to bring the Philadelphia agreement up for debate or a vote. Anti-craft union delegates passed a resolution ordering all members of the Cigar-Makers' International Union to leave that organization and join the Progressive Cigar-makers or forfeit their membership in the Knights. Another resolution set up new national assemblies of craft union members, a direct challenge to FOTLU's international unions.The action of the Knights spurred the craft unions into action. McGuire, Strasser, Dyer, Fitzpatrick and Foster issued a national to all craft trade unions to hold a national conference in Columbus, Ohio on December 8, 1886. Forty-two delegates from 25 labor organizations, 13 national unions and 12 local unions and city labor councils assembled in Columbus.Gompers and the FOTLU executive board held their convention at the same time. Gompers and the executive committee congratulated the 20 FOTLU delegates on the organization's success in advocating for an eight-hour day. Then the organization dissolved itself. It turned over its treasury of $248.97 and all its property to the other delegates.The other delegates then declared themselves to be the American Federation of Labor. Although many at the time argued that FOTLU merged with the AFL, the AFL was in fact a continuation of the FOTLU. Leadership Secretaries 1881: William H. Foster 1883: Frank Keyes Foster 1884: Gabriel Edmonston 1885: William H. Foster 1886: John S. Kirchner Presidents 1881: Richard Powers 1882: Samuel Gompers 1883: Patrick H. McLogan 1884: William McClelland 1885: Samuel Gompers Treasurers 1881: Alexander C. Rankin 1882: Robert Howard 1885: Gabriel Edmonston Notes References Commons, John R., et al. History of Labour in the United States. Vol. 2. New York: Macmillan Co., 1918. ISBN 1-893122-75-1 Dubofsky, Melvyn and Dulles, Foster Rhea. Labor in America: A History. 6th ed. Wheeling, IL: Harlan Davidson, Inc., 1999. ISBN 0-88295-979-4 Foner, Philip. History of the Labor Movement in the United States. Vol. 1: From Colonial Times to the Founding of the American Federation of Labor. New York: International Publishers, 1947. ISBN 0-7178-0089-X Foner, Philip. History of the Labor Movement in the United States. Vol. 2: From the Founding of the A.F. of L. to the Emergence of American Imperialism. New York: International Publishers, 1955. ISBN 0-7178-0092-X Green, James. Death in the Haymarket. New York: Pantheon Books, 2006. ISBN 0-375-42237-4 Mandel, Bernard. Samuel Gompers: A Biography. Yellow Springs, OH: Antioch Press, 1963. ISBN 0-87338-084-3 Rayback, Joseph G. A History of American Labor. Rev. and exp. ed. New York: Macmillan Publishing Oc., Inc., 1966. ISBN 0-02-925850-2 See also Labor federation competition in the U.S. Federation of Organized Trades and Labor Unions (FOTLU) of the United States and Canada, and American Federation of Labor (AFL), Early Federation records at the University of Maryland Libraries External links Report of the Annual Sessions of the Federation of Organized Trades and Labor Unions of the United States and Canada 1906 reprint of the minutes of all the FOTLU conventions

replaced by

James McCready (1816–1909) was the fourth mayor of the city of Indianapolis, Indiana, and the first Democrat to hold that office. As mayor, McCready appointed the city's first police force. == References ==

family name

James McCready (1816–1909) was the fourth mayor of the city of Indianapolis, Indiana, and the first Democrat to hold that office. As mayor, McCready appointed the city's first police force. == References ==

given name

Stedelijk Museum Alkmaar is a city museum located in the center of Alkmaar on the Canadaplein (Canada Square). The museum is devoted to presenting and preserving the cultural history of Alkmaar and the surrounding region. History In 1873 the museum was founded on the Breedstraat. In 1968 it moved to the Doelenstraat in the old Schutterij building. It moved to its present location in 2000. The museum hosts a collection of historical paintings and artifacts, some of which date back to the period before the Protestant Reformation. The older paintings are by the Master of Alkmaar, Frans Menton, Zacharias Paulusz, Caesar van Everdingen, Pieter Jansz Saenredam, Maarten van Heemskerck, Lambert Doomer, and Jan de Baen. The more modern art is represented by members of the Bergen School (art), but also has examples of Expressionism and Cubism. Some of the more prominent names in the collection are Charley Toorop, Henri Le Fauconnier, Jan Sluyters, Leo Gestel, and Piet Mondriaan (one sketch). The museum has a café and often hosts visiting art exhibitions. References External links Media related to Stedelijk Museum Alkmaar at Wikimedia Commons Website Stedelijk Museum Alkmaar (with online collection)

instance of

Stedelijk Museum Alkmaar is a city museum located in the center of Alkmaar on the Canadaplein (Canada Square). The museum is devoted to presenting and preserving the cultural history of Alkmaar and the surrounding region. History In 1873 the museum was founded on the Breedstraat. In 1968 it moved to the Doelenstraat in the old Schutterij building. It moved to its present location in 2000. The museum hosts a collection of historical paintings and artifacts, some of which date back to the period before the Protestant Reformation. The older paintings are by the Master of Alkmaar, Frans Menton, Zacharias Paulusz, Caesar van Everdingen, Pieter Jansz Saenredam, Maarten van Heemskerck, Lambert Doomer, and Jan de Baen. The more modern art is represented by members of the Bergen School (art), but also has examples of Expressionism and Cubism. Some of the more prominent names in the collection are Charley Toorop, Henri Le Fauconnier, Jan Sluyters, Leo Gestel, and Piet Mondriaan (one sketch). The museum has a café and often hosts visiting art exhibitions. References External links Media related to Stedelijk Museum Alkmaar at Wikimedia Commons Website Stedelijk Museum Alkmaar (with online collection)

located in the administrative territorial entity

Stedelijk Museum Alkmaar is a city museum located in the center of Alkmaar on the Canadaplein (Canada Square). The museum is devoted to presenting and preserving the cultural history of Alkmaar and the surrounding region. History In 1873 the museum was founded on the Breedstraat. In 1968 it moved to the Doelenstraat in the old Schutterij building. It moved to its present location in 2000. The museum hosts a collection of historical paintings and artifacts, some of which date back to the period before the Protestant Reformation. The older paintings are by the Master of Alkmaar, Frans Menton, Zacharias Paulusz, Caesar van Everdingen, Pieter Jansz Saenredam, Maarten van Heemskerck, Lambert Doomer, and Jan de Baen. The more modern art is represented by members of the Bergen School (art), but also has examples of Expressionism and Cubism. Some of the more prominent names in the collection are Charley Toorop, Henri Le Fauconnier, Jan Sluyters, Leo Gestel, and Piet Mondriaan (one sketch). The museum has a café and often hosts visiting art exhibitions. References External links Media related to Stedelijk Museum Alkmaar at Wikimedia Commons Website Stedelijk Museum Alkmaar (with online collection)

headquarters location

Stedelijk Museum Alkmaar is a city museum located in the center of Alkmaar on the Canadaplein (Canada Square). The museum is devoted to presenting and preserving the cultural history of Alkmaar and the surrounding region. History In 1873 the museum was founded on the Breedstraat. In 1968 it moved to the Doelenstraat in the old Schutterij building. It moved to its present location in 2000. The museum hosts a collection of historical paintings and artifacts, some of which date back to the period before the Protestant Reformation. The older paintings are by the Master of Alkmaar, Frans Menton, Zacharias Paulusz, Caesar van Everdingen, Pieter Jansz Saenredam, Maarten van Heemskerck, Lambert Doomer, and Jan de Baen. The more modern art is represented by members of the Bergen School (art), but also has examples of Expressionism and Cubism. Some of the more prominent names in the collection are Charley Toorop, Henri Le Fauconnier, Jan Sluyters, Leo Gestel, and Piet Mondriaan (one sketch). The museum has a café and often hosts visiting art exhibitions. References External links Media related to Stedelijk Museum Alkmaar at Wikimedia Commons Website Stedelijk Museum Alkmaar (with online collection)

location

Stedelijk Museum Alkmaar is a city museum located in the center of Alkmaar on the Canadaplein (Canada Square). The museum is devoted to presenting and preserving the cultural history of Alkmaar and the surrounding region. History In 1873 the museum was founded on the Breedstraat. In 1968 it moved to the Doelenstraat in the old Schutterij building. It moved to its present location in 2000. The museum hosts a collection of historical paintings and artifacts, some of which date back to the period before the Protestant Reformation. The older paintings are by the Master of Alkmaar, Frans Menton, Zacharias Paulusz, Caesar van Everdingen, Pieter Jansz Saenredam, Maarten van Heemskerck, Lambert Doomer, and Jan de Baen. The more modern art is represented by members of the Bergen School (art), but also has examples of Expressionism and Cubism. Some of the more prominent names in the collection are Charley Toorop, Henri Le Fauconnier, Jan Sluyters, Leo Gestel, and Piet Mondriaan (one sketch). The museum has a café and often hosts visiting art exhibitions. References External links Media related to Stedelijk Museum Alkmaar at Wikimedia Commons Website Stedelijk Museum Alkmaar (with online collection)

Commons category

Stedelijk Museum Alkmaar is a city museum located in the center of Alkmaar on the Canadaplein (Canada Square). The museum is devoted to presenting and preserving the cultural history of Alkmaar and the surrounding region. History In 1873 the museum was founded on the Breedstraat. In 1968 it moved to the Doelenstraat in the old Schutterij building. It moved to its present location in 2000. The museum hosts a collection of historical paintings and artifacts, some of which date back to the period before the Protestant Reformation. The older paintings are by the Master of Alkmaar, Frans Menton, Zacharias Paulusz, Caesar van Everdingen, Pieter Jansz Saenredam, Maarten van Heemskerck, Lambert Doomer, and Jan de Baen. The more modern art is represented by members of the Bergen School (art), but also has examples of Expressionism and Cubism. Some of the more prominent names in the collection are Charley Toorop, Henri Le Fauconnier, Jan Sluyters, Leo Gestel, and Piet Mondriaan (one sketch). The museum has a café and often hosts visiting art exhibitions. References External links Media related to Stedelijk Museum Alkmaar at Wikimedia Commons Website Stedelijk Museum Alkmaar (with online collection)

located on street

Tomás Brizuela (c. 1800 – 20 June 1841 ) was a soldier and caudillo in Argentina. He was a lieutenant of Facundo Quiroga in his home province of La Rioja, and governor of La Rioja between 1836 and 1841, Brizuela died fighting against the dictatorship of Juan Manuel de Rosas. Early career Tomás Brizuela was born in the Province of La Rioja around 1800. He was known as the "Zarco" for his blue eyes. As a young man he joined the Federalist forces. He accompanied Quiroga in the Battle of El Tala against Gregorio Aráoz de Lamadrid, and as infantry leader in the Battle of Rincón de Valladares, where he earned promotion to Colonel. He later fought in the Federal defeat of the Battle of La Tablada. When the province was invaded by Lamadrid, after the Federal defeat in the Battle of Oncativo he was taken prisoner by Lieutenant Colonel Melián. Lamadrid ordered him shot, but Melián saved his life. In late 1830 Brizuela joined the fight to recover La Rioja for his party, and occupied the provincial capital. On 3 February 1831 he was briefly appointed governor. Soon after the news came of the victory of Quiroga in the Battle of Rodeo de Chacon, which gave him control of Cuyo. Brizuela joined forces with Quiroga and was commander of the provincial army during the following years. On 15 January 1836 he repulsed the invasion of San Juan Governor Martín Yanzón and counterattacked, occupying the city of San Juan and forcing Yanzón to flee. On 20 May 1837 he was appointed governor of La Rioja by the provincial legislature. He did not achieve much as a governor. At this time his character changed completely, with him becoming an alcoholic. Later years In early 1840, the Liberals and Unitarians of the northern provinces formed the Northern Coalition and invited Brizuela to join. He was named commander of the Coalition, but nobody accepted his orders. The Unitarian officers who arrived from Chile such as Colonel Juan Esteban Pedernera, sent to be his chief of staff, and those who come later with Lavalle, despised him for being an alcoholic and leader of irregular montoneras units. Taking his role seriously, he tried to convince the Santiago leader Juan Felipe Ibarra to join him, but Ibarra refused and remained true to Juan Manuel de Rosas. After his defeat in the Battle of Quebracho Herrado, the Unitarian General Juan Lavalle retreated northward. La Rioja was invaded without difficulty by Nazario Benavídez and José Félix Aldao with 1,500 men, threatening Brizuela and Lavalle. Lavalle abandoned the province for Catamarca, pursued by Oribe, while Aldao advanced towards Brizuela. Still commanding 600 men, Brizuela retreated to the Famatina valley, in the west of the province. He reached Sañogasta, where he was defeated. During the battle, on 20 June 1841 he was shot in the back by one of his officers, and died before being taken to the presence of Aldao. References Notes Citations Sources Further reading

place of birth

Tomás Brizuela (c. 1800 – 20 June 1841 ) was a soldier and caudillo in Argentina. He was a lieutenant of Facundo Quiroga in his home province of La Rioja, and governor of La Rioja between 1836 and 1841, Brizuela died fighting against the dictatorship of Juan Manuel de Rosas. Early career Tomás Brizuela was born in the Province of La Rioja around 1800. He was known as the "Zarco" for his blue eyes. As a young man he joined the Federalist forces. He accompanied Quiroga in the Battle of El Tala against Gregorio Aráoz de Lamadrid, and as infantry leader in the Battle of Rincón de Valladares, where he earned promotion to Colonel. He later fought in the Federal defeat of the Battle of La Tablada. When the province was invaded by Lamadrid, after the Federal defeat in the Battle of Oncativo he was taken prisoner by Lieutenant Colonel Melián. Lamadrid ordered him shot, but Melián saved his life. In late 1830 Brizuela joined the fight to recover La Rioja for his party, and occupied the provincial capital. On 3 February 1831 he was briefly appointed governor. Soon after the news came of the victory of Quiroga in the Battle of Rodeo de Chacon, which gave him control of Cuyo. Brizuela joined forces with Quiroga and was commander of the provincial army during the following years. On 15 January 1836 he repulsed the invasion of San Juan Governor Martín Yanzón and counterattacked, occupying the city of San Juan and forcing Yanzón to flee. On 20 May 1837 he was appointed governor of La Rioja by the provincial legislature. He did not achieve much as a governor. At this time his character changed completely, with him becoming an alcoholic. Later years In early 1840, the Liberals and Unitarians of the northern provinces formed the Northern Coalition and invited Brizuela to join. He was named commander of the Coalition, but nobody accepted his orders. The Unitarian officers who arrived from Chile such as Colonel Juan Esteban Pedernera, sent to be his chief of staff, and those who come later with Lavalle, despised him for being an alcoholic and leader of irregular montoneras units. Taking his role seriously, he tried to convince the Santiago leader Juan Felipe Ibarra to join him, but Ibarra refused and remained true to Juan Manuel de Rosas. After his defeat in the Battle of Quebracho Herrado, the Unitarian General Juan Lavalle retreated northward. La Rioja was invaded without difficulty by Nazario Benavídez and José Félix Aldao with 1,500 men, threatening Brizuela and Lavalle. Lavalle abandoned the province for Catamarca, pursued by Oribe, while Aldao advanced towards Brizuela. Still commanding 600 men, Brizuela retreated to the Famatina valley, in the west of the province. He reached Sañogasta, where he was defeated. During the battle, on 20 June 1841 he was shot in the back by one of his officers, and died before being taken to the presence of Aldao. References Notes Citations Sources Further reading

place of death

Tomás Brizuela (c. 1800 – 20 June 1841 ) was a soldier and caudillo in Argentina. He was a lieutenant of Facundo Quiroga in his home province of La Rioja, and governor of La Rioja between 1836 and 1841, Brizuela died fighting against the dictatorship of Juan Manuel de Rosas. Early career Tomás Brizuela was born in the Province of La Rioja around 1800. He was known as the "Zarco" for his blue eyes. As a young man he joined the Federalist forces. He accompanied Quiroga in the Battle of El Tala against Gregorio Aráoz de Lamadrid, and as infantry leader in the Battle of Rincón de Valladares, where he earned promotion to Colonel. He later fought in the Federal defeat of the Battle of La Tablada. When the province was invaded by Lamadrid, after the Federal defeat in the Battle of Oncativo he was taken prisoner by Lieutenant Colonel Melián. Lamadrid ordered him shot, but Melián saved his life. In late 1830 Brizuela joined the fight to recover La Rioja for his party, and occupied the provincial capital. On 3 February 1831 he was briefly appointed governor. Soon after the news came of the victory of Quiroga in the Battle of Rodeo de Chacon, which gave him control of Cuyo. Brizuela joined forces with Quiroga and was commander of the provincial army during the following years. On 15 January 1836 he repulsed the invasion of San Juan Governor Martín Yanzón and counterattacked, occupying the city of San Juan and forcing Yanzón to flee. On 20 May 1837 he was appointed governor of La Rioja by the provincial legislature. He did not achieve much as a governor. At this time his character changed completely, with him becoming an alcoholic. Later years In early 1840, the Liberals and Unitarians of the northern provinces formed the Northern Coalition and invited Brizuela to join. He was named commander of the Coalition, but nobody accepted his orders. The Unitarian officers who arrived from Chile such as Colonel Juan Esteban Pedernera, sent to be his chief of staff, and those who come later with Lavalle, despised him for being an alcoholic and leader of irregular montoneras units. Taking his role seriously, he tried to convince the Santiago leader Juan Felipe Ibarra to join him, but Ibarra refused and remained true to Juan Manuel de Rosas. After his defeat in the Battle of Quebracho Herrado, the Unitarian General Juan Lavalle retreated northward. La Rioja was invaded without difficulty by Nazario Benavídez and José Félix Aldao with 1,500 men, threatening Brizuela and Lavalle. Lavalle abandoned the province for Catamarca, pursued by Oribe, while Aldao advanced towards Brizuela. Still commanding 600 men, Brizuela retreated to the Famatina valley, in the west of the province. He reached Sañogasta, where he was defeated. During the battle, on 20 June 1841 he was shot in the back by one of his officers, and died before being taken to the presence of Aldao. References Notes Citations Sources Further reading

country of citizenship

Tomás Brizuela (c. 1800 – 20 June 1841 ) was a soldier and caudillo in Argentina. He was a lieutenant of Facundo Quiroga in his home province of La Rioja, and governor of La Rioja between 1836 and 1841, Brizuela died fighting against the dictatorship of Juan Manuel de Rosas. Early career Tomás Brizuela was born in the Province of La Rioja around 1800. He was known as the "Zarco" for his blue eyes. As a young man he joined the Federalist forces. He accompanied Quiroga in the Battle of El Tala against Gregorio Aráoz de Lamadrid, and as infantry leader in the Battle of Rincón de Valladares, where he earned promotion to Colonel. He later fought in the Federal defeat of the Battle of La Tablada. When the province was invaded by Lamadrid, after the Federal defeat in the Battle of Oncativo he was taken prisoner by Lieutenant Colonel Melián. Lamadrid ordered him shot, but Melián saved his life. In late 1830 Brizuela joined the fight to recover La Rioja for his party, and occupied the provincial capital. On 3 February 1831 he was briefly appointed governor. Soon after the news came of the victory of Quiroga in the Battle of Rodeo de Chacon, which gave him control of Cuyo. Brizuela joined forces with Quiroga and was commander of the provincial army during the following years. On 15 January 1836 he repulsed the invasion of San Juan Governor Martín Yanzón and counterattacked, occupying the city of San Juan and forcing Yanzón to flee. On 20 May 1837 he was appointed governor of La Rioja by the provincial legislature. He did not achieve much as a governor. At this time his character changed completely, with him becoming an alcoholic. Later years In early 1840, the Liberals and Unitarians of the northern provinces formed the Northern Coalition and invited Brizuela to join. He was named commander of the Coalition, but nobody accepted his orders. The Unitarian officers who arrived from Chile such as Colonel Juan Esteban Pedernera, sent to be his chief of staff, and those who come later with Lavalle, despised him for being an alcoholic and leader of irregular montoneras units. Taking his role seriously, he tried to convince the Santiago leader Juan Felipe Ibarra to join him, but Ibarra refused and remained true to Juan Manuel de Rosas. After his defeat in the Battle of Quebracho Herrado, the Unitarian General Juan Lavalle retreated northward. La Rioja was invaded without difficulty by Nazario Benavídez and José Félix Aldao with 1,500 men, threatening Brizuela and Lavalle. Lavalle abandoned the province for Catamarca, pursued by Oribe, while Aldao advanced towards Brizuela. Still commanding 600 men, Brizuela retreated to the Famatina valley, in the west of the province. He reached Sañogasta, where he was defeated. During the battle, on 20 June 1841 he was shot in the back by one of his officers, and died before being taken to the presence of Aldao. References Notes Citations Sources Further reading

family name

Tomás Brizuela (c. 1800 – 20 June 1841 ) was a soldier and caudillo in Argentina. He was a lieutenant of Facundo Quiroga in his home province of La Rioja, and governor of La Rioja between 1836 and 1841, Brizuela died fighting against the dictatorship of Juan Manuel de Rosas. Early career Tomás Brizuela was born in the Province of La Rioja around 1800. He was known as the "Zarco" for his blue eyes. As a young man he joined the Federalist forces. He accompanied Quiroga in the Battle of El Tala against Gregorio Aráoz de Lamadrid, and as infantry leader in the Battle of Rincón de Valladares, where he earned promotion to Colonel. He later fought in the Federal defeat of the Battle of La Tablada. When the province was invaded by Lamadrid, after the Federal defeat in the Battle of Oncativo he was taken prisoner by Lieutenant Colonel Melián. Lamadrid ordered him shot, but Melián saved his life. In late 1830 Brizuela joined the fight to recover La Rioja for his party, and occupied the provincial capital. On 3 February 1831 he was briefly appointed governor. Soon after the news came of the victory of Quiroga in the Battle of Rodeo de Chacon, which gave him control of Cuyo. Brizuela joined forces with Quiroga and was commander of the provincial army during the following years. On 15 January 1836 he repulsed the invasion of San Juan Governor Martín Yanzón and counterattacked, occupying the city of San Juan and forcing Yanzón to flee. On 20 May 1837 he was appointed governor of La Rioja by the provincial legislature. He did not achieve much as a governor. At this time his character changed completely, with him becoming an alcoholic. Later years In early 1840, the Liberals and Unitarians of the northern provinces formed the Northern Coalition and invited Brizuela to join. He was named commander of the Coalition, but nobody accepted his orders. The Unitarian officers who arrived from Chile such as Colonel Juan Esteban Pedernera, sent to be his chief of staff, and those who come later with Lavalle, despised him for being an alcoholic and leader of irregular montoneras units. Taking his role seriously, he tried to convince the Santiago leader Juan Felipe Ibarra to join him, but Ibarra refused and remained true to Juan Manuel de Rosas. After his defeat in the Battle of Quebracho Herrado, the Unitarian General Juan Lavalle retreated northward. La Rioja was invaded without difficulty by Nazario Benavídez and José Félix Aldao with 1,500 men, threatening Brizuela and Lavalle. Lavalle abandoned the province for Catamarca, pursued by Oribe, while Aldao advanced towards Brizuela. Still commanding 600 men, Brizuela retreated to the Famatina valley, in the west of the province. He reached Sañogasta, where he was defeated. During the battle, on 20 June 1841 he was shot in the back by one of his officers, and died before being taken to the presence of Aldao. References Notes Citations Sources Further reading

given name

The Val-Tétreau District (District 4) was a municipal district in the city of Gatineau, Quebec. The district was located in the Hull sector of the city. The district included the neighbourhoods of Val-Tétreau, Jardins-Alexandre-Taché, Manoir des Trembles, Jardins Mackenzie-King and Plateau. The district was abolished in 2009, dividing up into Deschênes District, Plateau–Manoir-des-Trembles District and Hull–Val-Tétreau District. Councillors Lawrence Cannon (2001-2005) Alain Pilon (2005-2009) Election results === 2005 [1] ===

located in the administrative territorial entity

Karen Ingenthron (born April 16, 1945, in Philadelphia, Pennsylvania) is an American author, actress, and radio commentator. Biography She was born April 16, 1945, in Philadelphia and she graduated from the University of California, Berkeley with a B.A. in Dramatic Art. She later performed at the Boulder Shakespeare Festival, the American Conservatory Theater, the Magic Theater, and the Actors Repertory Theater. She was a founding member of the Berkeley Repertory Theatre, where she acted in over 50 plays. In 1979, Ingenthron moved to New York City and appeared in a North Carolina dinner theater production of California Suite with Al Lewis. She moved to Los Angeles, where she stayed for three years, and had a role on an episode of the television series Lou Grant in 1980. Returning to New York, she married Al Lewis in 1984. After receiving an MA at Hunter College, she taught play writing at the Roosevelt Island Cultural Center for five years. In 1987, Ingenthron teamed with Gloria W. Milliken to create Eviction Intervention Services, a not-for-profit homelessness prevention agency. In 1997, she was named executive director. Radio show WBAI, a Pacifica Network FM radio station in New York City, invited Al Lewis to create a show with Ingenthron's co-producing. In 2003, Lewis was too ill to do his show, and she took over as the host. In 2006, she received the Sister Sarah Clarke Human Rights Award. Filmography Lou Grant, episode "Censored" (1980), as Irene Teel Alabama's Ghost (1973) Godmonster of Indian Flats (1973) as Mariposa References External links Karen Ingenthron at IMDb

place of birth

Karen Ingenthron (born April 16, 1945, in Philadelphia, Pennsylvania) is an American author, actress, and radio commentator. Biography She was born April 16, 1945, in Philadelphia and she graduated from the University of California, Berkeley with a B.A. in Dramatic Art. She later performed at the Boulder Shakespeare Festival, the American Conservatory Theater, the Magic Theater, and the Actors Repertory Theater. She was a founding member of the Berkeley Repertory Theatre, where she acted in over 50 plays. In 1979, Ingenthron moved to New York City and appeared in a North Carolina dinner theater production of California Suite with Al Lewis. She moved to Los Angeles, where she stayed for three years, and had a role on an episode of the television series Lou Grant in 1980. Returning to New York, she married Al Lewis in 1984. After receiving an MA at Hunter College, she taught play writing at the Roosevelt Island Cultural Center for five years. In 1987, Ingenthron teamed with Gloria W. Milliken to create Eviction Intervention Services, a not-for-profit homelessness prevention agency. In 1997, she was named executive director. Radio show WBAI, a Pacifica Network FM radio station in New York City, invited Al Lewis to create a show with Ingenthron's co-producing. In 2003, Lewis was too ill to do his show, and she took over as the host. In 2006, she received the Sister Sarah Clarke Human Rights Award. Filmography Lou Grant, episode "Censored" (1980), as Irene Teel Alabama's Ghost (1973) Godmonster of Indian Flats (1973) as Mariposa References External links Karen Ingenthron at IMDb

spouse

Karen Ingenthron (born April 16, 1945, in Philadelphia, Pennsylvania) is an American author, actress, and radio commentator. Biography She was born April 16, 1945, in Philadelphia and she graduated from the University of California, Berkeley with a B.A. in Dramatic Art. She later performed at the Boulder Shakespeare Festival, the American Conservatory Theater, the Magic Theater, and the Actors Repertory Theater. She was a founding member of the Berkeley Repertory Theatre, where she acted in over 50 plays. In 1979, Ingenthron moved to New York City and appeared in a North Carolina dinner theater production of California Suite with Al Lewis. She moved to Los Angeles, where she stayed for three years, and had a role on an episode of the television series Lou Grant in 1980. Returning to New York, she married Al Lewis in 1984. After receiving an MA at Hunter College, she taught play writing at the Roosevelt Island Cultural Center for five years. In 1987, Ingenthron teamed with Gloria W. Milliken to create Eviction Intervention Services, a not-for-profit homelessness prevention agency. In 1997, she was named executive director. Radio show WBAI, a Pacifica Network FM radio station in New York City, invited Al Lewis to create a show with Ingenthron's co-producing. In 2003, Lewis was too ill to do his show, and she took over as the host. In 2006, she received the Sister Sarah Clarke Human Rights Award. Filmography Lou Grant, episode "Censored" (1980), as Irene Teel Alabama's Ghost (1973) Godmonster of Indian Flats (1973) as Mariposa References External links Karen Ingenthron at IMDb

educated at

Karen Ingenthron (born April 16, 1945, in Philadelphia, Pennsylvania) is an American author, actress, and radio commentator. Biography She was born April 16, 1945, in Philadelphia and she graduated from the University of California, Berkeley with a B.A. in Dramatic Art. She later performed at the Boulder Shakespeare Festival, the American Conservatory Theater, the Magic Theater, and the Actors Repertory Theater. She was a founding member of the Berkeley Repertory Theatre, where she acted in over 50 plays. In 1979, Ingenthron moved to New York City and appeared in a North Carolina dinner theater production of California Suite with Al Lewis. She moved to Los Angeles, where she stayed for three years, and had a role on an episode of the television series Lou Grant in 1980. Returning to New York, she married Al Lewis in 1984. After receiving an MA at Hunter College, she taught play writing at the Roosevelt Island Cultural Center for five years. In 1987, Ingenthron teamed with Gloria W. Milliken to create Eviction Intervention Services, a not-for-profit homelessness prevention agency. In 1997, she was named executive director. Radio show WBAI, a Pacifica Network FM radio station in New York City, invited Al Lewis to create a show with Ingenthron's co-producing. In 2003, Lewis was too ill to do his show, and she took over as the host. In 2006, she received the Sister Sarah Clarke Human Rights Award. Filmography Lou Grant, episode "Censored" (1980), as Irene Teel Alabama's Ghost (1973) Godmonster of Indian Flats (1973) as Mariposa References External links Karen Ingenthron at IMDb

family name

Karen Ingenthron (born April 16, 1945, in Philadelphia, Pennsylvania) is an American author, actress, and radio commentator. Biography She was born April 16, 1945, in Philadelphia and she graduated from the University of California, Berkeley with a B.A. in Dramatic Art. She later performed at the Boulder Shakespeare Festival, the American Conservatory Theater, the Magic Theater, and the Actors Repertory Theater. She was a founding member of the Berkeley Repertory Theatre, where she acted in over 50 plays. In 1979, Ingenthron moved to New York City and appeared in a North Carolina dinner theater production of California Suite with Al Lewis. She moved to Los Angeles, where she stayed for three years, and had a role on an episode of the television series Lou Grant in 1980. Returning to New York, she married Al Lewis in 1984. After receiving an MA at Hunter College, she taught play writing at the Roosevelt Island Cultural Center for five years. In 1987, Ingenthron teamed with Gloria W. Milliken to create Eviction Intervention Services, a not-for-profit homelessness prevention agency. In 1997, she was named executive director. Radio show WBAI, a Pacifica Network FM radio station in New York City, invited Al Lewis to create a show with Ingenthron's co-producing. In 2003, Lewis was too ill to do his show, and she took over as the host. In 2006, she received the Sister Sarah Clarke Human Rights Award. Filmography Lou Grant, episode "Censored" (1980), as Irene Teel Alabama's Ghost (1973) Godmonster of Indian Flats (1973) as Mariposa References External links Karen Ingenthron at IMDb

given name

Castrelo de Miño is a municipality in the Province of Ourense in the Galicia region of north-west Spain. It is a small area and lies in the western part of the province. == References ==

country

Castrelo de Miño is a municipality in the Province of Ourense in the Galicia region of north-west Spain. It is a small area and lies in the western part of the province. == References ==

located in the administrative territorial entity

Castrelo de Miño is a municipality in the Province of Ourense in the Galicia region of north-west Spain. It is a small area and lies in the western part of the province. == References ==

capital of

Castrelo de Miño is a municipality in the Province of Ourense in the Galicia region of north-west Spain. It is a small area and lies in the western part of the province. == References ==

Commons category

Castrelo de Miño is a municipality in the Province of Ourense in the Galicia region of north-west Spain. It is a small area and lies in the western part of the province. == References ==

Commons gallery

Castrelo de Miño is a municipality in the Province of Ourense in the Galicia region of north-west Spain. It is a small area and lies in the western part of the province. == References ==

official name

Micropentila adelgunda, the large dots, is a butterfly in the family Lycaenidae. It is found in Ghana, Nigeria, Cameroon and possibly Gabon and the Democratic Republic of the Congo (Kinshasa). The habitat consists of primary forests. == References ==

parent taxon

Micropentila adelgunda, the large dots, is a butterfly in the family Lycaenidae. It is found in Ghana, Nigeria, Cameroon and possibly Gabon and the Democratic Republic of the Congo (Kinshasa). The habitat consists of primary forests. == References ==

taxon name

Micropentila adelgunda, the large dots, is a butterfly in the family Lycaenidae. It is found in Ghana, Nigeria, Cameroon and possibly Gabon and the Democratic Republic of the Congo (Kinshasa). The habitat consists of primary forests. == References ==

Commons category

Yağmur Bembeyaz (born 25 June 1999) is a Turkish female handballer in the goalkeeper position. She is a member of the Antalya-based club Konyaaltı BSK playing in the Handball Super League. Personal life Born on 25 June 1999, Yağmur Bembeyaz is a native of Ankara, Turkey. Sport career Bembeyaz plays in the goalkeeper position. She is 1.83 m (6 ft 0 in) tall at 92 kg (203 lb).She played for Yenimahalle Bld. SK in her hometown from 2018 until 2020. For Yenimahalle Bld. SK, she took part at the Women's EHF Challenge Cup in 2018–19, and 2019–20 tournaments. For the 2021–22 season, she transferred to EGO Spor in Ankara. The next season, she moved to Konyaaltı Bld. SK in Antalya, which plays in the Handball Super League. Her team won the 2022–23 Women's EHF European Cup.In April 2022, Bembeyaz was called up to the preparation camp of the national team for the 2022 European Women's Handball Championship qualification. == References ==

sex or gender

Yağmur Bembeyaz (born 25 June 1999) is a Turkish female handballer in the goalkeeper position. She is a member of the Antalya-based club Konyaaltı BSK playing in the Handball Super League. Personal life Born on 25 June 1999, Yağmur Bembeyaz is a native of Ankara, Turkey. Sport career Bembeyaz plays in the goalkeeper position. She is 1.83 m (6 ft 0 in) tall at 92 kg (203 lb).She played for Yenimahalle Bld. SK in her hometown from 2018 until 2020. For Yenimahalle Bld. SK, she took part at the Women's EHF Challenge Cup in 2018–19, and 2019–20 tournaments. For the 2021–22 season, she transferred to EGO Spor in Ankara. The next season, she moved to Konyaaltı Bld. SK in Antalya, which plays in the Handball Super League. Her team won the 2022–23 Women's EHF European Cup.In April 2022, Bembeyaz was called up to the preparation camp of the national team for the 2022 European Women's Handball Championship qualification. == References ==

country of citizenship

A partenreederei (German pronunciation: [ˌpaʁtn̩ʁeːdəˈʁaɪ]; Plural: Partenreedereien) is a type of partnership under German and German-influenced maritime law for the joint ownership of a merchant vessel. Each partner, or partenreeder, functions as an equity partner, sharing proportionately in the proceeds, as well as the corporate debt of the business—this liability is not limited. This form of ownership is related to the Dutch partenrederij system that ultimately gave rise to joint-stock companies, and dates back to the Middle Ages.As a system of business organization, partenreederei was very common in the Baltic Sea and in England in the 1870s. German law The persistence of partenreederei is one of several aspects of German maritime law that, according to Pokrant and Gran, has led to it being widely regarded as outdated and difficult to understand. In 2013, changes to the German commercial code (handelsgesetzbuch or HGB), barred the creation of new partenreedereien. Those still existing at that time were not required to reorganize. Austrian law After the fall of Nazi Germany, the Austrian legal system retained many influences from German law. One of these was the ability to form a partenreederei. On 1 January 2007, the Trade Law Amendment Act (German: Handelsrechts-Änderungsgesetz) entered into force, preventing the formation of any more partenreedereien, but allowing those that existed previously to continue. == References ==

subclass of

A partenreederei (German pronunciation: [ˌpaʁtn̩ʁeːdəˈʁaɪ]; Plural: Partenreedereien) is a type of partnership under German and German-influenced maritime law for the joint ownership of a merchant vessel. Each partner, or partenreeder, functions as an equity partner, sharing proportionately in the proceeds, as well as the corporate debt of the business—this liability is not limited. This form of ownership is related to the Dutch partenrederij system that ultimately gave rise to joint-stock companies, and dates back to the Middle Ages.As a system of business organization, partenreederei was very common in the Baltic Sea and in England in the 1870s. German law The persistence of partenreederei is one of several aspects of German maritime law that, according to Pokrant and Gran, has led to it being widely regarded as outdated and difficult to understand. In 2013, changes to the German commercial code (handelsgesetzbuch or HGB), barred the creation of new partenreedereien. Those still existing at that time were not required to reorganize. Austrian law After the fall of Nazi Germany, the Austrian legal system retained many influences from German law. One of these was the ability to form a partenreederei. On 1 January 2007, the Trade Law Amendment Act (German: Handelsrechts-Änderungsgesetz) entered into force, preventing the formation of any more partenreedereien, but allowing those that existed previously to continue. == References ==

applies to jurisdiction

Sigurd Fougner (10 September 1879 – 1959) was a Norwegian judge. He was born in Østre Gausdal to Frits Hansen and Ingeborg Marie Heftye, and was married to Dagny Collett, a sister of physician Arthur Collett. He graduated as cand.jur. in 1901, and was named as a Supreme Court Justice from 1938. == References ==

place of birth

Sigurd Fougner (10 September 1879 – 1959) was a Norwegian judge. He was born in Østre Gausdal to Frits Hansen and Ingeborg Marie Heftye, and was married to Dagny Collett, a sister of physician Arthur Collett. He graduated as cand.jur. in 1901, and was named as a Supreme Court Justice from 1938. == References ==

father

Sigurd Fougner (10 September 1879 – 1959) was a Norwegian judge. He was born in Østre Gausdal to Frits Hansen and Ingeborg Marie Heftye, and was married to Dagny Collett, a sister of physician Arthur Collett. He graduated as cand.jur. in 1901, and was named as a Supreme Court Justice from 1938. == References ==

given name

Gene Trindl (April 14, 1924 – June 29, 2004) was an American photographer and the most prolific creator of covers for TV Guide magazine. He created more than 200 covers and shot more than 800 assignments in total for the magazine. Trindl was based in Los Angeles. He died from pancreatic cancer. Trindl's images are represented by the Motion Picture and Television Photo Archive and can be viewed by the public at mptvimages.com [1]. His photographs have been published in reputed American magazines like Life, The Saturday Evening Post and Collier's. Life Eugene Carl Trindl was born on April 14, 1924, in Los Angeles, California. His passion for photography began from his days as a Boy Scout. He served in the United States Army Air Forces from January 1943 to February 1946. He received a degree from Woodbury College. Works In a career spanning over 50 years, he was acclaimed from International Photography Awards 2003 for Outstanding Achievement in Portrait Photography. His early career was marked by apprenticeships, teaching at Pierce College in California, and co-producing some 22 educational films. His collection,Hollywood: The 50s and 60s is considered as both a behind the lens and behind the scene view of Hollywood. The Gene Trindl Media Trust has over 90,000 edited slide images and tens of thousands of film negatives on file.His subjects included a Who's Who of Hollywood with notable personalities such as Frank Sinatra, Doris Day, Rock Hudson, and Benny and Burns, Alfred Hitchcock, Orson Welles and Fred Astaire are more contemporary faces as Tom Selleck, the cast of Star Trek, and Michael Jackson. Filmography See also List of TV Guide covers External links official site

occupation

Gene Trindl (April 14, 1924 – June 29, 2004) was an American photographer and the most prolific creator of covers for TV Guide magazine. He created more than 200 covers and shot more than 800 assignments in total for the magazine. Trindl was based in Los Angeles. He died from pancreatic cancer. Trindl's images are represented by the Motion Picture and Television Photo Archive and can be viewed by the public at mptvimages.com [1]. His photographs have been published in reputed American magazines like Life, The Saturday Evening Post and Collier's. Life Eugene Carl Trindl was born on April 14, 1924, in Los Angeles, California. His passion for photography began from his days as a Boy Scout. He served in the United States Army Air Forces from January 1943 to February 1946. He received a degree from Woodbury College. Works In a career spanning over 50 years, he was acclaimed from International Photography Awards 2003 for Outstanding Achievement in Portrait Photography. His early career was marked by apprenticeships, teaching at Pierce College in California, and co-producing some 22 educational films. His collection,Hollywood: The 50s and 60s is considered as both a behind the lens and behind the scene view of Hollywood. The Gene Trindl Media Trust has over 90,000 edited slide images and tens of thousands of film negatives on file.His subjects included a Who's Who of Hollywood with notable personalities such as Frank Sinatra, Doris Day, Rock Hudson, and Benny and Burns, Alfred Hitchcock, Orson Welles and Fred Astaire are more contemporary faces as Tom Selleck, the cast of Star Trek, and Michael Jackson. Filmography See also List of TV Guide covers External links official site

Commons category

Gene Trindl (April 14, 1924 – June 29, 2004) was an American photographer and the most prolific creator of covers for TV Guide magazine. He created more than 200 covers and shot more than 800 assignments in total for the magazine. Trindl was based in Los Angeles. He died from pancreatic cancer. Trindl's images are represented by the Motion Picture and Television Photo Archive and can be viewed by the public at mptvimages.com [1]. His photographs have been published in reputed American magazines like Life, The Saturday Evening Post and Collier's. Life Eugene Carl Trindl was born on April 14, 1924, in Los Angeles, California. His passion for photography began from his days as a Boy Scout. He served in the United States Army Air Forces from January 1943 to February 1946. He received a degree from Woodbury College. Works In a career spanning over 50 years, he was acclaimed from International Photography Awards 2003 for Outstanding Achievement in Portrait Photography. His early career was marked by apprenticeships, teaching at Pierce College in California, and co-producing some 22 educational films. His collection,Hollywood: The 50s and 60s is considered as both a behind the lens and behind the scene view of Hollywood. The Gene Trindl Media Trust has over 90,000 edited slide images and tens of thousands of film negatives on file.His subjects included a Who's Who of Hollywood with notable personalities such as Frank Sinatra, Doris Day, Rock Hudson, and Benny and Burns, Alfred Hitchcock, Orson Welles and Fred Astaire are more contemporary faces as Tom Selleck, the cast of Star Trek, and Michael Jackson. Filmography See also List of TV Guide covers External links official site

cause of death

Gene Trindl (April 14, 1924 – June 29, 2004) was an American photographer and the most prolific creator of covers for TV Guide magazine. He created more than 200 covers and shot more than 800 assignments in total for the magazine. Trindl was based in Los Angeles. He died from pancreatic cancer. Trindl's images are represented by the Motion Picture and Television Photo Archive and can be viewed by the public at mptvimages.com [1]. His photographs have been published in reputed American magazines like Life, The Saturday Evening Post and Collier's. Life Eugene Carl Trindl was born on April 14, 1924, in Los Angeles, California. His passion for photography began from his days as a Boy Scout. He served in the United States Army Air Forces from January 1943 to February 1946. He received a degree from Woodbury College. Works In a career spanning over 50 years, he was acclaimed from International Photography Awards 2003 for Outstanding Achievement in Portrait Photography. His early career was marked by apprenticeships, teaching at Pierce College in California, and co-producing some 22 educational films. His collection,Hollywood: The 50s and 60s is considered as both a behind the lens and behind the scene view of Hollywood. The Gene Trindl Media Trust has over 90,000 edited slide images and tens of thousands of film negatives on file.His subjects included a Who's Who of Hollywood with notable personalities such as Frank Sinatra, Doris Day, Rock Hudson, and Benny and Burns, Alfred Hitchcock, Orson Welles and Fred Astaire are more contemporary faces as Tom Selleck, the cast of Star Trek, and Michael Jackson. Filmography See also List of TV Guide covers External links official site

given name

Burton Denis Metcalfe (March 19, 1935 – July 27, 2022) was a Canadian-American film and television producer, director, screenwriter, and actor. Biography Burton Denis Metcalfe was born in Saskatoon, but grew up in Montreal and latterly in Los Angeles. He received his bachelor's degree in theater in 1955 from University of California, Los Angeles. In 1956, he was drafted as an enlisted man into the United States Navy, serving two years. He was stationed at Ream Field, San Ysidro, California, where he held a public relations position. During this period, Metcalfe acting as the lead, working closely with some of his fellow enlisted comrades created the "Miss Angel" beauty contest. An "Angel" in Navy terms meaning a helicopter that would swoop in saving downed pilots who ditched their aircraft in the sea and in some cases on land. Ream Field at that time was virtually the "helicopter capitol of the world". In 1959, Metcalfe had a small role in the movie Gidget, as Lord Byron, the existentialist surfer, hanging 10 with The Big Kahuna's crew. That same year, he was cast as Tom Easton, a young United States Army officer, in the episode "Indian Emily" on the syndicated television anthology series, Death Valley Days.Metcalfe was cast as Don Martin, one of the neighbors thrown into a panic in a 1960 episode of Rod Serling's The Twilight Zone titled "The Monsters Are Due On Maple Street".In 1960–1961, Metcalfe landed an acting role as Joe Brigham in the NBC sitcom Happy, and from 1961 to 1962, starred on the CBS sitcom Father of the Bride, based on the 1950 film. Between 1962 and 1965, Metcalfe made three guest appearances on Perry Mason: as Richard Campion in "The Case of the Polka-Dot Pony," murderer John Lathrop in "The Case of the Careless Kidnapper," and Jeffrey Mills in "The Case of the Thermal Thief." His most notable work was as a writer for the hit CBS series M*A*S*H and he was the only producer to stay with the TV series during its entire run from 1972 to 1983. Originally the series' associate producer, Metcalfe was promoted to line producer in 1976 when Larry Gelbart left the series and then to executive producer in 1977, when Gene Reynolds moved on. He then moved to Warner Bros. Television in the mid-1980s, until he joined MTM Enterprises as executive producer-director of various projects/sitcoms on November 24, 1986, where he had joined as an independent production house an in effort to expand MTM's strategy beyond primetime television to include off-net markets and cable/pay cable. Career achievements Metcalfe was nominated 13 times for Primetime Emmy Awards for his work as a writer on the series M*A*S*H between 1975 and 1983.Metcalfe also served as the executive producer for the M*A*S*H 30th Anniversary Reunion Special, which aired on FOX in September 2002. Personal life Metcalfe was married to and divorced from Toby Richman. On December 31, 1979, he married actress Jan Jorden, who is best known for her recurring role as a nurse on M*A*S*H.Metcalfe died from sepsis at a hospital in Los Angeles on July 27, 2022, aged 87. Partial filmography The Bridges at Toko-Ri (1954) – Military Police Sergeant (uncredited) The Space Children (1958) – Guard (uncredited) Gidget (1959) – Lord Byron Don't Give Up the Ship (1959) – Lt. Bond (uncredited) The Twilight Zone (1960) – Don Martin (season 1 episode "The Monsters Are Due on Maple Street") The Canadians (1961) – Constable Springer Diamonds Are Forever (1971) – Agent Maxwell (uncredited) References External links Burt Metcalfe at IMDb Burt Metcalfe at The Interviews: An Oral History of Television

place of birth

Burton Denis Metcalfe (March 19, 1935 – July 27, 2022) was a Canadian-American film and television producer, director, screenwriter, and actor. Biography Burton Denis Metcalfe was born in Saskatoon, but grew up in Montreal and latterly in Los Angeles. He received his bachelor's degree in theater in 1955 from University of California, Los Angeles. In 1956, he was drafted as an enlisted man into the United States Navy, serving two years. He was stationed at Ream Field, San Ysidro, California, where he held a public relations position. During this period, Metcalfe acting as the lead, working closely with some of his fellow enlisted comrades created the "Miss Angel" beauty contest. An "Angel" in Navy terms meaning a helicopter that would swoop in saving downed pilots who ditched their aircraft in the sea and in some cases on land. Ream Field at that time was virtually the "helicopter capitol of the world". In 1959, Metcalfe had a small role in the movie Gidget, as Lord Byron, the existentialist surfer, hanging 10 with The Big Kahuna's crew. That same year, he was cast as Tom Easton, a young United States Army officer, in the episode "Indian Emily" on the syndicated television anthology series, Death Valley Days.Metcalfe was cast as Don Martin, one of the neighbors thrown into a panic in a 1960 episode of Rod Serling's The Twilight Zone titled "The Monsters Are Due On Maple Street".In 1960–1961, Metcalfe landed an acting role as Joe Brigham in the NBC sitcom Happy, and from 1961 to 1962, starred on the CBS sitcom Father of the Bride, based on the 1950 film. Between 1962 and 1965, Metcalfe made three guest appearances on Perry Mason: as Richard Campion in "The Case of the Polka-Dot Pony," murderer John Lathrop in "The Case of the Careless Kidnapper," and Jeffrey Mills in "The Case of the Thermal Thief." His most notable work was as a writer for the hit CBS series M*A*S*H and he was the only producer to stay with the TV series during its entire run from 1972 to 1983. Originally the series' associate producer, Metcalfe was promoted to line producer in 1976 when Larry Gelbart left the series and then to executive producer in 1977, when Gene Reynolds moved on. He then moved to Warner Bros. Television in the mid-1980s, until he joined MTM Enterprises as executive producer-director of various projects/sitcoms on November 24, 1986, where he had joined as an independent production house an in effort to expand MTM's strategy beyond primetime television to include off-net markets and cable/pay cable. Career achievements Metcalfe was nominated 13 times for Primetime Emmy Awards for his work as a writer on the series M*A*S*H between 1975 and 1983.Metcalfe also served as the executive producer for the M*A*S*H 30th Anniversary Reunion Special, which aired on FOX in September 2002. Personal life Metcalfe was married to and divorced from Toby Richman. On December 31, 1979, he married actress Jan Jorden, who is best known for her recurring role as a nurse on M*A*S*H.Metcalfe died from sepsis at a hospital in Los Angeles on July 27, 2022, aged 87. Partial filmography The Bridges at Toko-Ri (1954) – Military Police Sergeant (uncredited) The Space Children (1958) – Guard (uncredited) Gidget (1959) – Lord Byron Don't Give Up the Ship (1959) – Lt. Bond (uncredited) The Twilight Zone (1960) – Don Martin (season 1 episode "The Monsters Are Due on Maple Street") The Canadians (1961) – Constable Springer Diamonds Are Forever (1971) – Agent Maxwell (uncredited) References External links Burt Metcalfe at IMDb Burt Metcalfe at The Interviews: An Oral History of Television

place of death

Burton Denis Metcalfe (March 19, 1935 – July 27, 2022) was a Canadian-American film and television producer, director, screenwriter, and actor. Biography Burton Denis Metcalfe was born in Saskatoon, but grew up in Montreal and latterly in Los Angeles. He received his bachelor's degree in theater in 1955 from University of California, Los Angeles. In 1956, he was drafted as an enlisted man into the United States Navy, serving two years. He was stationed at Ream Field, San Ysidro, California, where he held a public relations position. During this period, Metcalfe acting as the lead, working closely with some of his fellow enlisted comrades created the "Miss Angel" beauty contest. An "Angel" in Navy terms meaning a helicopter that would swoop in saving downed pilots who ditched their aircraft in the sea and in some cases on land. Ream Field at that time was virtually the "helicopter capitol of the world". In 1959, Metcalfe had a small role in the movie Gidget, as Lord Byron, the existentialist surfer, hanging 10 with The Big Kahuna's crew. That same year, he was cast as Tom Easton, a young United States Army officer, in the episode "Indian Emily" on the syndicated television anthology series, Death Valley Days.Metcalfe was cast as Don Martin, one of the neighbors thrown into a panic in a 1960 episode of Rod Serling's The Twilight Zone titled "The Monsters Are Due On Maple Street".In 1960–1961, Metcalfe landed an acting role as Joe Brigham in the NBC sitcom Happy, and from 1961 to 1962, starred on the CBS sitcom Father of the Bride, based on the 1950 film. Between 1962 and 1965, Metcalfe made three guest appearances on Perry Mason: as Richard Campion in "The Case of the Polka-Dot Pony," murderer John Lathrop in "The Case of the Careless Kidnapper," and Jeffrey Mills in "The Case of the Thermal Thief." His most notable work was as a writer for the hit CBS series M*A*S*H and he was the only producer to stay with the TV series during its entire run from 1972 to 1983. Originally the series' associate producer, Metcalfe was promoted to line producer in 1976 when Larry Gelbart left the series and then to executive producer in 1977, when Gene Reynolds moved on. He then moved to Warner Bros. Television in the mid-1980s, until he joined MTM Enterprises as executive producer-director of various projects/sitcoms on November 24, 1986, where he had joined as an independent production house an in effort to expand MTM's strategy beyond primetime television to include off-net markets and cable/pay cable. Career achievements Metcalfe was nominated 13 times for Primetime Emmy Awards for his work as a writer on the series M*A*S*H between 1975 and 1983.Metcalfe also served as the executive producer for the M*A*S*H 30th Anniversary Reunion Special, which aired on FOX in September 2002. Personal life Metcalfe was married to and divorced from Toby Richman. On December 31, 1979, he married actress Jan Jorden, who is best known for her recurring role as a nurse on M*A*S*H.Metcalfe died from sepsis at a hospital in Los Angeles on July 27, 2022, aged 87. Partial filmography The Bridges at Toko-Ri (1954) – Military Police Sergeant (uncredited) The Space Children (1958) – Guard (uncredited) Gidget (1959) – Lord Byron Don't Give Up the Ship (1959) – Lt. Bond (uncredited) The Twilight Zone (1960) – Don Martin (season 1 episode "The Monsters Are Due on Maple Street") The Canadians (1961) – Constable Springer Diamonds Are Forever (1971) – Agent Maxwell (uncredited) References External links Burt Metcalfe at IMDb Burt Metcalfe at The Interviews: An Oral History of Television

spouse

Burton Denis Metcalfe (March 19, 1935 – July 27, 2022) was a Canadian-American film and television producer, director, screenwriter, and actor. Biography Burton Denis Metcalfe was born in Saskatoon, but grew up in Montreal and latterly in Los Angeles. He received his bachelor's degree in theater in 1955 from University of California, Los Angeles. In 1956, he was drafted as an enlisted man into the United States Navy, serving two years. He was stationed at Ream Field, San Ysidro, California, where he held a public relations position. During this period, Metcalfe acting as the lead, working closely with some of his fellow enlisted comrades created the "Miss Angel" beauty contest. An "Angel" in Navy terms meaning a helicopter that would swoop in saving downed pilots who ditched their aircraft in the sea and in some cases on land. Ream Field at that time was virtually the "helicopter capitol of the world". In 1959, Metcalfe had a small role in the movie Gidget, as Lord Byron, the existentialist surfer, hanging 10 with The Big Kahuna's crew. That same year, he was cast as Tom Easton, a young United States Army officer, in the episode "Indian Emily" on the syndicated television anthology series, Death Valley Days.Metcalfe was cast as Don Martin, one of the neighbors thrown into a panic in a 1960 episode of Rod Serling's The Twilight Zone titled "The Monsters Are Due On Maple Street".In 1960–1961, Metcalfe landed an acting role as Joe Brigham in the NBC sitcom Happy, and from 1961 to 1962, starred on the CBS sitcom Father of the Bride, based on the 1950 film. Between 1962 and 1965, Metcalfe made three guest appearances on Perry Mason: as Richard Campion in "The Case of the Polka-Dot Pony," murderer John Lathrop in "The Case of the Careless Kidnapper," and Jeffrey Mills in "The Case of the Thermal Thief." His most notable work was as a writer for the hit CBS series M*A*S*H and he was the only producer to stay with the TV series during its entire run from 1972 to 1983. Originally the series' associate producer, Metcalfe was promoted to line producer in 1976 when Larry Gelbart left the series and then to executive producer in 1977, when Gene Reynolds moved on. He then moved to Warner Bros. Television in the mid-1980s, until he joined MTM Enterprises as executive producer-director of various projects/sitcoms on November 24, 1986, where he had joined as an independent production house an in effort to expand MTM's strategy beyond primetime television to include off-net markets and cable/pay cable. Career achievements Metcalfe was nominated 13 times for Primetime Emmy Awards for his work as a writer on the series M*A*S*H between 1975 and 1983.Metcalfe also served as the executive producer for the M*A*S*H 30th Anniversary Reunion Special, which aired on FOX in September 2002. Personal life Metcalfe was married to and divorced from Toby Richman. On December 31, 1979, he married actress Jan Jorden, who is best known for her recurring role as a nurse on M*A*S*H.Metcalfe died from sepsis at a hospital in Los Angeles on July 27, 2022, aged 87. Partial filmography The Bridges at Toko-Ri (1954) – Military Police Sergeant (uncredited) The Space Children (1958) – Guard (uncredited) Gidget (1959) – Lord Byron Don't Give Up the Ship (1959) – Lt. Bond (uncredited) The Twilight Zone (1960) – Don Martin (season 1 episode "The Monsters Are Due on Maple Street") The Canadians (1961) – Constable Springer Diamonds Are Forever (1971) – Agent Maxwell (uncredited) References External links Burt Metcalfe at IMDb Burt Metcalfe at The Interviews: An Oral History of Television

Commons category

Burton Denis Metcalfe (March 19, 1935 – July 27, 2022) was a Canadian-American film and television producer, director, screenwriter, and actor. Biography Burton Denis Metcalfe was born in Saskatoon, but grew up in Montreal and latterly in Los Angeles. He received his bachelor's degree in theater in 1955 from University of California, Los Angeles. In 1956, he was drafted as an enlisted man into the United States Navy, serving two years. He was stationed at Ream Field, San Ysidro, California, where he held a public relations position. During this period, Metcalfe acting as the lead, working closely with some of his fellow enlisted comrades created the "Miss Angel" beauty contest. An "Angel" in Navy terms meaning a helicopter that would swoop in saving downed pilots who ditched their aircraft in the sea and in some cases on land. Ream Field at that time was virtually the "helicopter capitol of the world". In 1959, Metcalfe had a small role in the movie Gidget, as Lord Byron, the existentialist surfer, hanging 10 with The Big Kahuna's crew. That same year, he was cast as Tom Easton, a young United States Army officer, in the episode "Indian Emily" on the syndicated television anthology series, Death Valley Days.Metcalfe was cast as Don Martin, one of the neighbors thrown into a panic in a 1960 episode of Rod Serling's The Twilight Zone titled "The Monsters Are Due On Maple Street".In 1960–1961, Metcalfe landed an acting role as Joe Brigham in the NBC sitcom Happy, and from 1961 to 1962, starred on the CBS sitcom Father of the Bride, based on the 1950 film. Between 1962 and 1965, Metcalfe made three guest appearances on Perry Mason: as Richard Campion in "The Case of the Polka-Dot Pony," murderer John Lathrop in "The Case of the Careless Kidnapper," and Jeffrey Mills in "The Case of the Thermal Thief." His most notable work was as a writer for the hit CBS series M*A*S*H and he was the only producer to stay with the TV series during its entire run from 1972 to 1983. Originally the series' associate producer, Metcalfe was promoted to line producer in 1976 when Larry Gelbart left the series and then to executive producer in 1977, when Gene Reynolds moved on. He then moved to Warner Bros. Television in the mid-1980s, until he joined MTM Enterprises as executive producer-director of various projects/sitcoms on November 24, 1986, where he had joined as an independent production house an in effort to expand MTM's strategy beyond primetime television to include off-net markets and cable/pay cable. Career achievements Metcalfe was nominated 13 times for Primetime Emmy Awards for his work as a writer on the series M*A*S*H between 1975 and 1983.Metcalfe also served as the executive producer for the M*A*S*H 30th Anniversary Reunion Special, which aired on FOX in September 2002. Personal life Metcalfe was married to and divorced from Toby Richman. On December 31, 1979, he married actress Jan Jorden, who is best known for her recurring role as a nurse on M*A*S*H.Metcalfe died from sepsis at a hospital in Los Angeles on July 27, 2022, aged 87. Partial filmography The Bridges at Toko-Ri (1954) – Military Police Sergeant (uncredited) The Space Children (1958) – Guard (uncredited) Gidget (1959) – Lord Byron Don't Give Up the Ship (1959) – Lt. Bond (uncredited) The Twilight Zone (1960) – Don Martin (season 1 episode "The Monsters Are Due on Maple Street") The Canadians (1961) – Constable Springer Diamonds Are Forever (1971) – Agent Maxwell (uncredited) References External links Burt Metcalfe at IMDb Burt Metcalfe at The Interviews: An Oral History of Television

family name

Burton Denis Metcalfe (March 19, 1935 – July 27, 2022) was a Canadian-American film and television producer, director, screenwriter, and actor. Biography Burton Denis Metcalfe was born in Saskatoon, but grew up in Montreal and latterly in Los Angeles. He received his bachelor's degree in theater in 1955 from University of California, Los Angeles. In 1956, he was drafted as an enlisted man into the United States Navy, serving two years. He was stationed at Ream Field, San Ysidro, California, where he held a public relations position. During this period, Metcalfe acting as the lead, working closely with some of his fellow enlisted comrades created the "Miss Angel" beauty contest. An "Angel" in Navy terms meaning a helicopter that would swoop in saving downed pilots who ditched their aircraft in the sea and in some cases on land. Ream Field at that time was virtually the "helicopter capitol of the world". In 1959, Metcalfe had a small role in the movie Gidget, as Lord Byron, the existentialist surfer, hanging 10 with The Big Kahuna's crew. That same year, he was cast as Tom Easton, a young United States Army officer, in the episode "Indian Emily" on the syndicated television anthology series, Death Valley Days.Metcalfe was cast as Don Martin, one of the neighbors thrown into a panic in a 1960 episode of Rod Serling's The Twilight Zone titled "The Monsters Are Due On Maple Street".In 1960–1961, Metcalfe landed an acting role as Joe Brigham in the NBC sitcom Happy, and from 1961 to 1962, starred on the CBS sitcom Father of the Bride, based on the 1950 film. Between 1962 and 1965, Metcalfe made three guest appearances on Perry Mason: as Richard Campion in "The Case of the Polka-Dot Pony," murderer John Lathrop in "The Case of the Careless Kidnapper," and Jeffrey Mills in "The Case of the Thermal Thief." His most notable work was as a writer for the hit CBS series M*A*S*H and he was the only producer to stay with the TV series during its entire run from 1972 to 1983. Originally the series' associate producer, Metcalfe was promoted to line producer in 1976 when Larry Gelbart left the series and then to executive producer in 1977, when Gene Reynolds moved on. He then moved to Warner Bros. Television in the mid-1980s, until he joined MTM Enterprises as executive producer-director of various projects/sitcoms on November 24, 1986, where he had joined as an independent production house an in effort to expand MTM's strategy beyond primetime television to include off-net markets and cable/pay cable. Career achievements Metcalfe was nominated 13 times for Primetime Emmy Awards for his work as a writer on the series M*A*S*H between 1975 and 1983.Metcalfe also served as the executive producer for the M*A*S*H 30th Anniversary Reunion Special, which aired on FOX in September 2002. Personal life Metcalfe was married to and divorced from Toby Richman. On December 31, 1979, he married actress Jan Jorden, who is best known for her recurring role as a nurse on M*A*S*H.Metcalfe died from sepsis at a hospital in Los Angeles on July 27, 2022, aged 87. Partial filmography The Bridges at Toko-Ri (1954) – Military Police Sergeant (uncredited) The Space Children (1958) – Guard (uncredited) Gidget (1959) – Lord Byron Don't Give Up the Ship (1959) – Lt. Bond (uncredited) The Twilight Zone (1960) – Don Martin (season 1 episode "The Monsters Are Due on Maple Street") The Canadians (1961) – Constable Springer Diamonds Are Forever (1971) – Agent Maxwell (uncredited) References External links Burt Metcalfe at IMDb Burt Metcalfe at The Interviews: An Oral History of Television

given name

Mullah Mohammed Isa Akhund (Pashto: ملا محمد عیسیٰ اخوند [mʊˈhamad ˈisa ɑˈxund]) is the Deputy Minister of Minerals and Petroleum of the Islamic Emirate of Afghanistan since 23 November 2021. He has also served as Minister of Minerals and Petroleum of the Islamic Emirate of Afghanistan from 7 September 2021 to 22 November 2021 replaced by Shahabuddin Delawar He also served as minister of mines and industries in the previous government (1996–2001). == References ==

country of citizenship

Mullah Mohammed Isa Akhund (Pashto: ملا محمد عیسیٰ اخوند [mʊˈhamad ˈisa ɑˈxund]) is the Deputy Minister of Minerals and Petroleum of the Islamic Emirate of Afghanistan since 23 November 2021. He has also served as Minister of Minerals and Petroleum of the Islamic Emirate of Afghanistan from 7 September 2021 to 22 November 2021 replaced by Shahabuddin Delawar He also served as minister of mines and industries in the previous government (1996–2001). == References ==

given name

Paleopyrenomycites is a Devonian genus of fungus of uncertain phylogenetic affinity within the Pezizomycotina total group, known from the Rhynie chert.

taxon rank

Paleopyrenomycites is a Devonian genus of fungus of uncertain phylogenetic affinity within the Pezizomycotina total group, known from the Rhynie chert.

parent taxon

Paleopyrenomycites is a Devonian genus of fungus of uncertain phylogenetic affinity within the Pezizomycotina total group, known from the Rhynie chert.

taxon name

Molla Kola (Persian: ملاكلا, also Romanized as Mollā Kolā) is a village in Baladeh Kojur Rural District, in the Central District of Nowshahr County, Mazandaran Province, Iran. At the 2006 census, its population was 436, in 102 families. == References ==

country

Molla Kola (Persian: ملاكلا, also Romanized as Mollā Kolā) is a village in Baladeh Kojur Rural District, in the Central District of Nowshahr County, Mazandaran Province, Iran. At the 2006 census, its population was 436, in 102 families. == References ==

instance of

Molla Kola (Persian: ملاكلا, also Romanized as Mollā Kolā) is a village in Baladeh Kojur Rural District, in the Central District of Nowshahr County, Mazandaran Province, Iran. At the 2006 census, its population was 436, in 102 families. == References ==

located in the administrative territorial entity

Ypsolopha japonica is a moth of the family Ypsolophidae. It is known from Japan, Korea, China and Russia. The wingspan is about 25 mm. == References ==

parent taxon

Ypsolopha japonica is a moth of the family Ypsolophidae. It is known from Japan, Korea, China and Russia. The wingspan is about 25 mm. == References ==

taxon name

A college (Latin: collegium) is an educational institution or a constituent part of one. A college may be a degree-awarding tertiary educational institution, a part of a collegiate or federal university, an institution offering vocational education, or a secondary school. In most of the world, a college may be a high school or secondary school, a college of further education, a training institution that awards trade qualifications, a higher-education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university. In the United States, a college may offer undergraduate programs – either as an independent institution or as the undergraduate program of a university – or it may be a residential college of a university or a community college, referring to (primarily public) higher education institutions that aim to provide affordable and accessible education, usually limited to two-year associate degrees. The word is generally also used as a synonym for a university in the US. Colleges in countries such as France, Belgium, and Switzerland provide secondary education. Etymology The word "college" is from the Latin verb lego, legere, legi, lectum, "to collect, gather together, pick", plus the preposition cum, "with", thus meaning "selected together". Thus "colleagues" are literally "persons who have been selected to work together". In ancient Rome a collegium was a "body, guild, corporation united in colleagueship; of magistrates, praetors, tribunes, priests, augurs; a political club or trade guild". Thus a college was a form of corporation or corporate body, an artificial legal person (body/corpus) with its own legal personality, with the capacity to enter into legal contracts, to sue and be sued. In mediaeval England there were colleges of priests, for example in chantry chapels; modern survivals include the Royal College of Surgeons in England (originally the Guild of Surgeons Within the City of London), the College of Arms in London (a body of heralds enforcing heraldic law), an electoral college (to elect representatives), etc., all groups of persons "selected in common" to perform a specified function and appointed by a monarch, founder or other person in authority. As for the modern "college of education", it was a body created for that purpose, for example Eton College was founded in 1440 by letters patent of King Henry VI for the constitution of a college of Fellows, priests, clerks, choristers, poor scholars, and old poor men, with one master or governor, whose duty it shall be to instruct these scholars and any others who may resort thither from any part of England in the knowledge of letters, and especially of grammar, without payment". Overview Higher education Within higher education, the term can be used to refer to: A constituent part of a collegiate university, for example King's College, Cambridge, or of a federal university, for example King's College London. A liberal arts college, an independent institution of higher education focusing on undergraduate education, such as Williams College or Amherst College. A liberal arts division of a university whose undergraduate program does not otherwise follow a liberal arts model, such as the Yuanpei College at Peking University. An institute providing specialised training, such as a college of further education, for example Belfast Metropolitan College, a teacher training college, or an art college. In the United States, college is sometimes but rarely a synonym for a research university, such as Dartmouth College, one of the eight universities in the Ivy League. In the United States, the undergraduate college of a university which also confers graduate degrees, such as Yale College, the undergraduate college within Yale University. Further education A sixth form college or college of further education is an educational institution in England, Wales, Northern Ireland, Belize, the Caribbean, Malta, Norway, Brunei, or Southern Africa, among others, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC, HND or its equivalent and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In Singapore and India, this is known as a junior college. The municipal government of the city of Paris uses the phrase "sixth form college" as the English name for a lycée. Secondary education In some national education systems, secondary schools may be called "colleges" or have "college" as part of their title. In Australia the term "college" is applied to any private or independent (non-government) primary and, especially, secondary school as distinct from a state school. Melbourne Grammar School, Cranbrook School, Sydney and The King's School, Parramatta are considered colleges. There has also been a recent trend to rename or create government secondary schools as "colleges". In the state of Victoria, some state high schools are referred to as secondary colleges, although the pre-eminent government secondary school for boys in Melbourne is still named Melbourne High School. In Western Australia, South Australia and the Northern Territory, "college" is used in the name of all state high schools built since the late 1990s, and also some older ones. In New South Wales, some high schools, especially multi-campus schools resulting from mergers, are known as "secondary colleges". In Queensland some newer schools which accept primary and high school students are styled state college, but state schools offering only secondary education are called "State High School". In Tasmania and the Australian Capital Territory, "college" refers to the final two years of high school (years 11 and 12), and the institutions which provide this. In this context, "college" is a system independent of the other years of high school. Here, the expression is a shorter version of matriculation college. In a number of Canadian cities, many government-run secondary schools are called "collegiates" or "collegiate institutes" (C.I.), a complicated form of the word "college" which avoids the usual "post-secondary" connotation. This is because these secondary schools have traditionally focused on academic, rather than vocational, subjects and ability levels (for example, collegiates offered Latin while vocational schools offered technical courses). Some private secondary schools (such as Upper Canada College, Vancouver College) choose to use the word "college" in their names nevertheless. Some secondary schools elsewhere in the country, particularly ones within the separate school system, may also use the word "college" or "collegiate" in their names.In New Zealand the word "college" normally refers to a secondary school for ages 13 to 17 and "college" appears as part of the name especially of private or integrated schools. "Colleges" most frequently appear in the North Island, whereas "high schools" are more common in the South Island. In the Netherlands, "college" is equivalent to HBO (Higher professional education). It is oriented towards professional training with clear occupational outlook, unlike universities which are scientifically oriented. In South Africa, some secondary schools, especially private schools on the English public school model, have "college" in their title, including six of South Africa's Elite Seven high schools. A typical example of this category would be St John's College. Private schools that specialize in improving children's marks through intensive focus on examination needs are informally called "cram-colleges". In Sri Lanka the word "college" (known as Vidyalaya in Sinhala) normally refers to a secondary school, which usually signifies above the 5th standard. During the British colonial period a limited number of exclusive secondary schools were established based on English public school model (Royal College Colombo, S. Thomas' College, Mount Lavinia, Trinity College, Kandy) these along with several Catholic schools (St. Joseph's College, Colombo, St Anthony's College) traditionally carry their name as colleges. Following the start of free education in 1931 large group of central colleges were established to educate the rural masses. Since Sri Lanka gained Independence in 1948, many schools that have been established have been named as "college". Other As well as an educational institution, the term, in accordance with its etymology, may also refer to any formal group of colleagues set up under statute or regulation; often under a Royal Charter. Examples include an electoral college, the College of Arms, a college of canons, and the College of Cardinals. Other collegiate bodies include professional associations, particularly in medicine and allied professions. In the UK these include the Royal College of Nursing and the Royal College of Physicians. Examples in the United States include the American College of Physicians, the American College of Surgeons, and the American College of Dentists. An example in Australia is the Royal Australian College of General Practitioners. College by country The different ways in which the term "College" is used to describe educational institutions in various regions of the world is listed below: Americas Canada In Canadian English, the term "college" usually refers to a trades school, applied arts/science/technology/business/health school or community college. These are post-secondary institutions granting certificates, diplomas, associate degrees and (in some cases) bachelor's degrees. The French acronym specific to public institutions within Quebec's particular system of pre-university and technical education is CEGEP (Collège d'enseignement général et professionnel, "college of general and professional education"). They are collegiate-level institutions that a student typically enrols in if they wish to continue onto university in the Quebec education system, or to learn a trade. In Ontario and Alberta, there are also institutions that are designated university colleges, which only grant undergraduate degrees. This is to differentiate between universities, which have both undergraduate and graduate programs and those that do not. In Canada, there is a strong distinction between "college" and "university". In conversation, one specifically would say either "they are going to university" (i.e., studying for a three- or four-year degree at a university) or "they are going to college" (i.e., studying at a technical/career training). Usage in a university setting The term college also applies to distinct entities that formally act as an affiliated institution of the university, formally referred to as federated college, or affiliated colleges. A university may also formally include several constituent colleges, forming a collegiate university. Examples of collegiate universities in Canada include Trent University, and the University of Toronto. These types of institutions act independently, maintaining their own endowments, and properties. However, they remain either affiliated, or federated with the overarching university, with the overarching university being the institution that formally grants the degrees. For example, Trinity College was once an independent institution, but later became federated with the University of Toronto. Several centralized universities in Canada have mimicked the collegiate university model; although constituent colleges in a centralized university remains under the authority of the central administration. Centralized universities that have adopted the collegiate model to a degree includes the University of British Columbia, with Green College and St. John's College; and the Memorial University of Newfoundland, with Sir Wilfred Grenfell College. Occasionally, "college" refers to a subject specific faculty within a university that, while distinct, are neither federated nor affiliated—College of Education, College of Medicine, College of Dentistry, College of Biological Science among others. The Royal Military College of Canada is a military college which trains officers for the Canadian Armed Forces. The institution is a full-fledged university, with the authority to issue graduate degrees, although it continues to word the term college in its name. The institution's sister schools, Royal Military College Saint-Jean also uses the term college in its name, although it academic offering is akin to a CEGEP institution in Quebec. A number of post-secondary art schools in Canada formerly used the word college in their names, despite formally being universities. However, most of these institutions were renamed, or re-branded in the early 21st century, omitting the word college from its name. Usage in secondary education The word college continues to be used in the names public separate secondary schools in Ontario. A number of independent schools across Canada also use the word college in its name.Public secular school boards in Ontario also refer to their secondary schools as collegiate institutes. However, usage of the word collegiate institute varies between school boards. Collegiate institute is the predominant name for secondary schools in Lakehead District School Board, and Toronto District School Board, although most school boards in Ontario use collegiate institute alongside high school, and secondary school in the names of their institutions. Similarly, secondary schools in Regina, and Saskatoon are referred to as Collegiate. Chile In Chile, the term "college" is usually used in the name of some bilingual schools, like Santiago College, Saint George's College etc. Since 2009 the Pontifical Catholic University of Chile incorporated college as a bachelor's degree, it has a Bachelor of Natural Sciences and Mathematics, a Bachelor of Social Science and a Bachelor of Arts and Humanities. It has the same system as the American universities, it combines majors and minors. And it let the students continue a higher degree in the same university once finished. United States In the United States, there were 5,916 post-secondary institutions (universities and colleges) as of 2020–21, having peaked at 7,253 in 2012–13 and fallen every year since. A "college" in the US can refer to a constituent part of a university (which can be a residential college, the sub-division of the university offering undergraduate courses, or a school of the university offering particular specialized courses), an independent institution offering bachelor's-level courses, or an institution offering instruction in a particular professional, technical or vocational field. In popular usage, the word "college" is the generic term for any post-secondary undergraduate education. Americans "go to college" after high school, regardless of whether the specific institution is formally a college or a university. Some students choose to dual-enroll, by taking college classes while still in high school. The word and its derivatives are the standard terms used to describe the institutions and experiences associated with American post-secondary undergraduate education. Students must pay for college before taking classes. Some borrow the money via loans, and some students fund their educations with cash, scholarships, grants, or some combination of these payment methods. In 2011, the state or federal government subsidized $8,000 to $100,000 for each undergraduate degree. For state-owned schools (called "public" universities), the subsidy was given to the college, with the student benefiting from lower tuition. The state subsidized on average 50% of public university tuition. Colleges vary in terms of size, degree, and length of stay. Two-year colleges, also known as junior or community colleges, usually offer an associate degree, and four-year colleges usually offer a bachelor's degree. Often, these are entirely undergraduate institutions, although some have graduate school programs. Four-year institutions in the U.S. that emphasize a liberal arts curriculum are known as liberal arts colleges. Until the 20th century, liberal arts, law, medicine, theology, and divinity were about the only form of higher education available in the United States. These schools have traditionally emphasized instruction at the undergraduate level, although advanced research may still occur at these institutions. While there is no national standard in the United States, the term "university" primarily designates institutions that provide undergraduate and graduate education. A university typically has as its core and its largest internal division an undergraduate college teaching a liberal arts curriculum, also culminating in a bachelor's degree. What often distinguishes a university is having, in addition, one or more graduate schools engaged in both teaching graduate classes and in research. Often these would be called a School of Law or School of Medicine, (but may also be called a college of law, or a faculty of law). An exception is Vincennes University, Indiana, which is styled and chartered as a "university" even though almost all of its academic programs lead only to two-year associate degrees. Some institutions, such as Dartmouth College and The College of William & Mary, have retained the term "college" in their names for historical reasons. In one unique case, Boston College and Boston University, the former located in Chestnut Hill, Massachusetts and the latter located in Boston, Massachusetts, are completely separate institutions. Usage of the terms varies among the states. In 1996, for example, Georgia changed all of its four-year institutions previously designated as colleges to universities, and all of its vocational technology schools to technical colleges. The terms "university" and "college" do not exhaust all possible titles for an American institution of higher education. Other options include "institute" (Worcester Polytechnic Institute and Massachusetts Institute of Technology), "academy" (United States Military Academy), "union" (Cooper Union), "conservatory" (New England Conservatory), and "school" (Juilliard School). In colloquial use, they are still referred to as "college" when referring to their undergraduate studies. The term college is also, as in the United Kingdom, used for a constituent semi-autonomous part of a larger university but generally organized on academic rather than residential lines. For example, at many institutions, the undergraduate portion of the university can be briefly referred to as the college (such as The College of the University of Chicago, Harvard College at Harvard, or Columbia College at Columbia) while at others, such as the University of California, Berkeley, "colleges" are collections of academic programs and other units that share some common characteristics, mission, or disciplinary focus (the "college of engineering", the "college of nursing", and so forth). There exist other variants for historical reasons, including some uses that exist because of mergers and acquisitions; for example, Duke University, which was called Trinity College until the 1920s, still calls its main undergraduate subdivision Trinity College of Arts and Sciences. Residential colleges Some American universities, such as Princeton, Rice, and Yale have established residential colleges (sometimes, as at Harvard, the first to establish such a system in the 1930s, known as houses) along the lines of Oxford or Cambridge. Unlike the Oxbridge colleges, but similarly to Durham, these residential colleges are not autonomous legal entities nor are they typically much involved in education itself, being primarily concerned with room, board, and social life. At the University of Michigan, University of California, San Diego and the University of California, Santa Cruz, each residential college teaches its own core writing courses and has its own distinctive set of graduation requirements. Many U.S. universities have placed increased emphasis on their residential colleges in recent years. This is exemplified by the creation of new colleges at Ivy League schools such as Yale University and Princeton University, and efforts to strengthen the contribution of the residential colleges to student education, including through a 2016 taskforce at Princeton on residential colleges. Origin of the U.S. usage The founders of the first institutions of higher education in the United States were graduates of the University of Oxford and the University of Cambridge. The small institutions they founded would not have seemed to them like universities – they were tiny and did not offer the higher degrees in medicine and theology. Furthermore, they were not composed of several small colleges. Instead, the new institutions felt like the Oxford and Cambridge colleges they were used to – small communities, housing and feeding their students, with instruction from residential tutors (as in the United Kingdom, described above). When the first students graduated, these "colleges" assumed the right to confer degrees upon them, usually with authority—for example, The College of William & Mary has a royal charter from the British monarchy allowing it to confer degrees while Dartmouth College has a charter permitting it to award degrees "as are usually granted in either of the universities, or any other college in our realm of Great Britain." The leaders of Harvard College (which granted America's first degrees in 1642) might have thought of their college as the first of many residential colleges that would grow up into a New Cambridge university. However, over time, few new colleges were founded there, and Harvard grew and added higher faculties. Eventually, it changed its title to university, but the term "college" had stuck and "colleges" have arisen across the United States. In U.S. usage, the word "college" not only embodies a particular type of school, but has historically been used to refer to the general concept of higher education when it is not necessary to specify a school, as in "going to college" or "college savings accounts" offered by banks. In a survey of more than 2,000 college students in 33 states and 156 different campuses, the U.S. Public Interest Research Group found the average student spends as much as $1,200 each year on textbooks and supplies alone. By comparison, the group says that's the equivalent of 39 percent of tuition and fees at a community college, and 14 percent of tuition and fees at a four-year public university. Morrill Land-Grant Act In addition to private colleges and universities, the U.S. also has a system of government funded, public universities. Many were founded under the Morrill Land-Grant Colleges Act of 1862. A movement had arisen to bring a form of more practical higher education to the masses, as "...many politicians and educators wanted to make it possible for all young Americans to receive some sort of advanced education." The Morrill Act "...made it possible for the new western states to establish colleges for the citizens." Its goal was to make higher education more easily accessible to the citizenry of the country, specifically to improve agricultural systems by providing training and scholarship in the production and sales of agricultural products, and to provide formal education in "...agriculture, home economics, mechanical arts, and other professions that seemed practical at the time."The act was eventually extended to allow all states that had remained with the Union during the American Civil War, and eventually all states, to establish such institutions. Most of the colleges established under the Morrill Act have since become full universities, and some are among the elite of the world. Benefits of college Selection of a four-year college as compared to a two-year junior college, even by marginal students such as those with a C+ grade average in high school and SAT scores in the mid 800s, increases the probability of graduation and confers substantial economic and social benefits. Asia Bangladesh In Bangladesh, educational institutions offering higher secondary (11th–12th grade) education are known as colleges. Hong Kong In Hong Kong, the term 'college' is used by tertiary institutions as either part of their names or to refer to a constituent part of the university, such as the colleges in the collegiate The Chinese University of Hong Kong; or to a residence hall of a university, such as St. John's College, University of Hong Kong. Many older secondary schools have the term 'college' as part of their names. India The modern system of education was heavily influenced by the British starting in 1835.In India, the term "college" is commonly reserved for institutions that offer high school diplomas at year 12 ("Junior College", similar to American high schools), and those that offer the bachelor's degree; some colleges, however, offer programmes up to PhD level. Generally, colleges are located in different parts of a state and all of them are affiliated to a regional university. The colleges offer programmes leading to degrees of that university. Colleges may be either Autonomous or non-autonomous. Autonomous Colleges are empowered to establish their own syllabus, and conduct and assess their own examinations; in non-autonomous colleges, examinations are conducted by the university, at the same time for all colleges under its affiliation. There are several hundred universities and each university has affiliated colleges, often a large number. The first liberal arts and sciences college in India was "Cottayam College" or the "Syrian College", Kerala in 1815. The First inter linguistic residential education institution in Asia was started at this college. At present it is a Theological seminary which is popularly known as Orthodox Theological Seminary or Old Seminary. After that, CMS College, Kottayam, established in 1817, and the Presidency College, Kolkata, also 1817, initially known as Hindu College. The first college for the study of Christian theology and ecumenical enquiry was Serampore College (1818). The first Missionary institution to impart Western style education in India was the Scottish Church College, Calcutta (1830). The first commerce and economics college in India was Sydenham College, Mumbai (1913). In India a new term has been introduced that is Autonomous Institutes & Colleges. An autonomous Colleges are colleges which need to be affiliated to a certain university. These colleges can conduct their own admission procedure, examination syllabus, fees structure etc. However, at the end of course completion, they cannot issue their own degree or diploma. The final degree or diploma is issued by the affiliated university. Also, some significant changes can pave way under the NEP (New Education Policy 2020) which may affect the present guidelines for universities and colleges. Israel In Israel, any non-university higher-learning facility is called a college. Institutions accredited by the Council for Higher Education in Israel (CHE) to confer a bachelor's degree are called "Academic Colleges" (Hebrew: מִכְלָלָה, romanized: Mikhlala; plural Hebrew: מכללות, romanized: Mikhlalot). These colleges (at least 4 for 2012) may also offer master's degrees and act as Research facilities. There are also over twenty teacher training colleges or seminaries, most of which may award only a Bachelor of Education (BEd) degree. Academic colleges: Any educational facility that had been approved to offer at least bachelor's degree is entitled by CHE to use the term academic college in its name. Engineering academic college: Any academic facility that offer at least bachelor's degree and most of it faculties are providing an Engineering degree and Engineering license. Educational academic college: After an educational facility that had been approved for "Teachers seminar" status is then approved to provide a Bachelor of Education, its name is changed to include "Educational Academic college." Technical college: A "Technical college" (מכללה טכנולוגית) is an educational facility that is approved to allow to provide P.E degree (הנדסאי) (14'th class) or technician (טכנאי) (13'th class) diploma and licenses. Training College: A "Training College" (מכללה להכשרה or מכללה מקצועית) is an educational facility that provides basic training allowing a person to receive a working permit in a field such as alternative medicine, cooking, Art, Mechanical, Electrical and other professions. A trainee could receive the right to work in certain professions as apprentice (j. mechanic, j. Electrician etc.). After working in the training field for enough time an apprentice could have a license to operate (Mechanic, Electrician). This educational facility is mostly used to provide basic training for low tech jobs and for job seekers without any training that are provided by the nation's Employment Service (שירות התעסוקה). Macau Following the Portuguese usage, the term "college" (colégio) in Macau has traditionally been used in the names for private (and non-governmental) pre-university educational institutions, which correspond to form one to form six level tiers. Such schools are usually run by the Roman Catholic church or missionaries in Macau. Examples include Chan Sui Ki Perpetual Help College, Yuet Wah College, and Sacred Heart Canossian College. Philippines In the Philippines, colleges usually refer to institutions of learning that grant degrees but whose scholastic fields are not as diverse as that of a university (University of Santo Tomas, University of the Philippines, Ateneo de Manila University, De La Salle University, Far Eastern University, and AMA University), such as the San Beda College which specializes in law, AMA Computer College whose campuses are spread all over the Philippines which specializes in information and computing technologies, and the Mapúa Institute of Technology which specializes in engineering, or to component units within universities that do not grant degrees but rather facilitate the instruction of a particular field, such as a College of Science and College of Engineering, among many other colleges of the University of the Philippines. A state college may not have the word "college" on its name, but may have several component colleges, or departments. Thus, the Eulogio Amang Rodriguez Institute of Science and Technology is a state college by classification. Usually, the term "college" is also thought of as a hierarchical demarcation between the term "university", and quite a number of colleges seek to be recognized as universities as a sign of improvement in academic standards (Colegio de San Juan de Letran, San Beda College), and increase in the diversity of the offered degree programs (called "courses"). For private colleges, this may be done through a survey and evaluation by the Commission on Higher Education and accrediting organizations, as was the case of Urios College which is now the Fr. Saturnino Urios University. For state colleges, it is usually done by a legislation by the Congress or Senate. In common usage, "going to college" simply means attending school for an undergraduate degree, whether it's from an institution recognized as a college or a university. When it comes to referring to the level of education, college is the term more used to be synonymous to tertiary or higher education. A student who is or has studied his/her undergraduate degree at either an institution with college or university in its name is considered to be going to or have gone to college. Singapore The term "college" in Singapore is generally only used for pre-university educational institutions called "Junior Colleges", which provide the final two years of secondary education (equivalent to sixth form in British terms or grades 11–12 in the American system). Since 1 January 2005, the term also refers to the three campuses of the Institute of Technical Education with the introduction of the "collegiate system", in which the three institutions are called ITE College East, ITE College Central, and ITE College West respectively. The term "university" is used to describe higher-education institutions offering locally conferred degrees. Institutions offering diplomas are called "polytechnics", while other institutions are often referred to as "institutes" and so forth. Sri Lanka There are several professional and vocational institutions that offer post-secondary education without granting degrees that are referred to as "colleges". This includes the Sri Lanka Law College, the many Technical Colleges and Teaching Colleges. Turkey In Turkey, the term "kolej" (college) refers to a private high school, typically preceded by one year of preparatory language education. Notable Turkish colleges include Robert College, Uskudar American Academy, American Collegiate Institute and Tarsus American College. Africa South Africa Although the term "college" is hardly used in any context at any university in South Africa, some non-university tertiary institutions call themselves colleges. These include teacher training colleges, business colleges and wildlife management colleges. See: List of universities in South Africa#Private colleges and universities; List of post secondary institutions in South Africa. Zimbabwe The term college is mainly used by private or independent secondary schools with Advanced Level (Upper 6th formers) and also Polytechnic Colleges which confer diplomas only. A student can complete secondary education (International General Certificate of Secondary Education, IGCSE) at 16 years and proceed straight to a poly-technical college or they can proceed to Advanced level (16 to 19 years) and obtain a General Certificate of Education (GCE) certificate which enables them to enroll at a university, provided they have good grades. Alternatively, with lower grades, the GCE certificate holders will have an added advantage over their GCSE counterparts if they choose to enroll at a polytechnical college. Some schools in Zimbabwe choose to offer the International Baccalaureate studies as an alternative to the IGCSE and GCE. Europe Greece Kollegio (in Greek Κολλέγιο) refers to the Centers of Post-Lyceum Education (in Greek Κέντρο Μεταλυκειακής Εκπαίδευσης, abbreviated as KEME), which are principally private and belong to the Greek post-secondary education system. Some of them have links to EU or US higher education institutions or accreditation organizations, such as the NEASC. Kollegio (or Kollegia in plural) may also refer to private non-tertiary schools, such as the Athens College. Ireland In Ireland the term "college" is normally used to describe an institution of tertiary education. University students often say they attend "college" rather than "university". Until 1989, no university provided teaching or research directly; they were formally offered by a constituent college of the university. There are number of secondary education institutions that traditionally used the word "college" in their names: these are either older, private schools (such as Belvedere College, Gonzaga College, Castleknock College, and St. Michael's College) or what were formerly a particular kind of secondary school. These secondary schools, formerly known as "technical colleges," were renamed "community colleges," but remain secondary schools. The country's only ancient university is the University of Dublin. Created during the reign of Elizabeth I, it is modelled on the collegiate universities of Cambridge and Oxford. However, only one constituent college was ever founded, hence the curious position of Trinity College Dublin today; although both are usually considered one and the same, the university and college are completely distinct corporate entities with separate and parallel governing structures. Among more modern foundations, the National University of Ireland, founded in 1908, consisted of constituent colleges and recognised colleges until 1997. The former are now referred to as constituent universities – institutions that are essentially universities in their own right. The National University can trace its existence back to 1850 and the creation of the Queen's University of Ireland and the creation of the Catholic University of Ireland in 1854. From 1880, the degree awarding roles of these two universities was taken over by the Royal University of Ireland, which remained until the creation of the National University in 1908 and Queen's University Belfast. The state's two new universities, Dublin City University and University of Limerick, were initially National Institute for Higher Education institutions. These institutions offered university level academic degrees and research from the start of their existence and were awarded university status in 1989 in recognition of this. Third level technical education in the state has been carried out in the Institutes of Technology, which were established from the 1970s as Regional Technical Colleges. These institutions have delegated authority which entitles them to give degrees and diplomas from Quality and Qualifications Ireland (QQI) in their own names. A number of private colleges exist such as Dublin Business School, providing undergraduate and postgraduate courses validated by QQI and in some cases by other universities. Other types of college include colleges of education, such as the Church of Ireland College of Education. These are specialist institutions, often linked to a university, which provide both undergraduate and postgraduate academic degrees for people who want to train as teachers. A number of state-funded further education colleges exist – which offer vocational education and training in a range of areas from business studies and information and communications technology to sports injury therapy. These courses are usually one, two or less often three years in duration and are validated by QQI at Levels 5 or 6, or for the BTEC Higher National Diploma award, which is a Level 6/7 qualification, validated by Edexcel. There are numerous private colleges (particularly in Dublin and Limerick) which offer both further and higher education qualifications. These degrees and diplomas are often certified by foreign universities/international awarding bodies and are aligned to the National Framework of Qualifications at Levels 6, 7 and 8. Netherlands In the Netherlands there are 3 main educational routes after high school. MBO (middle-level applied education), which is the equivalent of junior college. Designed to prepare students for either skilled trades and technical occupations and workers in support roles in professions such as engineering, accountancy, business administration, nursing, medicine, architecture, and criminology or for additional education at another college with more advanced academic material. HBO (higher professional education), which is the equivalent of college and has a professional orientation. After HBO (typically 4–6 years), pupils can enroll in a (professional) master's program (1–2 years) or enter the job market. The HBO is taught in vocational universities (hogescholen), of which there are over 40 in the Netherlands, each of which offers a broad variety of programs, with the exception of some that specialize in arts or agriculture. Note that the hogescholen are not allowed to name themselves university in Dutch. This also stretches to English and therefore HBO institutions are known as universities of applied sciences. WO (Scientific education), which is the equivalent to university level education and has an academic orientation.HBO graduates can be awarded two titles, which are Baccalaureus (bc.) and Ingenieur (ing.). At a WO institution, many more bachelor's and master's titles can be awarded. Bachelor's degrees: Bachelor of Arts (BA), Bachelor of Science (BSc) and Bachelor of Laws (LLB). Master's degrees: Master of Arts (MA), Master of Laws (LLM) and Master of Science (MSc). The PhD title is a research degree awarded upon completion and defense of a doctoral thesis. Portugal Presently in Portugal, the term colégio (college) is normally used as a generic reference to a private (non-government) school that provides from basic to secondary education. Many of the private schools include the term colégio in their name. Some special public schools – usually of the boarding school type – also include the term in their name, with a notable example being the Colégio Militar (Military College). The term colégio interno (literally "internal college") is used specifically as a generic reference to a boarding school. Until the 19th century, a colégio was usually a secondary or pre-university school, of public or religious nature, where the students usually lived together. A model for these colleges was the Royal College of Arts and Humanities, founded in Coimbra by King John III of Portugal in 1542. United Kingdom Secondary education and further education Further education (FE) colleges and sixth form colleges are institutions providing further education to students over 16. Some of these also provide higher education courses (see below). In the context of secondary education, 'college' is used in the names of some private schools, e.g. Eton College and Winchester College. Higher education In higher education, a college is normally a provider that does not hold university status, although it can also refer to a constituent part of a collegiate or federal university or a grouping of academic faculties or departments within a university. Traditionally the distinction between colleges and universities was that colleges did not award degrees while universities did, but this is no longer the case with NCG having gained taught degree awarding powers (the same as some universities) on behalf of its colleges, and many of the colleges of the University of London holding full degree awarding powers and being effectively universities. Most colleges, however, do not hold their own degree awarding powers and continue to offer higher education courses that are validated by universities or other institutions that can award degrees. In England, as of August 2016, over 60% of the higher education providers directly funded by HEFCE (208/340) are sixth-form or further education colleges, often termed colleges of further and higher education, along with 17 colleges of the University of London, one university college, 100 universities, and 14 other providers (six of which use 'college' in their name). Overall, this means over two-thirds of state-supported higher education providers in England are colleges of one form or another. Many private providers are also called colleges, e.g. the New College of the Humanities and St Patrick's College, London. Colleges within universities vary immensely in their responsibilities. The large constituent colleges of the University of London are effectively universities in their own right; colleges in some universities, including those of the University of the Arts London and smaller colleges of the University of London, run their own degree courses but do not award degrees; those at the University of Roehampton provide accommodation and pastoral care as well as delivering the teaching on university courses; those at Oxford and Cambridge deliver some teaching on university courses as well as providing accommodation and pastoral care; and those in Durham, Kent, Lancaster and York provide accommodation and pastoral care but do not normally participate in formal teaching. The legal status of these colleges also varies widely, with University of London colleges being independent corporations and recognised bodies, Oxbridge colleges, colleges of the University of the Highlands and Islands (UHI) and some Durham colleges being independent corporations and listed bodies, most Durham colleges being owned by the university but still listed bodies, and those of other collegiate universities not having formal recognition. When applying for undergraduate courses through UCAS, University of London colleges are treated as independent providers, colleges of Oxford, Cambridge, Durham and UHI are treated as locations within the universities that can be selected by specifying a 'campus code' in addition to selecting the university, and colleges of other universities are not recognised.The UHI and the University of Wales Trinity Saint David (UWTSD) both include further education colleges. However, while the UHI colleges integrate FE and HE provision, UWTSD maintains a separation between the university campuses (Lampeter, Carmarthen and Swansea) and the two colleges (Coleg Sir Gâr and Coleg Ceredigion; n.b. coleg is Welsh for college), which although part of the same group are treated as separate institutions rather than colleges within the university.A university college is an independent institution with the power to award taught degrees, but which has not been granted university status. University College is a protected title that can only be used with permission, although note that University College London, University College, Oxford and University College, Durham are colleges within their respective universities and not university colleges (in the case of UCL holding full degree awarding powers that set it above a university college), while University College Birmingham is a university in its own right and also not a university college. Oceania Australia In Australia a college may be an institution of tertiary education that is smaller than a university, run independently or as part of a university. Following a reform in the 1980s many of the formerly independent colleges now belong to a larger universities. Referring to parts of a university, there are residential colleges which provide residence for students, both undergraduate and postgraduate, called university colleges. These colleges often provide additional tutorial assistance, and some host theological study. Many colleges have strong traditions and rituals, so are a combination of dormitory style accommodation and fraternity or sorority culture. Most technical and further education institutions (TAFEs), which offer certificate and diploma vocational courses, are styled "TAFE colleges" or "Colleges of TAFE". In some places, such as Tasmania, college refers to a type of school for Year 11 and 12 students, e.g. Don College. New Zealand The constituent colleges of the former University of New Zealand (such as Canterbury University College) have become independent universities. Some halls of residence associated with New Zealand universities retain the name of "college", particularly at the University of Otago (which although brought under the umbrella of the University of New Zealand, already possessed university status and degree awarding powers). The institutions formerly known as "Teacher-training colleges" now style themselves "College of education". Some universities, such as the University of Canterbury, have divided their university into constituent administrative "Colleges" – the College of Arts containing departments that teach Arts, Humanities and Social Sciences, College of Science containing Science departments, and so on. This is largely modelled on the Cambridge model, discussed above. Like the United Kingdom some professional bodies in New Zealand style themselves as "colleges", for example, the Royal Australasian College of Surgeons, the Royal Australasian College of Physicians. In some parts of the country, secondary school is often referred to as college and the term is used interchangeably with high school. This sometimes confuses people from other parts of New Zealand. But in all parts of the country many secondary schools have "College" in their name, such as Rangitoto College, New Zealand's largest secondary. Notes References External links See also Community college Residential college University college Vocational university Madrasa Ashrama (stage)

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A college (Latin: collegium) is an educational institution or a constituent part of one. A college may be a degree-awarding tertiary educational institution, a part of a collegiate or federal university, an institution offering vocational education, or a secondary school. In most of the world, a college may be a high school or secondary school, a college of further education, a training institution that awards trade qualifications, a higher-education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university. In the United States, a college may offer undergraduate programs – either as an independent institution or as the undergraduate program of a university – or it may be a residential college of a university or a community college, referring to (primarily public) higher education institutions that aim to provide affordable and accessible education, usually limited to two-year associate degrees. The word is generally also used as a synonym for a university in the US. Colleges in countries such as France, Belgium, and Switzerland provide secondary education. Etymology The word "college" is from the Latin verb lego, legere, legi, lectum, "to collect, gather together, pick", plus the preposition cum, "with", thus meaning "selected together". Thus "colleagues" are literally "persons who have been selected to work together". In ancient Rome a collegium was a "body, guild, corporation united in colleagueship; of magistrates, praetors, tribunes, priests, augurs; a political club or trade guild". Thus a college was a form of corporation or corporate body, an artificial legal person (body/corpus) with its own legal personality, with the capacity to enter into legal contracts, to sue and be sued. In mediaeval England there were colleges of priests, for example in chantry chapels; modern survivals include the Royal College of Surgeons in England (originally the Guild of Surgeons Within the City of London), the College of Arms in London (a body of heralds enforcing heraldic law), an electoral college (to elect representatives), etc., all groups of persons "selected in common" to perform a specified function and appointed by a monarch, founder or other person in authority. As for the modern "college of education", it was a body created for that purpose, for example Eton College was founded in 1440 by letters patent of King Henry VI for the constitution of a college of Fellows, priests, clerks, choristers, poor scholars, and old poor men, with one master or governor, whose duty it shall be to instruct these scholars and any others who may resort thither from any part of England in the knowledge of letters, and especially of grammar, without payment". Overview Higher education Within higher education, the term can be used to refer to: A constituent part of a collegiate university, for example King's College, Cambridge, or of a federal university, for example King's College London. A liberal arts college, an independent institution of higher education focusing on undergraduate education, such as Williams College or Amherst College. A liberal arts division of a university whose undergraduate program does not otherwise follow a liberal arts model, such as the Yuanpei College at Peking University. An institute providing specialised training, such as a college of further education, for example Belfast Metropolitan College, a teacher training college, or an art college. In the United States, college is sometimes but rarely a synonym for a research university, such as Dartmouth College, one of the eight universities in the Ivy League. In the United States, the undergraduate college of a university which also confers graduate degrees, such as Yale College, the undergraduate college within Yale University. Further education A sixth form college or college of further education is an educational institution in England, Wales, Northern Ireland, Belize, the Caribbean, Malta, Norway, Brunei, or Southern Africa, among others, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC, HND or its equivalent and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In Singapore and India, this is known as a junior college. The municipal government of the city of Paris uses the phrase "sixth form college" as the English name for a lycée. Secondary education In some national education systems, secondary schools may be called "colleges" or have "college" as part of their title. In Australia the term "college" is applied to any private or independent (non-government) primary and, especially, secondary school as distinct from a state school. Melbourne Grammar School, Cranbrook School, Sydney and The King's School, Parramatta are considered colleges. There has also been a recent trend to rename or create government secondary schools as "colleges". In the state of Victoria, some state high schools are referred to as secondary colleges, although the pre-eminent government secondary school for boys in Melbourne is still named Melbourne High School. In Western Australia, South Australia and the Northern Territory, "college" is used in the name of all state high schools built since the late 1990s, and also some older ones. In New South Wales, some high schools, especially multi-campus schools resulting from mergers, are known as "secondary colleges". In Queensland some newer schools which accept primary and high school students are styled state college, but state schools offering only secondary education are called "State High School". In Tasmania and the Australian Capital Territory, "college" refers to the final two years of high school (years 11 and 12), and the institutions which provide this. In this context, "college" is a system independent of the other years of high school. Here, the expression is a shorter version of matriculation college. In a number of Canadian cities, many government-run secondary schools are called "collegiates" or "collegiate institutes" (C.I.), a complicated form of the word "college" which avoids the usual "post-secondary" connotation. This is because these secondary schools have traditionally focused on academic, rather than vocational, subjects and ability levels (for example, collegiates offered Latin while vocational schools offered technical courses). Some private secondary schools (such as Upper Canada College, Vancouver College) choose to use the word "college" in their names nevertheless. Some secondary schools elsewhere in the country, particularly ones within the separate school system, may also use the word "college" or "collegiate" in their names.In New Zealand the word "college" normally refers to a secondary school for ages 13 to 17 and "college" appears as part of the name especially of private or integrated schools. "Colleges" most frequently appear in the North Island, whereas "high schools" are more common in the South Island. In the Netherlands, "college" is equivalent to HBO (Higher professional education). It is oriented towards professional training with clear occupational outlook, unlike universities which are scientifically oriented. In South Africa, some secondary schools, especially private schools on the English public school model, have "college" in their title, including six of South Africa's Elite Seven high schools. A typical example of this category would be St John's College. Private schools that specialize in improving children's marks through intensive focus on examination needs are informally called "cram-colleges". In Sri Lanka the word "college" (known as Vidyalaya in Sinhala) normally refers to a secondary school, which usually signifies above the 5th standard. During the British colonial period a limited number of exclusive secondary schools were established based on English public school model (Royal College Colombo, S. Thomas' College, Mount Lavinia, Trinity College, Kandy) these along with several Catholic schools (St. Joseph's College, Colombo, St Anthony's College) traditionally carry their name as colleges. Following the start of free education in 1931 large group of central colleges were established to educate the rural masses. Since Sri Lanka gained Independence in 1948, many schools that have been established have been named as "college". Other As well as an educational institution, the term, in accordance with its etymology, may also refer to any formal group of colleagues set up under statute or regulation; often under a Royal Charter. Examples include an electoral college, the College of Arms, a college of canons, and the College of Cardinals. Other collegiate bodies include professional associations, particularly in medicine and allied professions. In the UK these include the Royal College of Nursing and the Royal College of Physicians. Examples in the United States include the American College of Physicians, the American College of Surgeons, and the American College of Dentists. An example in Australia is the Royal Australian College of General Practitioners. College by country The different ways in which the term "College" is used to describe educational institutions in various regions of the world is listed below: Americas Canada In Canadian English, the term "college" usually refers to a trades school, applied arts/science/technology/business/health school or community college. These are post-secondary institutions granting certificates, diplomas, associate degrees and (in some cases) bachelor's degrees. The French acronym specific to public institutions within Quebec's particular system of pre-university and technical education is CEGEP (Collège d'enseignement général et professionnel, "college of general and professional education"). They are collegiate-level institutions that a student typically enrols in if they wish to continue onto university in the Quebec education system, or to learn a trade. In Ontario and Alberta, there are also institutions that are designated university colleges, which only grant undergraduate degrees. This is to differentiate between universities, which have both undergraduate and graduate programs and those that do not. In Canada, there is a strong distinction between "college" and "university". In conversation, one specifically would say either "they are going to university" (i.e., studying for a three- or four-year degree at a university) or "they are going to college" (i.e., studying at a technical/career training). Usage in a university setting The term college also applies to distinct entities that formally act as an affiliated institution of the university, formally referred to as federated college, or affiliated colleges. A university may also formally include several constituent colleges, forming a collegiate university. Examples of collegiate universities in Canada include Trent University, and the University of Toronto. These types of institutions act independently, maintaining their own endowments, and properties. However, they remain either affiliated, or federated with the overarching university, with the overarching university being the institution that formally grants the degrees. For example, Trinity College was once an independent institution, but later became federated with the University of Toronto. Several centralized universities in Canada have mimicked the collegiate university model; although constituent colleges in a centralized university remains under the authority of the central administration. Centralized universities that have adopted the collegiate model to a degree includes the University of British Columbia, with Green College and St. John's College; and the Memorial University of Newfoundland, with Sir Wilfred Grenfell College. Occasionally, "college" refers to a subject specific faculty within a university that, while distinct, are neither federated nor affiliated—College of Education, College of Medicine, College of Dentistry, College of Biological Science among others. The Royal Military College of Canada is a military college which trains officers for the Canadian Armed Forces. The institution is a full-fledged university, with the authority to issue graduate degrees, although it continues to word the term college in its name. The institution's sister schools, Royal Military College Saint-Jean also uses the term college in its name, although it academic offering is akin to a CEGEP institution in Quebec. A number of post-secondary art schools in Canada formerly used the word college in their names, despite formally being universities. However, most of these institutions were renamed, or re-branded in the early 21st century, omitting the word college from its name. Usage in secondary education The word college continues to be used in the names public separate secondary schools in Ontario. A number of independent schools across Canada also use the word college in its name.Public secular school boards in Ontario also refer to their secondary schools as collegiate institutes. However, usage of the word collegiate institute varies between school boards. Collegiate institute is the predominant name for secondary schools in Lakehead District School Board, and Toronto District School Board, although most school boards in Ontario use collegiate institute alongside high school, and secondary school in the names of their institutions. Similarly, secondary schools in Regina, and Saskatoon are referred to as Collegiate. Chile In Chile, the term "college" is usually used in the name of some bilingual schools, like Santiago College, Saint George's College etc. Since 2009 the Pontifical Catholic University of Chile incorporated college as a bachelor's degree, it has a Bachelor of Natural Sciences and Mathematics, a Bachelor of Social Science and a Bachelor of Arts and Humanities. It has the same system as the American universities, it combines majors and minors. And it let the students continue a higher degree in the same university once finished. United States In the United States, there were 5,916 post-secondary institutions (universities and colleges) as of 2020–21, having peaked at 7,253 in 2012–13 and fallen every year since. A "college" in the US can refer to a constituent part of a university (which can be a residential college, the sub-division of the university offering undergraduate courses, or a school of the university offering particular specialized courses), an independent institution offering bachelor's-level courses, or an institution offering instruction in a particular professional, technical or vocational field. In popular usage, the word "college" is the generic term for any post-secondary undergraduate education. Americans "go to college" after high school, regardless of whether the specific institution is formally a college or a university. Some students choose to dual-enroll, by taking college classes while still in high school. The word and its derivatives are the standard terms used to describe the institutions and experiences associated with American post-secondary undergraduate education. Students must pay for college before taking classes. Some borrow the money via loans, and some students fund their educations with cash, scholarships, grants, or some combination of these payment methods. In 2011, the state or federal government subsidized $8,000 to $100,000 for each undergraduate degree. For state-owned schools (called "public" universities), the subsidy was given to the college, with the student benefiting from lower tuition. The state subsidized on average 50% of public university tuition. Colleges vary in terms of size, degree, and length of stay. Two-year colleges, also known as junior or community colleges, usually offer an associate degree, and four-year colleges usually offer a bachelor's degree. Often, these are entirely undergraduate institutions, although some have graduate school programs. Four-year institutions in the U.S. that emphasize a liberal arts curriculum are known as liberal arts colleges. Until the 20th century, liberal arts, law, medicine, theology, and divinity were about the only form of higher education available in the United States. These schools have traditionally emphasized instruction at the undergraduate level, although advanced research may still occur at these institutions. While there is no national standard in the United States, the term "university" primarily designates institutions that provide undergraduate and graduate education. A university typically has as its core and its largest internal division an undergraduate college teaching a liberal arts curriculum, also culminating in a bachelor's degree. What often distinguishes a university is having, in addition, one or more graduate schools engaged in both teaching graduate classes and in research. Often these would be called a School of Law or School of Medicine, (but may also be called a college of law, or a faculty of law). An exception is Vincennes University, Indiana, which is styled and chartered as a "university" even though almost all of its academic programs lead only to two-year associate degrees. Some institutions, such as Dartmouth College and The College of William & Mary, have retained the term "college" in their names for historical reasons. In one unique case, Boston College and Boston University, the former located in Chestnut Hill, Massachusetts and the latter located in Boston, Massachusetts, are completely separate institutions. Usage of the terms varies among the states. In 1996, for example, Georgia changed all of its four-year institutions previously designated as colleges to universities, and all of its vocational technology schools to technical colleges. The terms "university" and "college" do not exhaust all possible titles for an American institution of higher education. Other options include "institute" (Worcester Polytechnic Institute and Massachusetts Institute of Technology), "academy" (United States Military Academy), "union" (Cooper Union), "conservatory" (New England Conservatory), and "school" (Juilliard School). In colloquial use, they are still referred to as "college" when referring to their undergraduate studies. The term college is also, as in the United Kingdom, used for a constituent semi-autonomous part of a larger university but generally organized on academic rather than residential lines. For example, at many institutions, the undergraduate portion of the university can be briefly referred to as the college (such as The College of the University of Chicago, Harvard College at Harvard, or Columbia College at Columbia) while at others, such as the University of California, Berkeley, "colleges" are collections of academic programs and other units that share some common characteristics, mission, or disciplinary focus (the "college of engineering", the "college of nursing", and so forth). There exist other variants for historical reasons, including some uses that exist because of mergers and acquisitions; for example, Duke University, which was called Trinity College until the 1920s, still calls its main undergraduate subdivision Trinity College of Arts and Sciences. Residential colleges Some American universities, such as Princeton, Rice, and Yale have established residential colleges (sometimes, as at Harvard, the first to establish such a system in the 1930s, known as houses) along the lines of Oxford or Cambridge. Unlike the Oxbridge colleges, but similarly to Durham, these residential colleges are not autonomous legal entities nor are they typically much involved in education itself, being primarily concerned with room, board, and social life. At the University of Michigan, University of California, San Diego and the University of California, Santa Cruz, each residential college teaches its own core writing courses and has its own distinctive set of graduation requirements. Many U.S. universities have placed increased emphasis on their residential colleges in recent years. This is exemplified by the creation of new colleges at Ivy League schools such as Yale University and Princeton University, and efforts to strengthen the contribution of the residential colleges to student education, including through a 2016 taskforce at Princeton on residential colleges. Origin of the U.S. usage The founders of the first institutions of higher education in the United States were graduates of the University of Oxford and the University of Cambridge. The small institutions they founded would not have seemed to them like universities – they were tiny and did not offer the higher degrees in medicine and theology. Furthermore, they were not composed of several small colleges. Instead, the new institutions felt like the Oxford and Cambridge colleges they were used to – small communities, housing and feeding their students, with instruction from residential tutors (as in the United Kingdom, described above). When the first students graduated, these "colleges" assumed the right to confer degrees upon them, usually with authority—for example, The College of William & Mary has a royal charter from the British monarchy allowing it to confer degrees while Dartmouth College has a charter permitting it to award degrees "as are usually granted in either of the universities, or any other college in our realm of Great Britain." The leaders of Harvard College (which granted America's first degrees in 1642) might have thought of their college as the first of many residential colleges that would grow up into a New Cambridge university. However, over time, few new colleges were founded there, and Harvard grew and added higher faculties. Eventually, it changed its title to university, but the term "college" had stuck and "colleges" have arisen across the United States. In U.S. usage, the word "college" not only embodies a particular type of school, but has historically been used to refer to the general concept of higher education when it is not necessary to specify a school, as in "going to college" or "college savings accounts" offered by banks. In a survey of more than 2,000 college students in 33 states and 156 different campuses, the U.S. Public Interest Research Group found the average student spends as much as $1,200 each year on textbooks and supplies alone. By comparison, the group says that's the equivalent of 39 percent of tuition and fees at a community college, and 14 percent of tuition and fees at a four-year public university. Morrill Land-Grant Act In addition to private colleges and universities, the U.S. also has a system of government funded, public universities. Many were founded under the Morrill Land-Grant Colleges Act of 1862. A movement had arisen to bring a form of more practical higher education to the masses, as "...many politicians and educators wanted to make it possible for all young Americans to receive some sort of advanced education." The Morrill Act "...made it possible for the new western states to establish colleges for the citizens." Its goal was to make higher education more easily accessible to the citizenry of the country, specifically to improve agricultural systems by providing training and scholarship in the production and sales of agricultural products, and to provide formal education in "...agriculture, home economics, mechanical arts, and other professions that seemed practical at the time."The act was eventually extended to allow all states that had remained with the Union during the American Civil War, and eventually all states, to establish such institutions. Most of the colleges established under the Morrill Act have since become full universities, and some are among the elite of the world. Benefits of college Selection of a four-year college as compared to a two-year junior college, even by marginal students such as those with a C+ grade average in high school and SAT scores in the mid 800s, increases the probability of graduation and confers substantial economic and social benefits. Asia Bangladesh In Bangladesh, educational institutions offering higher secondary (11th–12th grade) education are known as colleges. Hong Kong In Hong Kong, the term 'college' is used by tertiary institutions as either part of their names or to refer to a constituent part of the university, such as the colleges in the collegiate The Chinese University of Hong Kong; or to a residence hall of a university, such as St. John's College, University of Hong Kong. Many older secondary schools have the term 'college' as part of their names. India The modern system of education was heavily influenced by the British starting in 1835.In India, the term "college" is commonly reserved for institutions that offer high school diplomas at year 12 ("Junior College", similar to American high schools), and those that offer the bachelor's degree; some colleges, however, offer programmes up to PhD level. Generally, colleges are located in different parts of a state and all of them are affiliated to a regional university. The colleges offer programmes leading to degrees of that university. Colleges may be either Autonomous or non-autonomous. Autonomous Colleges are empowered to establish their own syllabus, and conduct and assess their own examinations; in non-autonomous colleges, examinations are conducted by the university, at the same time for all colleges under its affiliation. There are several hundred universities and each university has affiliated colleges, often a large number. The first liberal arts and sciences college in India was "Cottayam College" or the "Syrian College", Kerala in 1815. The First inter linguistic residential education institution in Asia was started at this college. At present it is a Theological seminary which is popularly known as Orthodox Theological Seminary or Old Seminary. After that, CMS College, Kottayam, established in 1817, and the Presidency College, Kolkata, also 1817, initially known as Hindu College. The first college for the study of Christian theology and ecumenical enquiry was Serampore College (1818). The first Missionary institution to impart Western style education in India was the Scottish Church College, Calcutta (1830). The first commerce and economics college in India was Sydenham College, Mumbai (1913). In India a new term has been introduced that is Autonomous Institutes & Colleges. An autonomous Colleges are colleges which need to be affiliated to a certain university. These colleges can conduct their own admission procedure, examination syllabus, fees structure etc. However, at the end of course completion, they cannot issue their own degree or diploma. The final degree or diploma is issued by the affiliated university. Also, some significant changes can pave way under the NEP (New Education Policy 2020) which may affect the present guidelines for universities and colleges. Israel In Israel, any non-university higher-learning facility is called a college. Institutions accredited by the Council for Higher Education in Israel (CHE) to confer a bachelor's degree are called "Academic Colleges" (Hebrew: מִכְלָלָה, romanized: Mikhlala; plural Hebrew: מכללות, romanized: Mikhlalot). These colleges (at least 4 for 2012) may also offer master's degrees and act as Research facilities. There are also over twenty teacher training colleges or seminaries, most of which may award only a Bachelor of Education (BEd) degree. Academic colleges: Any educational facility that had been approved to offer at least bachelor's degree is entitled by CHE to use the term academic college in its name. Engineering academic college: Any academic facility that offer at least bachelor's degree and most of it faculties are providing an Engineering degree and Engineering license. Educational academic college: After an educational facility that had been approved for "Teachers seminar" status is then approved to provide a Bachelor of Education, its name is changed to include "Educational Academic college." Technical college: A "Technical college" (מכללה טכנולוגית) is an educational facility that is approved to allow to provide P.E degree (הנדסאי) (14'th class) or technician (טכנאי) (13'th class) diploma and licenses. Training College: A "Training College" (מכללה להכשרה or מכללה מקצועית) is an educational facility that provides basic training allowing a person to receive a working permit in a field such as alternative medicine, cooking, Art, Mechanical, Electrical and other professions. A trainee could receive the right to work in certain professions as apprentice (j. mechanic, j. Electrician etc.). After working in the training field for enough time an apprentice could have a license to operate (Mechanic, Electrician). This educational facility is mostly used to provide basic training for low tech jobs and for job seekers without any training that are provided by the nation's Employment Service (שירות התעסוקה). Macau Following the Portuguese usage, the term "college" (colégio) in Macau has traditionally been used in the names for private (and non-governmental) pre-university educational institutions, which correspond to form one to form six level tiers. Such schools are usually run by the Roman Catholic church or missionaries in Macau. Examples include Chan Sui Ki Perpetual Help College, Yuet Wah College, and Sacred Heart Canossian College. Philippines In the Philippines, colleges usually refer to institutions of learning that grant degrees but whose scholastic fields are not as diverse as that of a university (University of Santo Tomas, University of the Philippines, Ateneo de Manila University, De La Salle University, Far Eastern University, and AMA University), such as the San Beda College which specializes in law, AMA Computer College whose campuses are spread all over the Philippines which specializes in information and computing technologies, and the Mapúa Institute of Technology which specializes in engineering, or to component units within universities that do not grant degrees but rather facilitate the instruction of a particular field, such as a College of Science and College of Engineering, among many other colleges of the University of the Philippines. A state college may not have the word "college" on its name, but may have several component colleges, or departments. Thus, the Eulogio Amang Rodriguez Institute of Science and Technology is a state college by classification. Usually, the term "college" is also thought of as a hierarchical demarcation between the term "university", and quite a number of colleges seek to be recognized as universities as a sign of improvement in academic standards (Colegio de San Juan de Letran, San Beda College), and increase in the diversity of the offered degree programs (called "courses"). For private colleges, this may be done through a survey and evaluation by the Commission on Higher Education and accrediting organizations, as was the case of Urios College which is now the Fr. Saturnino Urios University. For state colleges, it is usually done by a legislation by the Congress or Senate. In common usage, "going to college" simply means attending school for an undergraduate degree, whether it's from an institution recognized as a college or a university. When it comes to referring to the level of education, college is the term more used to be synonymous to tertiary or higher education. A student who is or has studied his/her undergraduate degree at either an institution with college or university in its name is considered to be going to or have gone to college. Singapore The term "college" in Singapore is generally only used for pre-university educational institutions called "Junior Colleges", which provide the final two years of secondary education (equivalent to sixth form in British terms or grades 11–12 in the American system). Since 1 January 2005, the term also refers to the three campuses of the Institute of Technical Education with the introduction of the "collegiate system", in which the three institutions are called ITE College East, ITE College Central, and ITE College West respectively. The term "university" is used to describe higher-education institutions offering locally conferred degrees. Institutions offering diplomas are called "polytechnics", while other institutions are often referred to as "institutes" and so forth. Sri Lanka There are several professional and vocational institutions that offer post-secondary education without granting degrees that are referred to as "colleges". This includes the Sri Lanka Law College, the many Technical Colleges and Teaching Colleges. Turkey In Turkey, the term "kolej" (college) refers to a private high school, typically preceded by one year of preparatory language education. Notable Turkish colleges include Robert College, Uskudar American Academy, American Collegiate Institute and Tarsus American College. Africa South Africa Although the term "college" is hardly used in any context at any university in South Africa, some non-university tertiary institutions call themselves colleges. These include teacher training colleges, business colleges and wildlife management colleges. See: List of universities in South Africa#Private colleges and universities; List of post secondary institutions in South Africa. Zimbabwe The term college is mainly used by private or independent secondary schools with Advanced Level (Upper 6th formers) and also Polytechnic Colleges which confer diplomas only. A student can complete secondary education (International General Certificate of Secondary Education, IGCSE) at 16 years and proceed straight to a poly-technical college or they can proceed to Advanced level (16 to 19 years) and obtain a General Certificate of Education (GCE) certificate which enables them to enroll at a university, provided they have good grades. Alternatively, with lower grades, the GCE certificate holders will have an added advantage over their GCSE counterparts if they choose to enroll at a polytechnical college. Some schools in Zimbabwe choose to offer the International Baccalaureate studies as an alternative to the IGCSE and GCE. Europe Greece Kollegio (in Greek Κολλέγιο) refers to the Centers of Post-Lyceum Education (in Greek Κέντρο Μεταλυκειακής Εκπαίδευσης, abbreviated as KEME), which are principally private and belong to the Greek post-secondary education system. Some of them have links to EU or US higher education institutions or accreditation organizations, such as the NEASC. Kollegio (or Kollegia in plural) may also refer to private non-tertiary schools, such as the Athens College. Ireland In Ireland the term "college" is normally used to describe an institution of tertiary education. University students often say they attend "college" rather than "university". Until 1989, no university provided teaching or research directly; they were formally offered by a constituent college of the university. There are number of secondary education institutions that traditionally used the word "college" in their names: these are either older, private schools (such as Belvedere College, Gonzaga College, Castleknock College, and St. Michael's College) or what were formerly a particular kind of secondary school. These secondary schools, formerly known as "technical colleges," were renamed "community colleges," but remain secondary schools. The country's only ancient university is the University of Dublin. Created during the reign of Elizabeth I, it is modelled on the collegiate universities of Cambridge and Oxford. However, only one constituent college was ever founded, hence the curious position of Trinity College Dublin today; although both are usually considered one and the same, the university and college are completely distinct corporate entities with separate and parallel governing structures. Among more modern foundations, the National University of Ireland, founded in 1908, consisted of constituent colleges and recognised colleges until 1997. The former are now referred to as constituent universities – institutions that are essentially universities in their own right. The National University can trace its existence back to 1850 and the creation of the Queen's University of Ireland and the creation of the Catholic University of Ireland in 1854. From 1880, the degree awarding roles of these two universities was taken over by the Royal University of Ireland, which remained until the creation of the National University in 1908 and Queen's University Belfast. The state's two new universities, Dublin City University and University of Limerick, were initially National Institute for Higher Education institutions. These institutions offered university level academic degrees and research from the start of their existence and were awarded university status in 1989 in recognition of this. Third level technical education in the state has been carried out in the Institutes of Technology, which were established from the 1970s as Regional Technical Colleges. These institutions have delegated authority which entitles them to give degrees and diplomas from Quality and Qualifications Ireland (QQI) in their own names. A number of private colleges exist such as Dublin Business School, providing undergraduate and postgraduate courses validated by QQI and in some cases by other universities. Other types of college include colleges of education, such as the Church of Ireland College of Education. These are specialist institutions, often linked to a university, which provide both undergraduate and postgraduate academic degrees for people who want to train as teachers. A number of state-funded further education colleges exist – which offer vocational education and training in a range of areas from business studies and information and communications technology to sports injury therapy. These courses are usually one, two or less often three years in duration and are validated by QQI at Levels 5 or 6, or for the BTEC Higher National Diploma award, which is a Level 6/7 qualification, validated by Edexcel. There are numerous private colleges (particularly in Dublin and Limerick) which offer both further and higher education qualifications. These degrees and diplomas are often certified by foreign universities/international awarding bodies and are aligned to the National Framework of Qualifications at Levels 6, 7 and 8. Netherlands In the Netherlands there are 3 main educational routes after high school. MBO (middle-level applied education), which is the equivalent of junior college. Designed to prepare students for either skilled trades and technical occupations and workers in support roles in professions such as engineering, accountancy, business administration, nursing, medicine, architecture, and criminology or for additional education at another college with more advanced academic material. HBO (higher professional education), which is the equivalent of college and has a professional orientation. After HBO (typically 4–6 years), pupils can enroll in a (professional) master's program (1–2 years) or enter the job market. The HBO is taught in vocational universities (hogescholen), of which there are over 40 in the Netherlands, each of which offers a broad variety of programs, with the exception of some that specialize in arts or agriculture. Note that the hogescholen are not allowed to name themselves university in Dutch. This also stretches to English and therefore HBO institutions are known as universities of applied sciences. WO (Scientific education), which is the equivalent to university level education and has an academic orientation.HBO graduates can be awarded two titles, which are Baccalaureus (bc.) and Ingenieur (ing.). At a WO institution, many more bachelor's and master's titles can be awarded. Bachelor's degrees: Bachelor of Arts (BA), Bachelor of Science (BSc) and Bachelor of Laws (LLB). Master's degrees: Master of Arts (MA), Master of Laws (LLM) and Master of Science (MSc). The PhD title is a research degree awarded upon completion and defense of a doctoral thesis. Portugal Presently in Portugal, the term colégio (college) is normally used as a generic reference to a private (non-government) school that provides from basic to secondary education. Many of the private schools include the term colégio in their name. Some special public schools – usually of the boarding school type – also include the term in their name, with a notable example being the Colégio Militar (Military College). The term colégio interno (literally "internal college") is used specifically as a generic reference to a boarding school. Until the 19th century, a colégio was usually a secondary or pre-university school, of public or religious nature, where the students usually lived together. A model for these colleges was the Royal College of Arts and Humanities, founded in Coimbra by King John III of Portugal in 1542. United Kingdom Secondary education and further education Further education (FE) colleges and sixth form colleges are institutions providing further education to students over 16. Some of these also provide higher education courses (see below). In the context of secondary education, 'college' is used in the names of some private schools, e.g. Eton College and Winchester College. Higher education In higher education, a college is normally a provider that does not hold university status, although it can also refer to a constituent part of a collegiate or federal university or a grouping of academic faculties or departments within a university. Traditionally the distinction between colleges and universities was that colleges did not award degrees while universities did, but this is no longer the case with NCG having gained taught degree awarding powers (the same as some universities) on behalf of its colleges, and many of the colleges of the University of London holding full degree awarding powers and being effectively universities. Most colleges, however, do not hold their own degree awarding powers and continue to offer higher education courses that are validated by universities or other institutions that can award degrees. In England, as of August 2016, over 60% of the higher education providers directly funded by HEFCE (208/340) are sixth-form or further education colleges, often termed colleges of further and higher education, along with 17 colleges of the University of London, one university college, 100 universities, and 14 other providers (six of which use 'college' in their name). Overall, this means over two-thirds of state-supported higher education providers in England are colleges of one form or another. Many private providers are also called colleges, e.g. the New College of the Humanities and St Patrick's College, London. Colleges within universities vary immensely in their responsibilities. The large constituent colleges of the University of London are effectively universities in their own right; colleges in some universities, including those of the University of the Arts London and smaller colleges of the University of London, run their own degree courses but do not award degrees; those at the University of Roehampton provide accommodation and pastoral care as well as delivering the teaching on university courses; those at Oxford and Cambridge deliver some teaching on university courses as well as providing accommodation and pastoral care; and those in Durham, Kent, Lancaster and York provide accommodation and pastoral care but do not normally participate in formal teaching. The legal status of these colleges also varies widely, with University of London colleges being independent corporations and recognised bodies, Oxbridge colleges, colleges of the University of the Highlands and Islands (UHI) and some Durham colleges being independent corporations and listed bodies, most Durham colleges being owned by the university but still listed bodies, and those of other collegiate universities not having formal recognition. When applying for undergraduate courses through UCAS, University of London colleges are treated as independent providers, colleges of Oxford, Cambridge, Durham and UHI are treated as locations within the universities that can be selected by specifying a 'campus code' in addition to selecting the university, and colleges of other universities are not recognised.The UHI and the University of Wales Trinity Saint David (UWTSD) both include further education colleges. However, while the UHI colleges integrate FE and HE provision, UWTSD maintains a separation between the university campuses (Lampeter, Carmarthen and Swansea) and the two colleges (Coleg Sir Gâr and Coleg Ceredigion; n.b. coleg is Welsh for college), which although part of the same group are treated as separate institutions rather than colleges within the university.A university college is an independent institution with the power to award taught degrees, but which has not been granted university status. University College is a protected title that can only be used with permission, although note that University College London, University College, Oxford and University College, Durham are colleges within their respective universities and not university colleges (in the case of UCL holding full degree awarding powers that set it above a university college), while University College Birmingham is a university in its own right and also not a university college. Oceania Australia In Australia a college may be an institution of tertiary education that is smaller than a university, run independently or as part of a university. Following a reform in the 1980s many of the formerly independent colleges now belong to a larger universities. Referring to parts of a university, there are residential colleges which provide residence for students, both undergraduate and postgraduate, called university colleges. These colleges often provide additional tutorial assistance, and some host theological study. Many colleges have strong traditions and rituals, so are a combination of dormitory style accommodation and fraternity or sorority culture. Most technical and further education institutions (TAFEs), which offer certificate and diploma vocational courses, are styled "TAFE colleges" or "Colleges of TAFE". In some places, such as Tasmania, college refers to a type of school for Year 11 and 12 students, e.g. Don College. New Zealand The constituent colleges of the former University of New Zealand (such as Canterbury University College) have become independent universities. Some halls of residence associated with New Zealand universities retain the name of "college", particularly at the University of Otago (which although brought under the umbrella of the University of New Zealand, already possessed university status and degree awarding powers). The institutions formerly known as "Teacher-training colleges" now style themselves "College of education". Some universities, such as the University of Canterbury, have divided their university into constituent administrative "Colleges" – the College of Arts containing departments that teach Arts, Humanities and Social Sciences, College of Science containing Science departments, and so on. This is largely modelled on the Cambridge model, discussed above. Like the United Kingdom some professional bodies in New Zealand style themselves as "colleges", for example, the Royal Australasian College of Surgeons, the Royal Australasian College of Physicians. In some parts of the country, secondary school is often referred to as college and the term is used interchangeably with high school. This sometimes confuses people from other parts of New Zealand. But in all parts of the country many secondary schools have "College" in their name, such as Rangitoto College, New Zealand's largest secondary. Notes References External links See also Community college Residential college University college Vocational university Madrasa Ashrama (stage)

located in the administrative territorial entity

A college (Latin: collegium) is an educational institution or a constituent part of one. A college may be a degree-awarding tertiary educational institution, a part of a collegiate or federal university, an institution offering vocational education, or a secondary school. In most of the world, a college may be a high school or secondary school, a college of further education, a training institution that awards trade qualifications, a higher-education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university. In the United States, a college may offer undergraduate programs – either as an independent institution or as the undergraduate program of a university – or it may be a residential college of a university or a community college, referring to (primarily public) higher education institutions that aim to provide affordable and accessible education, usually limited to two-year associate degrees. The word is generally also used as a synonym for a university in the US. Colleges in countries such as France, Belgium, and Switzerland provide secondary education. Etymology The word "college" is from the Latin verb lego, legere, legi, lectum, "to collect, gather together, pick", plus the preposition cum, "with", thus meaning "selected together". Thus "colleagues" are literally "persons who have been selected to work together". In ancient Rome a collegium was a "body, guild, corporation united in colleagueship; of magistrates, praetors, tribunes, priests, augurs; a political club or trade guild". Thus a college was a form of corporation or corporate body, an artificial legal person (body/corpus) with its own legal personality, with the capacity to enter into legal contracts, to sue and be sued. In mediaeval England there were colleges of priests, for example in chantry chapels; modern survivals include the Royal College of Surgeons in England (originally the Guild of Surgeons Within the City of London), the College of Arms in London (a body of heralds enforcing heraldic law), an electoral college (to elect representatives), etc., all groups of persons "selected in common" to perform a specified function and appointed by a monarch, founder or other person in authority. As for the modern "college of education", it was a body created for that purpose, for example Eton College was founded in 1440 by letters patent of King Henry VI for the constitution of a college of Fellows, priests, clerks, choristers, poor scholars, and old poor men, with one master or governor, whose duty it shall be to instruct these scholars and any others who may resort thither from any part of England in the knowledge of letters, and especially of grammar, without payment". Overview Higher education Within higher education, the term can be used to refer to: A constituent part of a collegiate university, for example King's College, Cambridge, or of a federal university, for example King's College London. A liberal arts college, an independent institution of higher education focusing on undergraduate education, such as Williams College or Amherst College. A liberal arts division of a university whose undergraduate program does not otherwise follow a liberal arts model, such as the Yuanpei College at Peking University. An institute providing specialised training, such as a college of further education, for example Belfast Metropolitan College, a teacher training college, or an art college. In the United States, college is sometimes but rarely a synonym for a research university, such as Dartmouth College, one of the eight universities in the Ivy League. In the United States, the undergraduate college of a university which also confers graduate degrees, such as Yale College, the undergraduate college within Yale University. Further education A sixth form college or college of further education is an educational institution in England, Wales, Northern Ireland, Belize, the Caribbean, Malta, Norway, Brunei, or Southern Africa, among others, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC, HND or its equivalent and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In Singapore and India, this is known as a junior college. The municipal government of the city of Paris uses the phrase "sixth form college" as the English name for a lycée. Secondary education In some national education systems, secondary schools may be called "colleges" or have "college" as part of their title. In Australia the term "college" is applied to any private or independent (non-government) primary and, especially, secondary school as distinct from a state school. Melbourne Grammar School, Cranbrook School, Sydney and The King's School, Parramatta are considered colleges. There has also been a recent trend to rename or create government secondary schools as "colleges". In the state of Victoria, some state high schools are referred to as secondary colleges, although the pre-eminent government secondary school for boys in Melbourne is still named Melbourne High School. In Western Australia, South Australia and the Northern Territory, "college" is used in the name of all state high schools built since the late 1990s, and also some older ones. In New South Wales, some high schools, especially multi-campus schools resulting from mergers, are known as "secondary colleges". In Queensland some newer schools which accept primary and high school students are styled state college, but state schools offering only secondary education are called "State High School". In Tasmania and the Australian Capital Territory, "college" refers to the final two years of high school (years 11 and 12), and the institutions which provide this. In this context, "college" is a system independent of the other years of high school. Here, the expression is a shorter version of matriculation college. In a number of Canadian cities, many government-run secondary schools are called "collegiates" or "collegiate institutes" (C.I.), a complicated form of the word "college" which avoids the usual "post-secondary" connotation. This is because these secondary schools have traditionally focused on academic, rather than vocational, subjects and ability levels (for example, collegiates offered Latin while vocational schools offered technical courses). Some private secondary schools (such as Upper Canada College, Vancouver College) choose to use the word "college" in their names nevertheless. Some secondary schools elsewhere in the country, particularly ones within the separate school system, may also use the word "college" or "collegiate" in their names.In New Zealand the word "college" normally refers to a secondary school for ages 13 to 17 and "college" appears as part of the name especially of private or integrated schools. "Colleges" most frequently appear in the North Island, whereas "high schools" are more common in the South Island. In the Netherlands, "college" is equivalent to HBO (Higher professional education). It is oriented towards professional training with clear occupational outlook, unlike universities which are scientifically oriented. In South Africa, some secondary schools, especially private schools on the English public school model, have "college" in their title, including six of South Africa's Elite Seven high schools. A typical example of this category would be St John's College. Private schools that specialize in improving children's marks through intensive focus on examination needs are informally called "cram-colleges". In Sri Lanka the word "college" (known as Vidyalaya in Sinhala) normally refers to a secondary school, which usually signifies above the 5th standard. During the British colonial period a limited number of exclusive secondary schools were established based on English public school model (Royal College Colombo, S. Thomas' College, Mount Lavinia, Trinity College, Kandy) these along with several Catholic schools (St. Joseph's College, Colombo, St Anthony's College) traditionally carry their name as colleges. Following the start of free education in 1931 large group of central colleges were established to educate the rural masses. Since Sri Lanka gained Independence in 1948, many schools that have been established have been named as "college". Other As well as an educational institution, the term, in accordance with its etymology, may also refer to any formal group of colleagues set up under statute or regulation; often under a Royal Charter. Examples include an electoral college, the College of Arms, a college of canons, and the College of Cardinals. Other collegiate bodies include professional associations, particularly in medicine and allied professions. In the UK these include the Royal College of Nursing and the Royal College of Physicians. Examples in the United States include the American College of Physicians, the American College of Surgeons, and the American College of Dentists. An example in Australia is the Royal Australian College of General Practitioners. College by country The different ways in which the term "College" is used to describe educational institutions in various regions of the world is listed below: Americas Canada In Canadian English, the term "college" usually refers to a trades school, applied arts/science/technology/business/health school or community college. These are post-secondary institutions granting certificates, diplomas, associate degrees and (in some cases) bachelor's degrees. The French acronym specific to public institutions within Quebec's particular system of pre-university and technical education is CEGEP (Collège d'enseignement général et professionnel, "college of general and professional education"). They are collegiate-level institutions that a student typically enrols in if they wish to continue onto university in the Quebec education system, or to learn a trade. In Ontario and Alberta, there are also institutions that are designated university colleges, which only grant undergraduate degrees. This is to differentiate between universities, which have both undergraduate and graduate programs and those that do not. In Canada, there is a strong distinction between "college" and "university". In conversation, one specifically would say either "they are going to university" (i.e., studying for a three- or four-year degree at a university) or "they are going to college" (i.e., studying at a technical/career training). Usage in a university setting The term college also applies to distinct entities that formally act as an affiliated institution of the university, formally referred to as federated college, or affiliated colleges. A university may also formally include several constituent colleges, forming a collegiate university. Examples of collegiate universities in Canada include Trent University, and the University of Toronto. These types of institutions act independently, maintaining their own endowments, and properties. However, they remain either affiliated, or federated with the overarching university, with the overarching university being the institution that formally grants the degrees. For example, Trinity College was once an independent institution, but later became federated with the University of Toronto. Several centralized universities in Canada have mimicked the collegiate university model; although constituent colleges in a centralized university remains under the authority of the central administration. Centralized universities that have adopted the collegiate model to a degree includes the University of British Columbia, with Green College and St. John's College; and the Memorial University of Newfoundland, with Sir Wilfred Grenfell College. Occasionally, "college" refers to a subject specific faculty within a university that, while distinct, are neither federated nor affiliated—College of Education, College of Medicine, College of Dentistry, College of Biological Science among others. The Royal Military College of Canada is a military college which trains officers for the Canadian Armed Forces. The institution is a full-fledged university, with the authority to issue graduate degrees, although it continues to word the term college in its name. The institution's sister schools, Royal Military College Saint-Jean also uses the term college in its name, although it academic offering is akin to a CEGEP institution in Quebec. A number of post-secondary art schools in Canada formerly used the word college in their names, despite formally being universities. However, most of these institutions were renamed, or re-branded in the early 21st century, omitting the word college from its name. Usage in secondary education The word college continues to be used in the names public separate secondary schools in Ontario. A number of independent schools across Canada also use the word college in its name.Public secular school boards in Ontario also refer to their secondary schools as collegiate institutes. However, usage of the word collegiate institute varies between school boards. Collegiate institute is the predominant name for secondary schools in Lakehead District School Board, and Toronto District School Board, although most school boards in Ontario use collegiate institute alongside high school, and secondary school in the names of their institutions. Similarly, secondary schools in Regina, and Saskatoon are referred to as Collegiate. Chile In Chile, the term "college" is usually used in the name of some bilingual schools, like Santiago College, Saint George's College etc. Since 2009 the Pontifical Catholic University of Chile incorporated college as a bachelor's degree, it has a Bachelor of Natural Sciences and Mathematics, a Bachelor of Social Science and a Bachelor of Arts and Humanities. It has the same system as the American universities, it combines majors and minors. And it let the students continue a higher degree in the same university once finished. United States In the United States, there were 5,916 post-secondary institutions (universities and colleges) as of 2020–21, having peaked at 7,253 in 2012–13 and fallen every year since. A "college" in the US can refer to a constituent part of a university (which can be a residential college, the sub-division of the university offering undergraduate courses, or a school of the university offering particular specialized courses), an independent institution offering bachelor's-level courses, or an institution offering instruction in a particular professional, technical or vocational field. In popular usage, the word "college" is the generic term for any post-secondary undergraduate education. Americans "go to college" after high school, regardless of whether the specific institution is formally a college or a university. Some students choose to dual-enroll, by taking college classes while still in high school. The word and its derivatives are the standard terms used to describe the institutions and experiences associated with American post-secondary undergraduate education. Students must pay for college before taking classes. Some borrow the money via loans, and some students fund their educations with cash, scholarships, grants, or some combination of these payment methods. In 2011, the state or federal government subsidized $8,000 to $100,000 for each undergraduate degree. For state-owned schools (called "public" universities), the subsidy was given to the college, with the student benefiting from lower tuition. The state subsidized on average 50% of public university tuition. Colleges vary in terms of size, degree, and length of stay. Two-year colleges, also known as junior or community colleges, usually offer an associate degree, and four-year colleges usually offer a bachelor's degree. Often, these are entirely undergraduate institutions, although some have graduate school programs. Four-year institutions in the U.S. that emphasize a liberal arts curriculum are known as liberal arts colleges. Until the 20th century, liberal arts, law, medicine, theology, and divinity were about the only form of higher education available in the United States. These schools have traditionally emphasized instruction at the undergraduate level, although advanced research may still occur at these institutions. While there is no national standard in the United States, the term "university" primarily designates institutions that provide undergraduate and graduate education. A university typically has as its core and its largest internal division an undergraduate college teaching a liberal arts curriculum, also culminating in a bachelor's degree. What often distinguishes a university is having, in addition, one or more graduate schools engaged in both teaching graduate classes and in research. Often these would be called a School of Law or School of Medicine, (but may also be called a college of law, or a faculty of law). An exception is Vincennes University, Indiana, which is styled and chartered as a "university" even though almost all of its academic programs lead only to two-year associate degrees. Some institutions, such as Dartmouth College and The College of William & Mary, have retained the term "college" in their names for historical reasons. In one unique case, Boston College and Boston University, the former located in Chestnut Hill, Massachusetts and the latter located in Boston, Massachusetts, are completely separate institutions. Usage of the terms varies among the states. In 1996, for example, Georgia changed all of its four-year institutions previously designated as colleges to universities, and all of its vocational technology schools to technical colleges. The terms "university" and "college" do not exhaust all possible titles for an American institution of higher education. Other options include "institute" (Worcester Polytechnic Institute and Massachusetts Institute of Technology), "academy" (United States Military Academy), "union" (Cooper Union), "conservatory" (New England Conservatory), and "school" (Juilliard School). In colloquial use, they are still referred to as "college" when referring to their undergraduate studies. The term college is also, as in the United Kingdom, used for a constituent semi-autonomous part of a larger university but generally organized on academic rather than residential lines. For example, at many institutions, the undergraduate portion of the university can be briefly referred to as the college (such as The College of the University of Chicago, Harvard College at Harvard, or Columbia College at Columbia) while at others, such as the University of California, Berkeley, "colleges" are collections of academic programs and other units that share some common characteristics, mission, or disciplinary focus (the "college of engineering", the "college of nursing", and so forth). There exist other variants for historical reasons, including some uses that exist because of mergers and acquisitions; for example, Duke University, which was called Trinity College until the 1920s, still calls its main undergraduate subdivision Trinity College of Arts and Sciences. Residential colleges Some American universities, such as Princeton, Rice, and Yale have established residential colleges (sometimes, as at Harvard, the first to establish such a system in the 1930s, known as houses) along the lines of Oxford or Cambridge. Unlike the Oxbridge colleges, but similarly to Durham, these residential colleges are not autonomous legal entities nor are they typically much involved in education itself, being primarily concerned with room, board, and social life. At the University of Michigan, University of California, San Diego and the University of California, Santa Cruz, each residential college teaches its own core writing courses and has its own distinctive set of graduation requirements. Many U.S. universities have placed increased emphasis on their residential colleges in recent years. This is exemplified by the creation of new colleges at Ivy League schools such as Yale University and Princeton University, and efforts to strengthen the contribution of the residential colleges to student education, including through a 2016 taskforce at Princeton on residential colleges. Origin of the U.S. usage The founders of the first institutions of higher education in the United States were graduates of the University of Oxford and the University of Cambridge. The small institutions they founded would not have seemed to them like universities – they were tiny and did not offer the higher degrees in medicine and theology. Furthermore, they were not composed of several small colleges. Instead, the new institutions felt like the Oxford and Cambridge colleges they were used to – small communities, housing and feeding their students, with instruction from residential tutors (as in the United Kingdom, described above). When the first students graduated, these "colleges" assumed the right to confer degrees upon them, usually with authority—for example, The College of William & Mary has a royal charter from the British monarchy allowing it to confer degrees while Dartmouth College has a charter permitting it to award degrees "as are usually granted in either of the universities, or any other college in our realm of Great Britain." The leaders of Harvard College (which granted America's first degrees in 1642) might have thought of their college as the first of many residential colleges that would grow up into a New Cambridge university. However, over time, few new colleges were founded there, and Harvard grew and added higher faculties. Eventually, it changed its title to university, but the term "college" had stuck and "colleges" have arisen across the United States. In U.S. usage, the word "college" not only embodies a particular type of school, but has historically been used to refer to the general concept of higher education when it is not necessary to specify a school, as in "going to college" or "college savings accounts" offered by banks. In a survey of more than 2,000 college students in 33 states and 156 different campuses, the U.S. Public Interest Research Group found the average student spends as much as $1,200 each year on textbooks and supplies alone. By comparison, the group says that's the equivalent of 39 percent of tuition and fees at a community college, and 14 percent of tuition and fees at a four-year public university. Morrill Land-Grant Act In addition to private colleges and universities, the U.S. also has a system of government funded, public universities. Many were founded under the Morrill Land-Grant Colleges Act of 1862. A movement had arisen to bring a form of more practical higher education to the masses, as "...many politicians and educators wanted to make it possible for all young Americans to receive some sort of advanced education." The Morrill Act "...made it possible for the new western states to establish colleges for the citizens." Its goal was to make higher education more easily accessible to the citizenry of the country, specifically to improve agricultural systems by providing training and scholarship in the production and sales of agricultural products, and to provide formal education in "...agriculture, home economics, mechanical arts, and other professions that seemed practical at the time."The act was eventually extended to allow all states that had remained with the Union during the American Civil War, and eventually all states, to establish such institutions. Most of the colleges established under the Morrill Act have since become full universities, and some are among the elite of the world. Benefits of college Selection of a four-year college as compared to a two-year junior college, even by marginal students such as those with a C+ grade average in high school and SAT scores in the mid 800s, increases the probability of graduation and confers substantial economic and social benefits. Asia Bangladesh In Bangladesh, educational institutions offering higher secondary (11th–12th grade) education are known as colleges. Hong Kong In Hong Kong, the term 'college' is used by tertiary institutions as either part of their names or to refer to a constituent part of the university, such as the colleges in the collegiate The Chinese University of Hong Kong; or to a residence hall of a university, such as St. John's College, University of Hong Kong. Many older secondary schools have the term 'college' as part of their names. India The modern system of education was heavily influenced by the British starting in 1835.In India, the term "college" is commonly reserved for institutions that offer high school diplomas at year 12 ("Junior College", similar to American high schools), and those that offer the bachelor's degree; some colleges, however, offer programmes up to PhD level. Generally, colleges are located in different parts of a state and all of them are affiliated to a regional university. The colleges offer programmes leading to degrees of that university. Colleges may be either Autonomous or non-autonomous. Autonomous Colleges are empowered to establish their own syllabus, and conduct and assess their own examinations; in non-autonomous colleges, examinations are conducted by the university, at the same time for all colleges under its affiliation. There are several hundred universities and each university has affiliated colleges, often a large number. The first liberal arts and sciences college in India was "Cottayam College" or the "Syrian College", Kerala in 1815. The First inter linguistic residential education institution in Asia was started at this college. At present it is a Theological seminary which is popularly known as Orthodox Theological Seminary or Old Seminary. After that, CMS College, Kottayam, established in 1817, and the Presidency College, Kolkata, also 1817, initially known as Hindu College. The first college for the study of Christian theology and ecumenical enquiry was Serampore College (1818). The first Missionary institution to impart Western style education in India was the Scottish Church College, Calcutta (1830). The first commerce and economics college in India was Sydenham College, Mumbai (1913). In India a new term has been introduced that is Autonomous Institutes & Colleges. An autonomous Colleges are colleges which need to be affiliated to a certain university. These colleges can conduct their own admission procedure, examination syllabus, fees structure etc. However, at the end of course completion, they cannot issue their own degree or diploma. The final degree or diploma is issued by the affiliated university. Also, some significant changes can pave way under the NEP (New Education Policy 2020) which may affect the present guidelines for universities and colleges. Israel In Israel, any non-university higher-learning facility is called a college. Institutions accredited by the Council for Higher Education in Israel (CHE) to confer a bachelor's degree are called "Academic Colleges" (Hebrew: מִכְלָלָה, romanized: Mikhlala; plural Hebrew: מכללות, romanized: Mikhlalot). These colleges (at least 4 for 2012) may also offer master's degrees and act as Research facilities. There are also over twenty teacher training colleges or seminaries, most of which may award only a Bachelor of Education (BEd) degree. Academic colleges: Any educational facility that had been approved to offer at least bachelor's degree is entitled by CHE to use the term academic college in its name. Engineering academic college: Any academic facility that offer at least bachelor's degree and most of it faculties are providing an Engineering degree and Engineering license. Educational academic college: After an educational facility that had been approved for "Teachers seminar" status is then approved to provide a Bachelor of Education, its name is changed to include "Educational Academic college." Technical college: A "Technical college" (מכללה טכנולוגית) is an educational facility that is approved to allow to provide P.E degree (הנדסאי) (14'th class) or technician (טכנאי) (13'th class) diploma and licenses. Training College: A "Training College" (מכללה להכשרה or מכללה מקצועית) is an educational facility that provides basic training allowing a person to receive a working permit in a field such as alternative medicine, cooking, Art, Mechanical, Electrical and other professions. A trainee could receive the right to work in certain professions as apprentice (j. mechanic, j. Electrician etc.). After working in the training field for enough time an apprentice could have a license to operate (Mechanic, Electrician). This educational facility is mostly used to provide basic training for low tech jobs and for job seekers without any training that are provided by the nation's Employment Service (שירות התעסוקה). Macau Following the Portuguese usage, the term "college" (colégio) in Macau has traditionally been used in the names for private (and non-governmental) pre-university educational institutions, which correspond to form one to form six level tiers. Such schools are usually run by the Roman Catholic church or missionaries in Macau. Examples include Chan Sui Ki Perpetual Help College, Yuet Wah College, and Sacred Heart Canossian College. Philippines In the Philippines, colleges usually refer to institutions of learning that grant degrees but whose scholastic fields are not as diverse as that of a university (University of Santo Tomas, University of the Philippines, Ateneo de Manila University, De La Salle University, Far Eastern University, and AMA University), such as the San Beda College which specializes in law, AMA Computer College whose campuses are spread all over the Philippines which specializes in information and computing technologies, and the Mapúa Institute of Technology which specializes in engineering, or to component units within universities that do not grant degrees but rather facilitate the instruction of a particular field, such as a College of Science and College of Engineering, among many other colleges of the University of the Philippines. A state college may not have the word "college" on its name, but may have several component colleges, or departments. Thus, the Eulogio Amang Rodriguez Institute of Science and Technology is a state college by classification. Usually, the term "college" is also thought of as a hierarchical demarcation between the term "university", and quite a number of colleges seek to be recognized as universities as a sign of improvement in academic standards (Colegio de San Juan de Letran, San Beda College), and increase in the diversity of the offered degree programs (called "courses"). For private colleges, this may be done through a survey and evaluation by the Commission on Higher Education and accrediting organizations, as was the case of Urios College which is now the Fr. Saturnino Urios University. For state colleges, it is usually done by a legislation by the Congress or Senate. In common usage, "going to college" simply means attending school for an undergraduate degree, whether it's from an institution recognized as a college or a university. When it comes to referring to the level of education, college is the term more used to be synonymous to tertiary or higher education. A student who is or has studied his/her undergraduate degree at either an institution with college or university in its name is considered to be going to or have gone to college. Singapore The term "college" in Singapore is generally only used for pre-university educational institutions called "Junior Colleges", which provide the final two years of secondary education (equivalent to sixth form in British terms or grades 11–12 in the American system). Since 1 January 2005, the term also refers to the three campuses of the Institute of Technical Education with the introduction of the "collegiate system", in which the three institutions are called ITE College East, ITE College Central, and ITE College West respectively. The term "university" is used to describe higher-education institutions offering locally conferred degrees. Institutions offering diplomas are called "polytechnics", while other institutions are often referred to as "institutes" and so forth. Sri Lanka There are several professional and vocational institutions that offer post-secondary education without granting degrees that are referred to as "colleges". This includes the Sri Lanka Law College, the many Technical Colleges and Teaching Colleges. Turkey In Turkey, the term "kolej" (college) refers to a private high school, typically preceded by one year of preparatory language education. Notable Turkish colleges include Robert College, Uskudar American Academy, American Collegiate Institute and Tarsus American College. Africa South Africa Although the term "college" is hardly used in any context at any university in South Africa, some non-university tertiary institutions call themselves colleges. These include teacher training colleges, business colleges and wildlife management colleges. See: List of universities in South Africa#Private colleges and universities; List of post secondary institutions in South Africa. Zimbabwe The term college is mainly used by private or independent secondary schools with Advanced Level (Upper 6th formers) and also Polytechnic Colleges which confer diplomas only. A student can complete secondary education (International General Certificate of Secondary Education, IGCSE) at 16 years and proceed straight to a poly-technical college or they can proceed to Advanced level (16 to 19 years) and obtain a General Certificate of Education (GCE) certificate which enables them to enroll at a university, provided they have good grades. Alternatively, with lower grades, the GCE certificate holders will have an added advantage over their GCSE counterparts if they choose to enroll at a polytechnical college. Some schools in Zimbabwe choose to offer the International Baccalaureate studies as an alternative to the IGCSE and GCE. Europe Greece Kollegio (in Greek Κολλέγιο) refers to the Centers of Post-Lyceum Education (in Greek Κέντρο Μεταλυκειακής Εκπαίδευσης, abbreviated as KEME), which are principally private and belong to the Greek post-secondary education system. Some of them have links to EU or US higher education institutions or accreditation organizations, such as the NEASC. Kollegio (or Kollegia in plural) may also refer to private non-tertiary schools, such as the Athens College. Ireland In Ireland the term "college" is normally used to describe an institution of tertiary education. University students often say they attend "college" rather than "university". Until 1989, no university provided teaching or research directly; they were formally offered by a constituent college of the university. There are number of secondary education institutions that traditionally used the word "college" in their names: these are either older, private schools (such as Belvedere College, Gonzaga College, Castleknock College, and St. Michael's College) or what were formerly a particular kind of secondary school. These secondary schools, formerly known as "technical colleges," were renamed "community colleges," but remain secondary schools. The country's only ancient university is the University of Dublin. Created during the reign of Elizabeth I, it is modelled on the collegiate universities of Cambridge and Oxford. However, only one constituent college was ever founded, hence the curious position of Trinity College Dublin today; although both are usually considered one and the same, the university and college are completely distinct corporate entities with separate and parallel governing structures. Among more modern foundations, the National University of Ireland, founded in 1908, consisted of constituent colleges and recognised colleges until 1997. The former are now referred to as constituent universities – institutions that are essentially universities in their own right. The National University can trace its existence back to 1850 and the creation of the Queen's University of Ireland and the creation of the Catholic University of Ireland in 1854. From 1880, the degree awarding roles of these two universities was taken over by the Royal University of Ireland, which remained until the creation of the National University in 1908 and Queen's University Belfast. The state's two new universities, Dublin City University and University of Limerick, were initially National Institute for Higher Education institutions. These institutions offered university level academic degrees and research from the start of their existence and were awarded university status in 1989 in recognition of this. Third level technical education in the state has been carried out in the Institutes of Technology, which were established from the 1970s as Regional Technical Colleges. These institutions have delegated authority which entitles them to give degrees and diplomas from Quality and Qualifications Ireland (QQI) in their own names. A number of private colleges exist such as Dublin Business School, providing undergraduate and postgraduate courses validated by QQI and in some cases by other universities. Other types of college include colleges of education, such as the Church of Ireland College of Education. These are specialist institutions, often linked to a university, which provide both undergraduate and postgraduate academic degrees for people who want to train as teachers. A number of state-funded further education colleges exist – which offer vocational education and training in a range of areas from business studies and information and communications technology to sports injury therapy. These courses are usually one, two or less often three years in duration and are validated by QQI at Levels 5 or 6, or for the BTEC Higher National Diploma award, which is a Level 6/7 qualification, validated by Edexcel. There are numerous private colleges (particularly in Dublin and Limerick) which offer both further and higher education qualifications. These degrees and diplomas are often certified by foreign universities/international awarding bodies and are aligned to the National Framework of Qualifications at Levels 6, 7 and 8. Netherlands In the Netherlands there are 3 main educational routes after high school. MBO (middle-level applied education), which is the equivalent of junior college. Designed to prepare students for either skilled trades and technical occupations and workers in support roles in professions such as engineering, accountancy, business administration, nursing, medicine, architecture, and criminology or for additional education at another college with more advanced academic material. HBO (higher professional education), which is the equivalent of college and has a professional orientation. After HBO (typically 4–6 years), pupils can enroll in a (professional) master's program (1–2 years) or enter the job market. The HBO is taught in vocational universities (hogescholen), of which there are over 40 in the Netherlands, each of which offers a broad variety of programs, with the exception of some that specialize in arts or agriculture. Note that the hogescholen are not allowed to name themselves university in Dutch. This also stretches to English and therefore HBO institutions are known as universities of applied sciences. WO (Scientific education), which is the equivalent to university level education and has an academic orientation.HBO graduates can be awarded two titles, which are Baccalaureus (bc.) and Ingenieur (ing.). At a WO institution, many more bachelor's and master's titles can be awarded. Bachelor's degrees: Bachelor of Arts (BA), Bachelor of Science (BSc) and Bachelor of Laws (LLB). Master's degrees: Master of Arts (MA), Master of Laws (LLM) and Master of Science (MSc). The PhD title is a research degree awarded upon completion and defense of a doctoral thesis. Portugal Presently in Portugal, the term colégio (college) is normally used as a generic reference to a private (non-government) school that provides from basic to secondary education. Many of the private schools include the term colégio in their name. Some special public schools – usually of the boarding school type – also include the term in their name, with a notable example being the Colégio Militar (Military College). The term colégio interno (literally "internal college") is used specifically as a generic reference to a boarding school. Until the 19th century, a colégio was usually a secondary or pre-university school, of public or religious nature, where the students usually lived together. A model for these colleges was the Royal College of Arts and Humanities, founded in Coimbra by King John III of Portugal in 1542. United Kingdom Secondary education and further education Further education (FE) colleges and sixth form colleges are institutions providing further education to students over 16. Some of these also provide higher education courses (see below). In the context of secondary education, 'college' is used in the names of some private schools, e.g. Eton College and Winchester College. Higher education In higher education, a college is normally a provider that does not hold university status, although it can also refer to a constituent part of a collegiate or federal university or a grouping of academic faculties or departments within a university. Traditionally the distinction between colleges and universities was that colleges did not award degrees while universities did, but this is no longer the case with NCG having gained taught degree awarding powers (the same as some universities) on behalf of its colleges, and many of the colleges of the University of London holding full degree awarding powers and being effectively universities. Most colleges, however, do not hold their own degree awarding powers and continue to offer higher education courses that are validated by universities or other institutions that can award degrees. In England, as of August 2016, over 60% of the higher education providers directly funded by HEFCE (208/340) are sixth-form or further education colleges, often termed colleges of further and higher education, along with 17 colleges of the University of London, one university college, 100 universities, and 14 other providers (six of which use 'college' in their name). Overall, this means over two-thirds of state-supported higher education providers in England are colleges of one form or another. Many private providers are also called colleges, e.g. the New College of the Humanities and St Patrick's College, London. Colleges within universities vary immensely in their responsibilities. The large constituent colleges of the University of London are effectively universities in their own right; colleges in some universities, including those of the University of the Arts London and smaller colleges of the University of London, run their own degree courses but do not award degrees; those at the University of Roehampton provide accommodation and pastoral care as well as delivering the teaching on university courses; those at Oxford and Cambridge deliver some teaching on university courses as well as providing accommodation and pastoral care; and those in Durham, Kent, Lancaster and York provide accommodation and pastoral care but do not normally participate in formal teaching. The legal status of these colleges also varies widely, with University of London colleges being independent corporations and recognised bodies, Oxbridge colleges, colleges of the University of the Highlands and Islands (UHI) and some Durham colleges being independent corporations and listed bodies, most Durham colleges being owned by the university but still listed bodies, and those of other collegiate universities not having formal recognition. When applying for undergraduate courses through UCAS, University of London colleges are treated as independent providers, colleges of Oxford, Cambridge, Durham and UHI are treated as locations within the universities that can be selected by specifying a 'campus code' in addition to selecting the university, and colleges of other universities are not recognised.The UHI and the University of Wales Trinity Saint David (UWTSD) both include further education colleges. However, while the UHI colleges integrate FE and HE provision, UWTSD maintains a separation between the university campuses (Lampeter, Carmarthen and Swansea) and the two colleges (Coleg Sir Gâr and Coleg Ceredigion; n.b. coleg is Welsh for college), which although part of the same group are treated as separate institutions rather than colleges within the university.A university college is an independent institution with the power to award taught degrees, but which has not been granted university status. University College is a protected title that can only be used with permission, although note that University College London, University College, Oxford and University College, Durham are colleges within their respective universities and not university colleges (in the case of UCL holding full degree awarding powers that set it above a university college), while University College Birmingham is a university in its own right and also not a university college. Oceania Australia In Australia a college may be an institution of tertiary education that is smaller than a university, run independently or as part of a university. Following a reform in the 1980s many of the formerly independent colleges now belong to a larger universities. Referring to parts of a university, there are residential colleges which provide residence for students, both undergraduate and postgraduate, called university colleges. These colleges often provide additional tutorial assistance, and some host theological study. Many colleges have strong traditions and rituals, so are a combination of dormitory style accommodation and fraternity or sorority culture. Most technical and further education institutions (TAFEs), which offer certificate and diploma vocational courses, are styled "TAFE colleges" or "Colleges of TAFE". In some places, such as Tasmania, college refers to a type of school for Year 11 and 12 students, e.g. Don College. New Zealand The constituent colleges of the former University of New Zealand (such as Canterbury University College) have become independent universities. Some halls of residence associated with New Zealand universities retain the name of "college", particularly at the University of Otago (which although brought under the umbrella of the University of New Zealand, already possessed university status and degree awarding powers). The institutions formerly known as "Teacher-training colleges" now style themselves "College of education". Some universities, such as the University of Canterbury, have divided their university into constituent administrative "Colleges" – the College of Arts containing departments that teach Arts, Humanities and Social Sciences, College of Science containing Science departments, and so on. This is largely modelled on the Cambridge model, discussed above. Like the United Kingdom some professional bodies in New Zealand style themselves as "colleges", for example, the Royal Australasian College of Surgeons, the Royal Australasian College of Physicians. In some parts of the country, secondary school is often referred to as college and the term is used interchangeably with high school. This sometimes confuses people from other parts of New Zealand. But in all parts of the country many secondary schools have "College" in their name, such as Rangitoto College, New Zealand's largest secondary. Notes References External links See also Community college Residential college University college Vocational university Madrasa Ashrama (stage)

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A college (Latin: collegium) is an educational institution or a constituent part of one. A college may be a degree-awarding tertiary educational institution, a part of a collegiate or federal university, an institution offering vocational education, or a secondary school. In most of the world, a college may be a high school or secondary school, a college of further education, a training institution that awards trade qualifications, a higher-education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university. In the United States, a college may offer undergraduate programs – either as an independent institution or as the undergraduate program of a university – or it may be a residential college of a university or a community college, referring to (primarily public) higher education institutions that aim to provide affordable and accessible education, usually limited to two-year associate degrees. The word is generally also used as a synonym for a university in the US. Colleges in countries such as France, Belgium, and Switzerland provide secondary education. Etymology The word "college" is from the Latin verb lego, legere, legi, lectum, "to collect, gather together, pick", plus the preposition cum, "with", thus meaning "selected together". Thus "colleagues" are literally "persons who have been selected to work together". In ancient Rome a collegium was a "body, guild, corporation united in colleagueship; of magistrates, praetors, tribunes, priests, augurs; a political club or trade guild". Thus a college was a form of corporation or corporate body, an artificial legal person (body/corpus) with its own legal personality, with the capacity to enter into legal contracts, to sue and be sued. In mediaeval England there were colleges of priests, for example in chantry chapels; modern survivals include the Royal College of Surgeons in England (originally the Guild of Surgeons Within the City of London), the College of Arms in London (a body of heralds enforcing heraldic law), an electoral college (to elect representatives), etc., all groups of persons "selected in common" to perform a specified function and appointed by a monarch, founder or other person in authority. As for the modern "college of education", it was a body created for that purpose, for example Eton College was founded in 1440 by letters patent of King Henry VI for the constitution of a college of Fellows, priests, clerks, choristers, poor scholars, and old poor men, with one master or governor, whose duty it shall be to instruct these scholars and any others who may resort thither from any part of England in the knowledge of letters, and especially of grammar, without payment". Overview Higher education Within higher education, the term can be used to refer to: A constituent part of a collegiate university, for example King's College, Cambridge, or of a federal university, for example King's College London. A liberal arts college, an independent institution of higher education focusing on undergraduate education, such as Williams College or Amherst College. A liberal arts division of a university whose undergraduate program does not otherwise follow a liberal arts model, such as the Yuanpei College at Peking University. An institute providing specialised training, such as a college of further education, for example Belfast Metropolitan College, a teacher training college, or an art college. In the United States, college is sometimes but rarely a synonym for a research university, such as Dartmouth College, one of the eight universities in the Ivy League. In the United States, the undergraduate college of a university which also confers graduate degrees, such as Yale College, the undergraduate college within Yale University. Further education A sixth form college or college of further education is an educational institution in England, Wales, Northern Ireland, Belize, the Caribbean, Malta, Norway, Brunei, or Southern Africa, among others, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC, HND or its equivalent and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In Singapore and India, this is known as a junior college. The municipal government of the city of Paris uses the phrase "sixth form college" as the English name for a lycée. Secondary education In some national education systems, secondary schools may be called "colleges" or have "college" as part of their title. In Australia the term "college" is applied to any private or independent (non-government) primary and, especially, secondary school as distinct from a state school. Melbourne Grammar School, Cranbrook School, Sydney and The King's School, Parramatta are considered colleges. There has also been a recent trend to rename or create government secondary schools as "colleges". In the state of Victoria, some state high schools are referred to as secondary colleges, although the pre-eminent government secondary school for boys in Melbourne is still named Melbourne High School. In Western Australia, South Australia and the Northern Territory, "college" is used in the name of all state high schools built since the late 1990s, and also some older ones. In New South Wales, some high schools, especially multi-campus schools resulting from mergers, are known as "secondary colleges". In Queensland some newer schools which accept primary and high school students are styled state college, but state schools offering only secondary education are called "State High School". In Tasmania and the Australian Capital Territory, "college" refers to the final two years of high school (years 11 and 12), and the institutions which provide this. In this context, "college" is a system independent of the other years of high school. Here, the expression is a shorter version of matriculation college. In a number of Canadian cities, many government-run secondary schools are called "collegiates" or "collegiate institutes" (C.I.), a complicated form of the word "college" which avoids the usual "post-secondary" connotation. This is because these secondary schools have traditionally focused on academic, rather than vocational, subjects and ability levels (for example, collegiates offered Latin while vocational schools offered technical courses). Some private secondary schools (such as Upper Canada College, Vancouver College) choose to use the word "college" in their names nevertheless. Some secondary schools elsewhere in the country, particularly ones within the separate school system, may also use the word "college" or "collegiate" in their names.In New Zealand the word "college" normally refers to a secondary school for ages 13 to 17 and "college" appears as part of the name especially of private or integrated schools. "Colleges" most frequently appear in the North Island, whereas "high schools" are more common in the South Island. In the Netherlands, "college" is equivalent to HBO (Higher professional education). It is oriented towards professional training with clear occupational outlook, unlike universities which are scientifically oriented. In South Africa, some secondary schools, especially private schools on the English public school model, have "college" in their title, including six of South Africa's Elite Seven high schools. A typical example of this category would be St John's College. Private schools that specialize in improving children's marks through intensive focus on examination needs are informally called "cram-colleges". In Sri Lanka the word "college" (known as Vidyalaya in Sinhala) normally refers to a secondary school, which usually signifies above the 5th standard. During the British colonial period a limited number of exclusive secondary schools were established based on English public school model (Royal College Colombo, S. Thomas' College, Mount Lavinia, Trinity College, Kandy) these along with several Catholic schools (St. Joseph's College, Colombo, St Anthony's College) traditionally carry their name as colleges. Following the start of free education in 1931 large group of central colleges were established to educate the rural masses. Since Sri Lanka gained Independence in 1948, many schools that have been established have been named as "college". Other As well as an educational institution, the term, in accordance with its etymology, may also refer to any formal group of colleagues set up under statute or regulation; often under a Royal Charter. Examples include an electoral college, the College of Arms, a college of canons, and the College of Cardinals. Other collegiate bodies include professional associations, particularly in medicine and allied professions. In the UK these include the Royal College of Nursing and the Royal College of Physicians. Examples in the United States include the American College of Physicians, the American College of Surgeons, and the American College of Dentists. An example in Australia is the Royal Australian College of General Practitioners. College by country The different ways in which the term "College" is used to describe educational institutions in various regions of the world is listed below: Americas Canada In Canadian English, the term "college" usually refers to a trades school, applied arts/science/technology/business/health school or community college. These are post-secondary institutions granting certificates, diplomas, associate degrees and (in some cases) bachelor's degrees. The French acronym specific to public institutions within Quebec's particular system of pre-university and technical education is CEGEP (Collège d'enseignement général et professionnel, "college of general and professional education"). They are collegiate-level institutions that a student typically enrols in if they wish to continue onto university in the Quebec education system, or to learn a trade. In Ontario and Alberta, there are also institutions that are designated university colleges, which only grant undergraduate degrees. This is to differentiate between universities, which have both undergraduate and graduate programs and those that do not. In Canada, there is a strong distinction between "college" and "university". In conversation, one specifically would say either "they are going to university" (i.e., studying for a three- or four-year degree at a university) or "they are going to college" (i.e., studying at a technical/career training). Usage in a university setting The term college also applies to distinct entities that formally act as an affiliated institution of the university, formally referred to as federated college, or affiliated colleges. A university may also formally include several constituent colleges, forming a collegiate university. Examples of collegiate universities in Canada include Trent University, and the University of Toronto. These types of institutions act independently, maintaining their own endowments, and properties. However, they remain either affiliated, or federated with the overarching university, with the overarching university being the institution that formally grants the degrees. For example, Trinity College was once an independent institution, but later became federated with the University of Toronto. Several centralized universities in Canada have mimicked the collegiate university model; although constituent colleges in a centralized university remains under the authority of the central administration. Centralized universities that have adopted the collegiate model to a degree includes the University of British Columbia, with Green College and St. John's College; and the Memorial University of Newfoundland, with Sir Wilfred Grenfell College. Occasionally, "college" refers to a subject specific faculty within a university that, while distinct, are neither federated nor affiliated—College of Education, College of Medicine, College of Dentistry, College of Biological Science among others. The Royal Military College of Canada is a military college which trains officers for the Canadian Armed Forces. The institution is a full-fledged university, with the authority to issue graduate degrees, although it continues to word the term college in its name. The institution's sister schools, Royal Military College Saint-Jean also uses the term college in its name, although it academic offering is akin to a CEGEP institution in Quebec. A number of post-secondary art schools in Canada formerly used the word college in their names, despite formally being universities. However, most of these institutions were renamed, or re-branded in the early 21st century, omitting the word college from its name. Usage in secondary education The word college continues to be used in the names public separate secondary schools in Ontario. A number of independent schools across Canada also use the word college in its name.Public secular school boards in Ontario also refer to their secondary schools as collegiate institutes. However, usage of the word collegiate institute varies between school boards. Collegiate institute is the predominant name for secondary schools in Lakehead District School Board, and Toronto District School Board, although most school boards in Ontario use collegiate institute alongside high school, and secondary school in the names of their institutions. Similarly, secondary schools in Regina, and Saskatoon are referred to as Collegiate. Chile In Chile, the term "college" is usually used in the name of some bilingual schools, like Santiago College, Saint George's College etc. Since 2009 the Pontifical Catholic University of Chile incorporated college as a bachelor's degree, it has a Bachelor of Natural Sciences and Mathematics, a Bachelor of Social Science and a Bachelor of Arts and Humanities. It has the same system as the American universities, it combines majors and minors. And it let the students continue a higher degree in the same university once finished. United States In the United States, there were 5,916 post-secondary institutions (universities and colleges) as of 2020–21, having peaked at 7,253 in 2012–13 and fallen every year since. A "college" in the US can refer to a constituent part of a university (which can be a residential college, the sub-division of the university offering undergraduate courses, or a school of the university offering particular specialized courses), an independent institution offering bachelor's-level courses, or an institution offering instruction in a particular professional, technical or vocational field. In popular usage, the word "college" is the generic term for any post-secondary undergraduate education. Americans "go to college" after high school, regardless of whether the specific institution is formally a college or a university. Some students choose to dual-enroll, by taking college classes while still in high school. The word and its derivatives are the standard terms used to describe the institutions and experiences associated with American post-secondary undergraduate education. Students must pay for college before taking classes. Some borrow the money via loans, and some students fund their educations with cash, scholarships, grants, or some combination of these payment methods. In 2011, the state or federal government subsidized $8,000 to $100,000 for each undergraduate degree. For state-owned schools (called "public" universities), the subsidy was given to the college, with the student benefiting from lower tuition. The state subsidized on average 50% of public university tuition. Colleges vary in terms of size, degree, and length of stay. Two-year colleges, also known as junior or community colleges, usually offer an associate degree, and four-year colleges usually offer a bachelor's degree. Often, these are entirely undergraduate institutions, although some have graduate school programs. Four-year institutions in the U.S. that emphasize a liberal arts curriculum are known as liberal arts colleges. Until the 20th century, liberal arts, law, medicine, theology, and divinity were about the only form of higher education available in the United States. These schools have traditionally emphasized instruction at the undergraduate level, although advanced research may still occur at these institutions. While there is no national standard in the United States, the term "university" primarily designates institutions that provide undergraduate and graduate education. A university typically has as its core and its largest internal division an undergraduate college teaching a liberal arts curriculum, also culminating in a bachelor's degree. What often distinguishes a university is having, in addition, one or more graduate schools engaged in both teaching graduate classes and in research. Often these would be called a School of Law or School of Medicine, (but may also be called a college of law, or a faculty of law). An exception is Vincennes University, Indiana, which is styled and chartered as a "university" even though almost all of its academic programs lead only to two-year associate degrees. Some institutions, such as Dartmouth College and The College of William & Mary, have retained the term "college" in their names for historical reasons. In one unique case, Boston College and Boston University, the former located in Chestnut Hill, Massachusetts and the latter located in Boston, Massachusetts, are completely separate institutions. Usage of the terms varies among the states. In 1996, for example, Georgia changed all of its four-year institutions previously designated as colleges to universities, and all of its vocational technology schools to technical colleges. The terms "university" and "college" do not exhaust all possible titles for an American institution of higher education. Other options include "institute" (Worcester Polytechnic Institute and Massachusetts Institute of Technology), "academy" (United States Military Academy), "union" (Cooper Union), "conservatory" (New England Conservatory), and "school" (Juilliard School). In colloquial use, they are still referred to as "college" when referring to their undergraduate studies. The term college is also, as in the United Kingdom, used for a constituent semi-autonomous part of a larger university but generally organized on academic rather than residential lines. For example, at many institutions, the undergraduate portion of the university can be briefly referred to as the college (such as The College of the University of Chicago, Harvard College at Harvard, or Columbia College at Columbia) while at others, such as the University of California, Berkeley, "colleges" are collections of academic programs and other units that share some common characteristics, mission, or disciplinary focus (the "college of engineering", the "college of nursing", and so forth). There exist other variants for historical reasons, including some uses that exist because of mergers and acquisitions; for example, Duke University, which was called Trinity College until the 1920s, still calls its main undergraduate subdivision Trinity College of Arts and Sciences. Residential colleges Some American universities, such as Princeton, Rice, and Yale have established residential colleges (sometimes, as at Harvard, the first to establish such a system in the 1930s, known as houses) along the lines of Oxford or Cambridge. Unlike the Oxbridge colleges, but similarly to Durham, these residential colleges are not autonomous legal entities nor are they typically much involved in education itself, being primarily concerned with room, board, and social life. At the University of Michigan, University of California, San Diego and the University of California, Santa Cruz, each residential college teaches its own core writing courses and has its own distinctive set of graduation requirements. Many U.S. universities have placed increased emphasis on their residential colleges in recent years. This is exemplified by the creation of new colleges at Ivy League schools such as Yale University and Princeton University, and efforts to strengthen the contribution of the residential colleges to student education, including through a 2016 taskforce at Princeton on residential colleges. Origin of the U.S. usage The founders of the first institutions of higher education in the United States were graduates of the University of Oxford and the University of Cambridge. The small institutions they founded would not have seemed to them like universities – they were tiny and did not offer the higher degrees in medicine and theology. Furthermore, they were not composed of several small colleges. Instead, the new institutions felt like the Oxford and Cambridge colleges they were used to – small communities, housing and feeding their students, with instruction from residential tutors (as in the United Kingdom, described above). When the first students graduated, these "colleges" assumed the right to confer degrees upon them, usually with authority—for example, The College of William & Mary has a royal charter from the British monarchy allowing it to confer degrees while Dartmouth College has a charter permitting it to award degrees "as are usually granted in either of the universities, or any other college in our realm of Great Britain." The leaders of Harvard College (which granted America's first degrees in 1642) might have thought of their college as the first of many residential colleges that would grow up into a New Cambridge university. However, over time, few new colleges were founded there, and Harvard grew and added higher faculties. Eventually, it changed its title to university, but the term "college" had stuck and "colleges" have arisen across the United States. In U.S. usage, the word "college" not only embodies a particular type of school, but has historically been used to refer to the general concept of higher education when it is not necessary to specify a school, as in "going to college" or "college savings accounts" offered by banks. In a survey of more than 2,000 college students in 33 states and 156 different campuses, the U.S. Public Interest Research Group found the average student spends as much as $1,200 each year on textbooks and supplies alone. By comparison, the group says that's the equivalent of 39 percent of tuition and fees at a community college, and 14 percent of tuition and fees at a four-year public university. Morrill Land-Grant Act In addition to private colleges and universities, the U.S. also has a system of government funded, public universities. Many were founded under the Morrill Land-Grant Colleges Act of 1862. A movement had arisen to bring a form of more practical higher education to the masses, as "...many politicians and educators wanted to make it possible for all young Americans to receive some sort of advanced education." The Morrill Act "...made it possible for the new western states to establish colleges for the citizens." Its goal was to make higher education more easily accessible to the citizenry of the country, specifically to improve agricultural systems by providing training and scholarship in the production and sales of agricultural products, and to provide formal education in "...agriculture, home economics, mechanical arts, and other professions that seemed practical at the time."The act was eventually extended to allow all states that had remained with the Union during the American Civil War, and eventually all states, to establish such institutions. Most of the colleges established under the Morrill Act have since become full universities, and some are among the elite of the world. Benefits of college Selection of a four-year college as compared to a two-year junior college, even by marginal students such as those with a C+ grade average in high school and SAT scores in the mid 800s, increases the probability of graduation and confers substantial economic and social benefits. Asia Bangladesh In Bangladesh, educational institutions offering higher secondary (11th–12th grade) education are known as colleges. Hong Kong In Hong Kong, the term 'college' is used by tertiary institutions as either part of their names or to refer to a constituent part of the university, such as the colleges in the collegiate The Chinese University of Hong Kong; or to a residence hall of a university, such as St. John's College, University of Hong Kong. Many older secondary schools have the term 'college' as part of their names. India The modern system of education was heavily influenced by the British starting in 1835.In India, the term "college" is commonly reserved for institutions that offer high school diplomas at year 12 ("Junior College", similar to American high schools), and those that offer the bachelor's degree; some colleges, however, offer programmes up to PhD level. Generally, colleges are located in different parts of a state and all of them are affiliated to a regional university. The colleges offer programmes leading to degrees of that university. Colleges may be either Autonomous or non-autonomous. Autonomous Colleges are empowered to establish their own syllabus, and conduct and assess their own examinations; in non-autonomous colleges, examinations are conducted by the university, at the same time for all colleges under its affiliation. There are several hundred universities and each university has affiliated colleges, often a large number. The first liberal arts and sciences college in India was "Cottayam College" or the "Syrian College", Kerala in 1815. The First inter linguistic residential education institution in Asia was started at this college. At present it is a Theological seminary which is popularly known as Orthodox Theological Seminary or Old Seminary. After that, CMS College, Kottayam, established in 1817, and the Presidency College, Kolkata, also 1817, initially known as Hindu College. The first college for the study of Christian theology and ecumenical enquiry was Serampore College (1818). The first Missionary institution to impart Western style education in India was the Scottish Church College, Calcutta (1830). The first commerce and economics college in India was Sydenham College, Mumbai (1913). In India a new term has been introduced that is Autonomous Institutes & Colleges. An autonomous Colleges are colleges which need to be affiliated to a certain university. These colleges can conduct their own admission procedure, examination syllabus, fees structure etc. However, at the end of course completion, they cannot issue their own degree or diploma. The final degree or diploma is issued by the affiliated university. Also, some significant changes can pave way under the NEP (New Education Policy 2020) which may affect the present guidelines for universities and colleges. Israel In Israel, any non-university higher-learning facility is called a college. Institutions accredited by the Council for Higher Education in Israel (CHE) to confer a bachelor's degree are called "Academic Colleges" (Hebrew: מִכְלָלָה, romanized: Mikhlala; plural Hebrew: מכללות, romanized: Mikhlalot). These colleges (at least 4 for 2012) may also offer master's degrees and act as Research facilities. There are also over twenty teacher training colleges or seminaries, most of which may award only a Bachelor of Education (BEd) degree. Academic colleges: Any educational facility that had been approved to offer at least bachelor's degree is entitled by CHE to use the term academic college in its name. Engineering academic college: Any academic facility that offer at least bachelor's degree and most of it faculties are providing an Engineering degree and Engineering license. Educational academic college: After an educational facility that had been approved for "Teachers seminar" status is then approved to provide a Bachelor of Education, its name is changed to include "Educational Academic college." Technical college: A "Technical college" (מכללה טכנולוגית) is an educational facility that is approved to allow to provide P.E degree (הנדסאי) (14'th class) or technician (טכנאי) (13'th class) diploma and licenses. Training College: A "Training College" (מכללה להכשרה or מכללה מקצועית) is an educational facility that provides basic training allowing a person to receive a working permit in a field such as alternative medicine, cooking, Art, Mechanical, Electrical and other professions. A trainee could receive the right to work in certain professions as apprentice (j. mechanic, j. Electrician etc.). After working in the training field for enough time an apprentice could have a license to operate (Mechanic, Electrician). This educational facility is mostly used to provide basic training for low tech jobs and for job seekers without any training that are provided by the nation's Employment Service (שירות התעסוקה). Macau Following the Portuguese usage, the term "college" (colégio) in Macau has traditionally been used in the names for private (and non-governmental) pre-university educational institutions, which correspond to form one to form six level tiers. Such schools are usually run by the Roman Catholic church or missionaries in Macau. Examples include Chan Sui Ki Perpetual Help College, Yuet Wah College, and Sacred Heart Canossian College. Philippines In the Philippines, colleges usually refer to institutions of learning that grant degrees but whose scholastic fields are not as diverse as that of a university (University of Santo Tomas, University of the Philippines, Ateneo de Manila University, De La Salle University, Far Eastern University, and AMA University), such as the San Beda College which specializes in law, AMA Computer College whose campuses are spread all over the Philippines which specializes in information and computing technologies, and the Mapúa Institute of Technology which specializes in engineering, or to component units within universities that do not grant degrees but rather facilitate the instruction of a particular field, such as a College of Science and College of Engineering, among many other colleges of the University of the Philippines. A state college may not have the word "college" on its name, but may have several component colleges, or departments. Thus, the Eulogio Amang Rodriguez Institute of Science and Technology is a state college by classification. Usually, the term "college" is also thought of as a hierarchical demarcation between the term "university", and quite a number of colleges seek to be recognized as universities as a sign of improvement in academic standards (Colegio de San Juan de Letran, San Beda College), and increase in the diversity of the offered degree programs (called "courses"). For private colleges, this may be done through a survey and evaluation by the Commission on Higher Education and accrediting organizations, as was the case of Urios College which is now the Fr. Saturnino Urios University. For state colleges, it is usually done by a legislation by the Congress or Senate. In common usage, "going to college" simply means attending school for an undergraduate degree, whether it's from an institution recognized as a college or a university. When it comes to referring to the level of education, college is the term more used to be synonymous to tertiary or higher education. A student who is or has studied his/her undergraduate degree at either an institution with college or university in its name is considered to be going to or have gone to college. Singapore The term "college" in Singapore is generally only used for pre-university educational institutions called "Junior Colleges", which provide the final two years of secondary education (equivalent to sixth form in British terms or grades 11–12 in the American system). Since 1 January 2005, the term also refers to the three campuses of the Institute of Technical Education with the introduction of the "collegiate system", in which the three institutions are called ITE College East, ITE College Central, and ITE College West respectively. The term "university" is used to describe higher-education institutions offering locally conferred degrees. Institutions offering diplomas are called "polytechnics", while other institutions are often referred to as "institutes" and so forth. Sri Lanka There are several professional and vocational institutions that offer post-secondary education without granting degrees that are referred to as "colleges". This includes the Sri Lanka Law College, the many Technical Colleges and Teaching Colleges. Turkey In Turkey, the term "kolej" (college) refers to a private high school, typically preceded by one year of preparatory language education. Notable Turkish colleges include Robert College, Uskudar American Academy, American Collegiate Institute and Tarsus American College. Africa South Africa Although the term "college" is hardly used in any context at any university in South Africa, some non-university tertiary institutions call themselves colleges. These include teacher training colleges, business colleges and wildlife management colleges. See: List of universities in South Africa#Private colleges and universities; List of post secondary institutions in South Africa. Zimbabwe The term college is mainly used by private or independent secondary schools with Advanced Level (Upper 6th formers) and also Polytechnic Colleges which confer diplomas only. A student can complete secondary education (International General Certificate of Secondary Education, IGCSE) at 16 years and proceed straight to a poly-technical college or they can proceed to Advanced level (16 to 19 years) and obtain a General Certificate of Education (GCE) certificate which enables them to enroll at a university, provided they have good grades. Alternatively, with lower grades, the GCE certificate holders will have an added advantage over their GCSE counterparts if they choose to enroll at a polytechnical college. Some schools in Zimbabwe choose to offer the International Baccalaureate studies as an alternative to the IGCSE and GCE. Europe Greece Kollegio (in Greek Κολλέγιο) refers to the Centers of Post-Lyceum Education (in Greek Κέντρο Μεταλυκειακής Εκπαίδευσης, abbreviated as KEME), which are principally private and belong to the Greek post-secondary education system. Some of them have links to EU or US higher education institutions or accreditation organizations, such as the NEASC. Kollegio (or Kollegia in plural) may also refer to private non-tertiary schools, such as the Athens College. Ireland In Ireland the term "college" is normally used to describe an institution of tertiary education. University students often say they attend "college" rather than "university". Until 1989, no university provided teaching or research directly; they were formally offered by a constituent college of the university. There are number of secondary education institutions that traditionally used the word "college" in their names: these are either older, private schools (such as Belvedere College, Gonzaga College, Castleknock College, and St. Michael's College) or what were formerly a particular kind of secondary school. These secondary schools, formerly known as "technical colleges," were renamed "community colleges," but remain secondary schools. The country's only ancient university is the University of Dublin. Created during the reign of Elizabeth I, it is modelled on the collegiate universities of Cambridge and Oxford. However, only one constituent college was ever founded, hence the curious position of Trinity College Dublin today; although both are usually considered one and the same, the university and college are completely distinct corporate entities with separate and parallel governing structures. Among more modern foundations, the National University of Ireland, founded in 1908, consisted of constituent colleges and recognised colleges until 1997. The former are now referred to as constituent universities – institutions that are essentially universities in their own right. The National University can trace its existence back to 1850 and the creation of the Queen's University of Ireland and the creation of the Catholic University of Ireland in 1854. From 1880, the degree awarding roles of these two universities was taken over by the Royal University of Ireland, which remained until the creation of the National University in 1908 and Queen's University Belfast. The state's two new universities, Dublin City University and University of Limerick, were initially National Institute for Higher Education institutions. These institutions offered university level academic degrees and research from the start of their existence and were awarded university status in 1989 in recognition of this. Third level technical education in the state has been carried out in the Institutes of Technology, which were established from the 1970s as Regional Technical Colleges. These institutions have delegated authority which entitles them to give degrees and diplomas from Quality and Qualifications Ireland (QQI) in their own names. A number of private colleges exist such as Dublin Business School, providing undergraduate and postgraduate courses validated by QQI and in some cases by other universities. Other types of college include colleges of education, such as the Church of Ireland College of Education. These are specialist institutions, often linked to a university, which provide both undergraduate and postgraduate academic degrees for people who want to train as teachers. A number of state-funded further education colleges exist – which offer vocational education and training in a range of areas from business studies and information and communications technology to sports injury therapy. These courses are usually one, two or less often three years in duration and are validated by QQI at Levels 5 or 6, or for the BTEC Higher National Diploma award, which is a Level 6/7 qualification, validated by Edexcel. There are numerous private colleges (particularly in Dublin and Limerick) which offer both further and higher education qualifications. These degrees and diplomas are often certified by foreign universities/international awarding bodies and are aligned to the National Framework of Qualifications at Levels 6, 7 and 8. Netherlands In the Netherlands there are 3 main educational routes after high school. MBO (middle-level applied education), which is the equivalent of junior college. Designed to prepare students for either skilled trades and technical occupations and workers in support roles in professions such as engineering, accountancy, business administration, nursing, medicine, architecture, and criminology or for additional education at another college with more advanced academic material. HBO (higher professional education), which is the equivalent of college and has a professional orientation. After HBO (typically 4–6 years), pupils can enroll in a (professional) master's program (1–2 years) or enter the job market. The HBO is taught in vocational universities (hogescholen), of which there are over 40 in the Netherlands, each of which offers a broad variety of programs, with the exception of some that specialize in arts or agriculture. Note that the hogescholen are not allowed to name themselves university in Dutch. This also stretches to English and therefore HBO institutions are known as universities of applied sciences. WO (Scientific education), which is the equivalent to university level education and has an academic orientation.HBO graduates can be awarded two titles, which are Baccalaureus (bc.) and Ingenieur (ing.). At a WO institution, many more bachelor's and master's titles can be awarded. Bachelor's degrees: Bachelor of Arts (BA), Bachelor of Science (BSc) and Bachelor of Laws (LLB). Master's degrees: Master of Arts (MA), Master of Laws (LLM) and Master of Science (MSc). The PhD title is a research degree awarded upon completion and defense of a doctoral thesis. Portugal Presently in Portugal, the term colégio (college) is normally used as a generic reference to a private (non-government) school that provides from basic to secondary education. Many of the private schools include the term colégio in their name. Some special public schools – usually of the boarding school type – also include the term in their name, with a notable example being the Colégio Militar (Military College). The term colégio interno (literally "internal college") is used specifically as a generic reference to a boarding school. Until the 19th century, a colégio was usually a secondary or pre-university school, of public or religious nature, where the students usually lived together. A model for these colleges was the Royal College of Arts and Humanities, founded in Coimbra by King John III of Portugal in 1542. United Kingdom Secondary education and further education Further education (FE) colleges and sixth form colleges are institutions providing further education to students over 16. Some of these also provide higher education courses (see below). In the context of secondary education, 'college' is used in the names of some private schools, e.g. Eton College and Winchester College. Higher education In higher education, a college is normally a provider that does not hold university status, although it can also refer to a constituent part of a collegiate or federal university or a grouping of academic faculties or departments within a university. Traditionally the distinction between colleges and universities was that colleges did not award degrees while universities did, but this is no longer the case with NCG having gained taught degree awarding powers (the same as some universities) on behalf of its colleges, and many of the colleges of the University of London holding full degree awarding powers and being effectively universities. Most colleges, however, do not hold their own degree awarding powers and continue to offer higher education courses that are validated by universities or other institutions that can award degrees. In England, as of August 2016, over 60% of the higher education providers directly funded by HEFCE (208/340) are sixth-form or further education colleges, often termed colleges of further and higher education, along with 17 colleges of the University of London, one university college, 100 universities, and 14 other providers (six of which use 'college' in their name). Overall, this means over two-thirds of state-supported higher education providers in England are colleges of one form or another. Many private providers are also called colleges, e.g. the New College of the Humanities and St Patrick's College, London. Colleges within universities vary immensely in their responsibilities. The large constituent colleges of the University of London are effectively universities in their own right; colleges in some universities, including those of the University of the Arts London and smaller colleges of the University of London, run their own degree courses but do not award degrees; those at the University of Roehampton provide accommodation and pastoral care as well as delivering the teaching on university courses; those at Oxford and Cambridge deliver some teaching on university courses as well as providing accommodation and pastoral care; and those in Durham, Kent, Lancaster and York provide accommodation and pastoral care but do not normally participate in formal teaching. The legal status of these colleges also varies widely, with University of London colleges being independent corporations and recognised bodies, Oxbridge colleges, colleges of the University of the Highlands and Islands (UHI) and some Durham colleges being independent corporations and listed bodies, most Durham colleges being owned by the university but still listed bodies, and those of other collegiate universities not having formal recognition. When applying for undergraduate courses through UCAS, University of London colleges are treated as independent providers, colleges of Oxford, Cambridge, Durham and UHI are treated as locations within the universities that can be selected by specifying a 'campus code' in addition to selecting the university, and colleges of other universities are not recognised.The UHI and the University of Wales Trinity Saint David (UWTSD) both include further education colleges. However, while the UHI colleges integrate FE and HE provision, UWTSD maintains a separation between the university campuses (Lampeter, Carmarthen and Swansea) and the two colleges (Coleg Sir Gâr and Coleg Ceredigion; n.b. coleg is Welsh for college), which although part of the same group are treated as separate institutions rather than colleges within the university.A university college is an independent institution with the power to award taught degrees, but which has not been granted university status. University College is a protected title that can only be used with permission, although note that University College London, University College, Oxford and University College, Durham are colleges within their respective universities and not university colleges (in the case of UCL holding full degree awarding powers that set it above a university college), while University College Birmingham is a university in its own right and also not a university college. Oceania Australia In Australia a college may be an institution of tertiary education that is smaller than a university, run independently or as part of a university. Following a reform in the 1980s many of the formerly independent colleges now belong to a larger universities. Referring to parts of a university, there are residential colleges which provide residence for students, both undergraduate and postgraduate, called university colleges. These colleges often provide additional tutorial assistance, and some host theological study. Many colleges have strong traditions and rituals, so are a combination of dormitory style accommodation and fraternity or sorority culture. Most technical and further education institutions (TAFEs), which offer certificate and diploma vocational courses, are styled "TAFE colleges" or "Colleges of TAFE". In some places, such as Tasmania, college refers to a type of school for Year 11 and 12 students, e.g. Don College. New Zealand The constituent colleges of the former University of New Zealand (such as Canterbury University College) have become independent universities. Some halls of residence associated with New Zealand universities retain the name of "college", particularly at the University of Otago (which although brought under the umbrella of the University of New Zealand, already possessed university status and degree awarding powers). The institutions formerly known as "Teacher-training colleges" now style themselves "College of education". Some universities, such as the University of Canterbury, have divided their university into constituent administrative "Colleges" – the College of Arts containing departments that teach Arts, Humanities and Social Sciences, College of Science containing Science departments, and so on. This is largely modelled on the Cambridge model, discussed above. Like the United Kingdom some professional bodies in New Zealand style themselves as "colleges", for example, the Royal Australasian College of Surgeons, the Royal Australasian College of Physicians. In some parts of the country, secondary school is often referred to as college and the term is used interchangeably with high school. This sometimes confuses people from other parts of New Zealand. But in all parts of the country many secondary schools have "College" in their name, such as Rangitoto College, New Zealand's largest secondary. Notes References External links See also Community college Residential college University college Vocational university Madrasa Ashrama (stage)

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A college (Latin: collegium) is an educational institution or a constituent part of one. A college may be a degree-awarding tertiary educational institution, a part of a collegiate or federal university, an institution offering vocational education, or a secondary school. In most of the world, a college may be a high school or secondary school, a college of further education, a training institution that awards trade qualifications, a higher-education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university. In the United States, a college may offer undergraduate programs – either as an independent institution or as the undergraduate program of a university – or it may be a residential college of a university or a community college, referring to (primarily public) higher education institutions that aim to provide affordable and accessible education, usually limited to two-year associate degrees. The word is generally also used as a synonym for a university in the US. Colleges in countries such as France, Belgium, and Switzerland provide secondary education. Etymology The word "college" is from the Latin verb lego, legere, legi, lectum, "to collect, gather together, pick", plus the preposition cum, "with", thus meaning "selected together". Thus "colleagues" are literally "persons who have been selected to work together". In ancient Rome a collegium was a "body, guild, corporation united in colleagueship; of magistrates, praetors, tribunes, priests, augurs; a political club or trade guild". Thus a college was a form of corporation or corporate body, an artificial legal person (body/corpus) with its own legal personality, with the capacity to enter into legal contracts, to sue and be sued. In mediaeval England there were colleges of priests, for example in chantry chapels; modern survivals include the Royal College of Surgeons in England (originally the Guild of Surgeons Within the City of London), the College of Arms in London (a body of heralds enforcing heraldic law), an electoral college (to elect representatives), etc., all groups of persons "selected in common" to perform a specified function and appointed by a monarch, founder or other person in authority. As for the modern "college of education", it was a body created for that purpose, for example Eton College was founded in 1440 by letters patent of King Henry VI for the constitution of a college of Fellows, priests, clerks, choristers, poor scholars, and old poor men, with one master or governor, whose duty it shall be to instruct these scholars and any others who may resort thither from any part of England in the knowledge of letters, and especially of grammar, without payment". Overview Higher education Within higher education, the term can be used to refer to: A constituent part of a collegiate university, for example King's College, Cambridge, or of a federal university, for example King's College London. A liberal arts college, an independent institution of higher education focusing on undergraduate education, such as Williams College or Amherst College. A liberal arts division of a university whose undergraduate program does not otherwise follow a liberal arts model, such as the Yuanpei College at Peking University. An institute providing specialised training, such as a college of further education, for example Belfast Metropolitan College, a teacher training college, or an art college. In the United States, college is sometimes but rarely a synonym for a research university, such as Dartmouth College, one of the eight universities in the Ivy League. In the United States, the undergraduate college of a university which also confers graduate degrees, such as Yale College, the undergraduate college within Yale University. Further education A sixth form college or college of further education is an educational institution in England, Wales, Northern Ireland, Belize, the Caribbean, Malta, Norway, Brunei, or Southern Africa, among others, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC, HND or its equivalent and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In Singapore and India, this is known as a junior college. The municipal government of the city of Paris uses the phrase "sixth form college" as the English name for a lycée. Secondary education In some national education systems, secondary schools may be called "colleges" or have "college" as part of their title. In Australia the term "college" is applied to any private or independent (non-government) primary and, especially, secondary school as distinct from a state school. Melbourne Grammar School, Cranbrook School, Sydney and The King's School, Parramatta are considered colleges. There has also been a recent trend to rename or create government secondary schools as "colleges". In the state of Victoria, some state high schools are referred to as secondary colleges, although the pre-eminent government secondary school for boys in Melbourne is still named Melbourne High School. In Western Australia, South Australia and the Northern Territory, "college" is used in the name of all state high schools built since the late 1990s, and also some older ones. In New South Wales, some high schools, especially multi-campus schools resulting from mergers, are known as "secondary colleges". In Queensland some newer schools which accept primary and high school students are styled state college, but state schools offering only secondary education are called "State High School". In Tasmania and the Australian Capital Territory, "college" refers to the final two years of high school (years 11 and 12), and the institutions which provide this. In this context, "college" is a system independent of the other years of high school. Here, the expression is a shorter version of matriculation college. In a number of Canadian cities, many government-run secondary schools are called "collegiates" or "collegiate institutes" (C.I.), a complicated form of the word "college" which avoids the usual "post-secondary" connotation. This is because these secondary schools have traditionally focused on academic, rather than vocational, subjects and ability levels (for example, collegiates offered Latin while vocational schools offered technical courses). Some private secondary schools (such as Upper Canada College, Vancouver College) choose to use the word "college" in their names nevertheless. Some secondary schools elsewhere in the country, particularly ones within the separate school system, may also use the word "college" or "collegiate" in their names.In New Zealand the word "college" normally refers to a secondary school for ages 13 to 17 and "college" appears as part of the name especially of private or integrated schools. "Colleges" most frequently appear in the North Island, whereas "high schools" are more common in the South Island. In the Netherlands, "college" is equivalent to HBO (Higher professional education). It is oriented towards professional training with clear occupational outlook, unlike universities which are scientifically oriented. In South Africa, some secondary schools, especially private schools on the English public school model, have "college" in their title, including six of South Africa's Elite Seven high schools. A typical example of this category would be St John's College. Private schools that specialize in improving children's marks through intensive focus on examination needs are informally called "cram-colleges". In Sri Lanka the word "college" (known as Vidyalaya in Sinhala) normally refers to a secondary school, which usually signifies above the 5th standard. During the British colonial period a limited number of exclusive secondary schools were established based on English public school model (Royal College Colombo, S. Thomas' College, Mount Lavinia, Trinity College, Kandy) these along with several Catholic schools (St. Joseph's College, Colombo, St Anthony's College) traditionally carry their name as colleges. Following the start of free education in 1931 large group of central colleges were established to educate the rural masses. Since Sri Lanka gained Independence in 1948, many schools that have been established have been named as "college". Other As well as an educational institution, the term, in accordance with its etymology, may also refer to any formal group of colleagues set up under statute or regulation; often under a Royal Charter. Examples include an electoral college, the College of Arms, a college of canons, and the College of Cardinals. Other collegiate bodies include professional associations, particularly in medicine and allied professions. In the UK these include the Royal College of Nursing and the Royal College of Physicians. Examples in the United States include the American College of Physicians, the American College of Surgeons, and the American College of Dentists. An example in Australia is the Royal Australian College of General Practitioners. College by country The different ways in which the term "College" is used to describe educational institutions in various regions of the world is listed below: Americas Canada In Canadian English, the term "college" usually refers to a trades school, applied arts/science/technology/business/health school or community college. These are post-secondary institutions granting certificates, diplomas, associate degrees and (in some cases) bachelor's degrees. The French acronym specific to public institutions within Quebec's particular system of pre-university and technical education is CEGEP (Collège d'enseignement général et professionnel, "college of general and professional education"). They are collegiate-level institutions that a student typically enrols in if they wish to continue onto university in the Quebec education system, or to learn a trade. In Ontario and Alberta, there are also institutions that are designated university colleges, which only grant undergraduate degrees. This is to differentiate between universities, which have both undergraduate and graduate programs and those that do not. In Canada, there is a strong distinction between "college" and "university". In conversation, one specifically would say either "they are going to university" (i.e., studying for a three- or four-year degree at a university) or "they are going to college" (i.e., studying at a technical/career training). Usage in a university setting The term college also applies to distinct entities that formally act as an affiliated institution of the university, formally referred to as federated college, or affiliated colleges. A university may also formally include several constituent colleges, forming a collegiate university. Examples of collegiate universities in Canada include Trent University, and the University of Toronto. These types of institutions act independently, maintaining their own endowments, and properties. However, they remain either affiliated, or federated with the overarching university, with the overarching university being the institution that formally grants the degrees. For example, Trinity College was once an independent institution, but later became federated with the University of Toronto. Several centralized universities in Canada have mimicked the collegiate university model; although constituent colleges in a centralized university remains under the authority of the central administration. Centralized universities that have adopted the collegiate model to a degree includes the University of British Columbia, with Green College and St. John's College; and the Memorial University of Newfoundland, with Sir Wilfred Grenfell College. Occasionally, "college" refers to a subject specific faculty within a university that, while distinct, are neither federated nor affiliated—College of Education, College of Medicine, College of Dentistry, College of Biological Science among others. The Royal Military College of Canada is a military college which trains officers for the Canadian Armed Forces. The institution is a full-fledged university, with the authority to issue graduate degrees, although it continues to word the term college in its name. The institution's sister schools, Royal Military College Saint-Jean also uses the term college in its name, although it academic offering is akin to a CEGEP institution in Quebec. A number of post-secondary art schools in Canada formerly used the word college in their names, despite formally being universities. However, most of these institutions were renamed, or re-branded in the early 21st century, omitting the word college from its name. Usage in secondary education The word college continues to be used in the names public separate secondary schools in Ontario. A number of independent schools across Canada also use the word college in its name.Public secular school boards in Ontario also refer to their secondary schools as collegiate institutes. However, usage of the word collegiate institute varies between school boards. Collegiate institute is the predominant name for secondary schools in Lakehead District School Board, and Toronto District School Board, although most school boards in Ontario use collegiate institute alongside high school, and secondary school in the names of their institutions. Similarly, secondary schools in Regina, and Saskatoon are referred to as Collegiate. Chile In Chile, the term "college" is usually used in the name of some bilingual schools, like Santiago College, Saint George's College etc. Since 2009 the Pontifical Catholic University of Chile incorporated college as a bachelor's degree, it has a Bachelor of Natural Sciences and Mathematics, a Bachelor of Social Science and a Bachelor of Arts and Humanities. It has the same system as the American universities, it combines majors and minors. And it let the students continue a higher degree in the same university once finished. United States In the United States, there were 5,916 post-secondary institutions (universities and colleges) as of 2020–21, having peaked at 7,253 in 2012–13 and fallen every year since. A "college" in the US can refer to a constituent part of a university (which can be a residential college, the sub-division of the university offering undergraduate courses, or a school of the university offering particular specialized courses), an independent institution offering bachelor's-level courses, or an institution offering instruction in a particular professional, technical or vocational field. In popular usage, the word "college" is the generic term for any post-secondary undergraduate education. Americans "go to college" after high school, regardless of whether the specific institution is formally a college or a university. Some students choose to dual-enroll, by taking college classes while still in high school. The word and its derivatives are the standard terms used to describe the institutions and experiences associated with American post-secondary undergraduate education. Students must pay for college before taking classes. Some borrow the money via loans, and some students fund their educations with cash, scholarships, grants, or some combination of these payment methods. In 2011, the state or federal government subsidized $8,000 to $100,000 for each undergraduate degree. For state-owned schools (called "public" universities), the subsidy was given to the college, with the student benefiting from lower tuition. The state subsidized on average 50% of public university tuition. Colleges vary in terms of size, degree, and length of stay. Two-year colleges, also known as junior or community colleges, usually offer an associate degree, and four-year colleges usually offer a bachelor's degree. Often, these are entirely undergraduate institutions, although some have graduate school programs. Four-year institutions in the U.S. that emphasize a liberal arts curriculum are known as liberal arts colleges. Until the 20th century, liberal arts, law, medicine, theology, and divinity were about the only form of higher education available in the United States. These schools have traditionally emphasized instruction at the undergraduate level, although advanced research may still occur at these institutions. While there is no national standard in the United States, the term "university" primarily designates institutions that provide undergraduate and graduate education. A university typically has as its core and its largest internal division an undergraduate college teaching a liberal arts curriculum, also culminating in a bachelor's degree. What often distinguishes a university is having, in addition, one or more graduate schools engaged in both teaching graduate classes and in research. Often these would be called a School of Law or School of Medicine, (but may also be called a college of law, or a faculty of law). An exception is Vincennes University, Indiana, which is styled and chartered as a "university" even though almost all of its academic programs lead only to two-year associate degrees. Some institutions, such as Dartmouth College and The College of William & Mary, have retained the term "college" in their names for historical reasons. In one unique case, Boston College and Boston University, the former located in Chestnut Hill, Massachusetts and the latter located in Boston, Massachusetts, are completely separate institutions. Usage of the terms varies among the states. In 1996, for example, Georgia changed all of its four-year institutions previously designated as colleges to universities, and all of its vocational technology schools to technical colleges. The terms "university" and "college" do not exhaust all possible titles for an American institution of higher education. Other options include "institute" (Worcester Polytechnic Institute and Massachusetts Institute of Technology), "academy" (United States Military Academy), "union" (Cooper Union), "conservatory" (New England Conservatory), and "school" (Juilliard School). In colloquial use, they are still referred to as "college" when referring to their undergraduate studies. The term college is also, as in the United Kingdom, used for a constituent semi-autonomous part of a larger university but generally organized on academic rather than residential lines. For example, at many institutions, the undergraduate portion of the university can be briefly referred to as the college (such as The College of the University of Chicago, Harvard College at Harvard, or Columbia College at Columbia) while at others, such as the University of California, Berkeley, "colleges" are collections of academic programs and other units that share some common characteristics, mission, or disciplinary focus (the "college of engineering", the "college of nursing", and so forth). There exist other variants for historical reasons, including some uses that exist because of mergers and acquisitions; for example, Duke University, which was called Trinity College until the 1920s, still calls its main undergraduate subdivision Trinity College of Arts and Sciences. Residential colleges Some American universities, such as Princeton, Rice, and Yale have established residential colleges (sometimes, as at Harvard, the first to establish such a system in the 1930s, known as houses) along the lines of Oxford or Cambridge. Unlike the Oxbridge colleges, but similarly to Durham, these residential colleges are not autonomous legal entities nor are they typically much involved in education itself, being primarily concerned with room, board, and social life. At the University of Michigan, University of California, San Diego and the University of California, Santa Cruz, each residential college teaches its own core writing courses and has its own distinctive set of graduation requirements. Many U.S. universities have placed increased emphasis on their residential colleges in recent years. This is exemplified by the creation of new colleges at Ivy League schools such as Yale University and Princeton University, and efforts to strengthen the contribution of the residential colleges to student education, including through a 2016 taskforce at Princeton on residential colleges. Origin of the U.S. usage The founders of the first institutions of higher education in the United States were graduates of the University of Oxford and the University of Cambridge. The small institutions they founded would not have seemed to them like universities – they were tiny and did not offer the higher degrees in medicine and theology. Furthermore, they were not composed of several small colleges. Instead, the new institutions felt like the Oxford and Cambridge colleges they were used to – small communities, housing and feeding their students, with instruction from residential tutors (as in the United Kingdom, described above). When the first students graduated, these "colleges" assumed the right to confer degrees upon them, usually with authority—for example, The College of William & Mary has a royal charter from the British monarchy allowing it to confer degrees while Dartmouth College has a charter permitting it to award degrees "as are usually granted in either of the universities, or any other college in our realm of Great Britain." The leaders of Harvard College (which granted America's first degrees in 1642) might have thought of their college as the first of many residential colleges that would grow up into a New Cambridge university. However, over time, few new colleges were founded there, and Harvard grew and added higher faculties. Eventually, it changed its title to university, but the term "college" had stuck and "colleges" have arisen across the United States. In U.S. usage, the word "college" not only embodies a particular type of school, but has historically been used to refer to the general concept of higher education when it is not necessary to specify a school, as in "going to college" or "college savings accounts" offered by banks. In a survey of more than 2,000 college students in 33 states and 156 different campuses, the U.S. Public Interest Research Group found the average student spends as much as $1,200 each year on textbooks and supplies alone. By comparison, the group says that's the equivalent of 39 percent of tuition and fees at a community college, and 14 percent of tuition and fees at a four-year public university. Morrill Land-Grant Act In addition to private colleges and universities, the U.S. also has a system of government funded, public universities. Many were founded under the Morrill Land-Grant Colleges Act of 1862. A movement had arisen to bring a form of more practical higher education to the masses, as "...many politicians and educators wanted to make it possible for all young Americans to receive some sort of advanced education." The Morrill Act "...made it possible for the new western states to establish colleges for the citizens." Its goal was to make higher education more easily accessible to the citizenry of the country, specifically to improve agricultural systems by providing training and scholarship in the production and sales of agricultural products, and to provide formal education in "...agriculture, home economics, mechanical arts, and other professions that seemed practical at the time."The act was eventually extended to allow all states that had remained with the Union during the American Civil War, and eventually all states, to establish such institutions. Most of the colleges established under the Morrill Act have since become full universities, and some are among the elite of the world. Benefits of college Selection of a four-year college as compared to a two-year junior college, even by marginal students such as those with a C+ grade average in high school and SAT scores in the mid 800s, increases the probability of graduation and confers substantial economic and social benefits. Asia Bangladesh In Bangladesh, educational institutions offering higher secondary (11th–12th grade) education are known as colleges. Hong Kong In Hong Kong, the term 'college' is used by tertiary institutions as either part of their names or to refer to a constituent part of the university, such as the colleges in the collegiate The Chinese University of Hong Kong; or to a residence hall of a university, such as St. John's College, University of Hong Kong. Many older secondary schools have the term 'college' as part of their names. India The modern system of education was heavily influenced by the British starting in 1835.In India, the term "college" is commonly reserved for institutions that offer high school diplomas at year 12 ("Junior College", similar to American high schools), and those that offer the bachelor's degree; some colleges, however, offer programmes up to PhD level. Generally, colleges are located in different parts of a state and all of them are affiliated to a regional university. The colleges offer programmes leading to degrees of that university. Colleges may be either Autonomous or non-autonomous. Autonomous Colleges are empowered to establish their own syllabus, and conduct and assess their own examinations; in non-autonomous colleges, examinations are conducted by the university, at the same time for all colleges under its affiliation. There are several hundred universities and each university has affiliated colleges, often a large number. The first liberal arts and sciences college in India was "Cottayam College" or the "Syrian College", Kerala in 1815. The First inter linguistic residential education institution in Asia was started at this college. At present it is a Theological seminary which is popularly known as Orthodox Theological Seminary or Old Seminary. After that, CMS College, Kottayam, established in 1817, and the Presidency College, Kolkata, also 1817, initially known as Hindu College. The first college for the study of Christian theology and ecumenical enquiry was Serampore College (1818). The first Missionary institution to impart Western style education in India was the Scottish Church College, Calcutta (1830). The first commerce and economics college in India was Sydenham College, Mumbai (1913). In India a new term has been introduced that is Autonomous Institutes & Colleges. An autonomous Colleges are colleges which need to be affiliated to a certain university. These colleges can conduct their own admission procedure, examination syllabus, fees structure etc. However, at the end of course completion, they cannot issue their own degree or diploma. The final degree or diploma is issued by the affiliated university. Also, some significant changes can pave way under the NEP (New Education Policy 2020) which may affect the present guidelines for universities and colleges. Israel In Israel, any non-university higher-learning facility is called a college. Institutions accredited by the Council for Higher Education in Israel (CHE) to confer a bachelor's degree are called "Academic Colleges" (Hebrew: מִכְלָלָה, romanized: Mikhlala; plural Hebrew: מכללות, romanized: Mikhlalot). These colleges (at least 4 for 2012) may also offer master's degrees and act as Research facilities. There are also over twenty teacher training colleges or seminaries, most of which may award only a Bachelor of Education (BEd) degree. Academic colleges: Any educational facility that had been approved to offer at least bachelor's degree is entitled by CHE to use the term academic college in its name. Engineering academic college: Any academic facility that offer at least bachelor's degree and most of it faculties are providing an Engineering degree and Engineering license. Educational academic college: After an educational facility that had been approved for "Teachers seminar" status is then approved to provide a Bachelor of Education, its name is changed to include "Educational Academic college." Technical college: A "Technical college" (מכללה טכנולוגית) is an educational facility that is approved to allow to provide P.E degree (הנדסאי) (14'th class) or technician (טכנאי) (13'th class) diploma and licenses. Training College: A "Training College" (מכללה להכשרה or מכללה מקצועית) is an educational facility that provides basic training allowing a person to receive a working permit in a field such as alternative medicine, cooking, Art, Mechanical, Electrical and other professions. A trainee could receive the right to work in certain professions as apprentice (j. mechanic, j. Electrician etc.). After working in the training field for enough time an apprentice could have a license to operate (Mechanic, Electrician). This educational facility is mostly used to provide basic training for low tech jobs and for job seekers without any training that are provided by the nation's Employment Service (שירות התעסוקה). Macau Following the Portuguese usage, the term "college" (colégio) in Macau has traditionally been used in the names for private (and non-governmental) pre-university educational institutions, which correspond to form one to form six level tiers. Such schools are usually run by the Roman Catholic church or missionaries in Macau. Examples include Chan Sui Ki Perpetual Help College, Yuet Wah College, and Sacred Heart Canossian College. Philippines In the Philippines, colleges usually refer to institutions of learning that grant degrees but whose scholastic fields are not as diverse as that of a university (University of Santo Tomas, University of the Philippines, Ateneo de Manila University, De La Salle University, Far Eastern University, and AMA University), such as the San Beda College which specializes in law, AMA Computer College whose campuses are spread all over the Philippines which specializes in information and computing technologies, and the Mapúa Institute of Technology which specializes in engineering, or to component units within universities that do not grant degrees but rather facilitate the instruction of a particular field, such as a College of Science and College of Engineering, among many other colleges of the University of the Philippines. A state college may not have the word "college" on its name, but may have several component colleges, or departments. Thus, the Eulogio Amang Rodriguez Institute of Science and Technology is a state college by classification. Usually, the term "college" is also thought of as a hierarchical demarcation between the term "university", and quite a number of colleges seek to be recognized as universities as a sign of improvement in academic standards (Colegio de San Juan de Letran, San Beda College), and increase in the diversity of the offered degree programs (called "courses"). For private colleges, this may be done through a survey and evaluation by the Commission on Higher Education and accrediting organizations, as was the case of Urios College which is now the Fr. Saturnino Urios University. For state colleges, it is usually done by a legislation by the Congress or Senate. In common usage, "going to college" simply means attending school for an undergraduate degree, whether it's from an institution recognized as a college or a university. When it comes to referring to the level of education, college is the term more used to be synonymous to tertiary or higher education. A student who is or has studied his/her undergraduate degree at either an institution with college or university in its name is considered to be going to or have gone to college. Singapore The term "college" in Singapore is generally only used for pre-university educational institutions called "Junior Colleges", which provide the final two years of secondary education (equivalent to sixth form in British terms or grades 11–12 in the American system). Since 1 January 2005, the term also refers to the three campuses of the Institute of Technical Education with the introduction of the "collegiate system", in which the three institutions are called ITE College East, ITE College Central, and ITE College West respectively. The term "university" is used to describe higher-education institutions offering locally conferred degrees. Institutions offering diplomas are called "polytechnics", while other institutions are often referred to as "institutes" and so forth. Sri Lanka There are several professional and vocational institutions that offer post-secondary education without granting degrees that are referred to as "colleges". This includes the Sri Lanka Law College, the many Technical Colleges and Teaching Colleges. Turkey In Turkey, the term "kolej" (college) refers to a private high school, typically preceded by one year of preparatory language education. Notable Turkish colleges include Robert College, Uskudar American Academy, American Collegiate Institute and Tarsus American College. Africa South Africa Although the term "college" is hardly used in any context at any university in South Africa, some non-university tertiary institutions call themselves colleges. These include teacher training colleges, business colleges and wildlife management colleges. See: List of universities in South Africa#Private colleges and universities; List of post secondary institutions in South Africa. Zimbabwe The term college is mainly used by private or independent secondary schools with Advanced Level (Upper 6th formers) and also Polytechnic Colleges which confer diplomas only. A student can complete secondary education (International General Certificate of Secondary Education, IGCSE) at 16 years and proceed straight to a poly-technical college or they can proceed to Advanced level (16 to 19 years) and obtain a General Certificate of Education (GCE) certificate which enables them to enroll at a university, provided they have good grades. Alternatively, with lower grades, the GCE certificate holders will have an added advantage over their GCSE counterparts if they choose to enroll at a polytechnical college. Some schools in Zimbabwe choose to offer the International Baccalaureate studies as an alternative to the IGCSE and GCE. Europe Greece Kollegio (in Greek Κολλέγιο) refers to the Centers of Post-Lyceum Education (in Greek Κέντρο Μεταλυκειακής Εκπαίδευσης, abbreviated as KEME), which are principally private and belong to the Greek post-secondary education system. Some of them have links to EU or US higher education institutions or accreditation organizations, such as the NEASC. Kollegio (or Kollegia in plural) may also refer to private non-tertiary schools, such as the Athens College. Ireland In Ireland the term "college" is normally used to describe an institution of tertiary education. University students often say they attend "college" rather than "university". Until 1989, no university provided teaching or research directly; they were formally offered by a constituent college of the university. There are number of secondary education institutions that traditionally used the word "college" in their names: these are either older, private schools (such as Belvedere College, Gonzaga College, Castleknock College, and St. Michael's College) or what were formerly a particular kind of secondary school. These secondary schools, formerly known as "technical colleges," were renamed "community colleges," but remain secondary schools. The country's only ancient university is the University of Dublin. Created during the reign of Elizabeth I, it is modelled on the collegiate universities of Cambridge and Oxford. However, only one constituent college was ever founded, hence the curious position of Trinity College Dublin today; although both are usually considered one and the same, the university and college are completely distinct corporate entities with separate and parallel governing structures. Among more modern foundations, the National University of Ireland, founded in 1908, consisted of constituent colleges and recognised colleges until 1997. The former are now referred to as constituent universities – institutions that are essentially universities in their own right. The National University can trace its existence back to 1850 and the creation of the Queen's University of Ireland and the creation of the Catholic University of Ireland in 1854. From 1880, the degree awarding roles of these two universities was taken over by the Royal University of Ireland, which remained until the creation of the National University in 1908 and Queen's University Belfast. The state's two new universities, Dublin City University and University of Limerick, were initially National Institute for Higher Education institutions. These institutions offered university level academic degrees and research from the start of their existence and were awarded university status in 1989 in recognition of this. Third level technical education in the state has been carried out in the Institutes of Technology, which were established from the 1970s as Regional Technical Colleges. These institutions have delegated authority which entitles them to give degrees and diplomas from Quality and Qualifications Ireland (QQI) in their own names. A number of private colleges exist such as Dublin Business School, providing undergraduate and postgraduate courses validated by QQI and in some cases by other universities. Other types of college include colleges of education, such as the Church of Ireland College of Education. These are specialist institutions, often linked to a university, which provide both undergraduate and postgraduate academic degrees for people who want to train as teachers. A number of state-funded further education colleges exist – which offer vocational education and training in a range of areas from business studies and information and communications technology to sports injury therapy. These courses are usually one, two or less often three years in duration and are validated by QQI at Levels 5 or 6, or for the BTEC Higher National Diploma award, which is a Level 6/7 qualification, validated by Edexcel. There are numerous private colleges (particularly in Dublin and Limerick) which offer both further and higher education qualifications. These degrees and diplomas are often certified by foreign universities/international awarding bodies and are aligned to the National Framework of Qualifications at Levels 6, 7 and 8. Netherlands In the Netherlands there are 3 main educational routes after high school. MBO (middle-level applied education), which is the equivalent of junior college. Designed to prepare students for either skilled trades and technical occupations and workers in support roles in professions such as engineering, accountancy, business administration, nursing, medicine, architecture, and criminology or for additional education at another college with more advanced academic material. HBO (higher professional education), which is the equivalent of college and has a professional orientation. After HBO (typically 4–6 years), pupils can enroll in a (professional) master's program (1–2 years) or enter the job market. The HBO is taught in vocational universities (hogescholen), of which there are over 40 in the Netherlands, each of which offers a broad variety of programs, with the exception of some that specialize in arts or agriculture. Note that the hogescholen are not allowed to name themselves university in Dutch. This also stretches to English and therefore HBO institutions are known as universities of applied sciences. WO (Scientific education), which is the equivalent to university level education and has an academic orientation.HBO graduates can be awarded two titles, which are Baccalaureus (bc.) and Ingenieur (ing.). At a WO institution, many more bachelor's and master's titles can be awarded. Bachelor's degrees: Bachelor of Arts (BA), Bachelor of Science (BSc) and Bachelor of Laws (LLB). Master's degrees: Master of Arts (MA), Master of Laws (LLM) and Master of Science (MSc). The PhD title is a research degree awarded upon completion and defense of a doctoral thesis. Portugal Presently in Portugal, the term colégio (college) is normally used as a generic reference to a private (non-government) school that provides from basic to secondary education. Many of the private schools include the term colégio in their name. Some special public schools – usually of the boarding school type – also include the term in their name, with a notable example being the Colégio Militar (Military College). The term colégio interno (literally "internal college") is used specifically as a generic reference to a boarding school. Until the 19th century, a colégio was usually a secondary or pre-university school, of public or religious nature, where the students usually lived together. A model for these colleges was the Royal College of Arts and Humanities, founded in Coimbra by King John III of Portugal in 1542. United Kingdom Secondary education and further education Further education (FE) colleges and sixth form colleges are institutions providing further education to students over 16. Some of these also provide higher education courses (see below). In the context of secondary education, 'college' is used in the names of some private schools, e.g. Eton College and Winchester College. Higher education In higher education, a college is normally a provider that does not hold university status, although it can also refer to a constituent part of a collegiate or federal university or a grouping of academic faculties or departments within a university. Traditionally the distinction between colleges and universities was that colleges did not award degrees while universities did, but this is no longer the case with NCG having gained taught degree awarding powers (the same as some universities) on behalf of its colleges, and many of the colleges of the University of London holding full degree awarding powers and being effectively universities. Most colleges, however, do not hold their own degree awarding powers and continue to offer higher education courses that are validated by universities or other institutions that can award degrees. In England, as of August 2016, over 60% of the higher education providers directly funded by HEFCE (208/340) are sixth-form or further education colleges, often termed colleges of further and higher education, along with 17 colleges of the University of London, one university college, 100 universities, and 14 other providers (six of which use 'college' in their name). Overall, this means over two-thirds of state-supported higher education providers in England are colleges of one form or another. Many private providers are also called colleges, e.g. the New College of the Humanities and St Patrick's College, London. Colleges within universities vary immensely in their responsibilities. The large constituent colleges of the University of London are effectively universities in their own right; colleges in some universities, including those of the University of the Arts London and smaller colleges of the University of London, run their own degree courses but do not award degrees; those at the University of Roehampton provide accommodation and pastoral care as well as delivering the teaching on university courses; those at Oxford and Cambridge deliver some teaching on university courses as well as providing accommodation and pastoral care; and those in Durham, Kent, Lancaster and York provide accommodation and pastoral care but do not normally participate in formal teaching. The legal status of these colleges also varies widely, with University of London colleges being independent corporations and recognised bodies, Oxbridge colleges, colleges of the University of the Highlands and Islands (UHI) and some Durham colleges being independent corporations and listed bodies, most Durham colleges being owned by the university but still listed bodies, and those of other collegiate universities not having formal recognition. When applying for undergraduate courses through UCAS, University of London colleges are treated as independent providers, colleges of Oxford, Cambridge, Durham and UHI are treated as locations within the universities that can be selected by specifying a 'campus code' in addition to selecting the university, and colleges of other universities are not recognised.The UHI and the University of Wales Trinity Saint David (UWTSD) both include further education colleges. However, while the UHI colleges integrate FE and HE provision, UWTSD maintains a separation between the university campuses (Lampeter, Carmarthen and Swansea) and the two colleges (Coleg Sir Gâr and Coleg Ceredigion; n.b. coleg is Welsh for college), which although part of the same group are treated as separate institutions rather than colleges within the university.A university college is an independent institution with the power to award taught degrees, but which has not been granted university status. University College is a protected title that can only be used with permission, although note that University College London, University College, Oxford and University College, Durham are colleges within their respective universities and not university colleges (in the case of UCL holding full degree awarding powers that set it above a university college), while University College Birmingham is a university in its own right and also not a university college. Oceania Australia In Australia a college may be an institution of tertiary education that is smaller than a university, run independently or as part of a university. Following a reform in the 1980s many of the formerly independent colleges now belong to a larger universities. Referring to parts of a university, there are residential colleges which provide residence for students, both undergraduate and postgraduate, called university colleges. These colleges often provide additional tutorial assistance, and some host theological study. Many colleges have strong traditions and rituals, so are a combination of dormitory style accommodation and fraternity or sorority culture. Most technical and further education institutions (TAFEs), which offer certificate and diploma vocational courses, are styled "TAFE colleges" or "Colleges of TAFE". In some places, such as Tasmania, college refers to a type of school for Year 11 and 12 students, e.g. Don College. New Zealand The constituent colleges of the former University of New Zealand (such as Canterbury University College) have become independent universities. Some halls of residence associated with New Zealand universities retain the name of "college", particularly at the University of Otago (which although brought under the umbrella of the University of New Zealand, already possessed university status and degree awarding powers). The institutions formerly known as "Teacher-training colleges" now style themselves "College of education". Some universities, such as the University of Canterbury, have divided their university into constituent administrative "Colleges" – the College of Arts containing departments that teach Arts, Humanities and Social Sciences, College of Science containing Science departments, and so on. This is largely modelled on the Cambridge model, discussed above. Like the United Kingdom some professional bodies in New Zealand style themselves as "colleges", for example, the Royal Australasian College of Surgeons, the Royal Australasian College of Physicians. In some parts of the country, secondary school is often referred to as college and the term is used interchangeably with high school. This sometimes confuses people from other parts of New Zealand. But in all parts of the country many secondary schools have "College" in their name, such as Rangitoto College, New Zealand's largest secondary. Notes References External links See also Community college Residential college University college Vocational university Madrasa Ashrama (stage)

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A college (Latin: collegium) is an educational institution or a constituent part of one. A college may be a degree-awarding tertiary educational institution, a part of a collegiate or federal university, an institution offering vocational education, or a secondary school. In most of the world, a college may be a high school or secondary school, a college of further education, a training institution that awards trade qualifications, a higher-education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university. In the United States, a college may offer undergraduate programs – either as an independent institution or as the undergraduate program of a university – or it may be a residential college of a university or a community college, referring to (primarily public) higher education institutions that aim to provide affordable and accessible education, usually limited to two-year associate degrees. The word is generally also used as a synonym for a university in the US. Colleges in countries such as France, Belgium, and Switzerland provide secondary education. Etymology The word "college" is from the Latin verb lego, legere, legi, lectum, "to collect, gather together, pick", plus the preposition cum, "with", thus meaning "selected together". Thus "colleagues" are literally "persons who have been selected to work together". In ancient Rome a collegium was a "body, guild, corporation united in colleagueship; of magistrates, praetors, tribunes, priests, augurs; a political club or trade guild". Thus a college was a form of corporation or corporate body, an artificial legal person (body/corpus) with its own legal personality, with the capacity to enter into legal contracts, to sue and be sued. In mediaeval England there were colleges of priests, for example in chantry chapels; modern survivals include the Royal College of Surgeons in England (originally the Guild of Surgeons Within the City of London), the College of Arms in London (a body of heralds enforcing heraldic law), an electoral college (to elect representatives), etc., all groups of persons "selected in common" to perform a specified function and appointed by a monarch, founder or other person in authority. As for the modern "college of education", it was a body created for that purpose, for example Eton College was founded in 1440 by letters patent of King Henry VI for the constitution of a college of Fellows, priests, clerks, choristers, poor scholars, and old poor men, with one master or governor, whose duty it shall be to instruct these scholars and any others who may resort thither from any part of England in the knowledge of letters, and especially of grammar, without payment". Overview Higher education Within higher education, the term can be used to refer to: A constituent part of a collegiate university, for example King's College, Cambridge, or of a federal university, for example King's College London. A liberal arts college, an independent institution of higher education focusing on undergraduate education, such as Williams College or Amherst College. A liberal arts division of a university whose undergraduate program does not otherwise follow a liberal arts model, such as the Yuanpei College at Peking University. An institute providing specialised training, such as a college of further education, for example Belfast Metropolitan College, a teacher training college, or an art college. In the United States, college is sometimes but rarely a synonym for a research university, such as Dartmouth College, one of the eight universities in the Ivy League. In the United States, the undergraduate college of a university which also confers graduate degrees, such as Yale College, the undergraduate college within Yale University. Further education A sixth form college or college of further education is an educational institution in England, Wales, Northern Ireland, Belize, the Caribbean, Malta, Norway, Brunei, or Southern Africa, among others, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC, HND or its equivalent and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In Singapore and India, this is known as a junior college. The municipal government of the city of Paris uses the phrase "sixth form college" as the English name for a lycée. Secondary education In some national education systems, secondary schools may be called "colleges" or have "college" as part of their title. In Australia the term "college" is applied to any private or independent (non-government) primary and, especially, secondary school as distinct from a state school. Melbourne Grammar School, Cranbrook School, Sydney and The King's School, Parramatta are considered colleges. There has also been a recent trend to rename or create government secondary schools as "colleges". In the state of Victoria, some state high schools are referred to as secondary colleges, although the pre-eminent government secondary school for boys in Melbourne is still named Melbourne High School. In Western Australia, South Australia and the Northern Territory, "college" is used in the name of all state high schools built since the late 1990s, and also some older ones. In New South Wales, some high schools, especially multi-campus schools resulting from mergers, are known as "secondary colleges". In Queensland some newer schools which accept primary and high school students are styled state college, but state schools offering only secondary education are called "State High School". In Tasmania and the Australian Capital Territory, "college" refers to the final two years of high school (years 11 and 12), and the institutions which provide this. In this context, "college" is a system independent of the other years of high school. Here, the expression is a shorter version of matriculation college. In a number of Canadian cities, many government-run secondary schools are called "collegiates" or "collegiate institutes" (C.I.), a complicated form of the word "college" which avoids the usual "post-secondary" connotation. This is because these secondary schools have traditionally focused on academic, rather than vocational, subjects and ability levels (for example, collegiates offered Latin while vocational schools offered technical courses). Some private secondary schools (such as Upper Canada College, Vancouver College) choose to use the word "college" in their names nevertheless. Some secondary schools elsewhere in the country, particularly ones within the separate school system, may also use the word "college" or "collegiate" in their names.In New Zealand the word "college" normally refers to a secondary school for ages 13 to 17 and "college" appears as part of the name especially of private or integrated schools. "Colleges" most frequently appear in the North Island, whereas "high schools" are more common in the South Island. In the Netherlands, "college" is equivalent to HBO (Higher professional education). It is oriented towards professional training with clear occupational outlook, unlike universities which are scientifically oriented. In South Africa, some secondary schools, especially private schools on the English public school model, have "college" in their title, including six of South Africa's Elite Seven high schools. A typical example of this category would be St John's College. Private schools that specialize in improving children's marks through intensive focus on examination needs are informally called "cram-colleges". In Sri Lanka the word "college" (known as Vidyalaya in Sinhala) normally refers to a secondary school, which usually signifies above the 5th standard. During the British colonial period a limited number of exclusive secondary schools were established based on English public school model (Royal College Colombo, S. Thomas' College, Mount Lavinia, Trinity College, Kandy) these along with several Catholic schools (St. Joseph's College, Colombo, St Anthony's College) traditionally carry their name as colleges. Following the start of free education in 1931 large group of central colleges were established to educate the rural masses. Since Sri Lanka gained Independence in 1948, many schools that have been established have been named as "college". Other As well as an educational institution, the term, in accordance with its etymology, may also refer to any formal group of colleagues set up under statute or regulation; often under a Royal Charter. Examples include an electoral college, the College of Arms, a college of canons, and the College of Cardinals. Other collegiate bodies include professional associations, particularly in medicine and allied professions. In the UK these include the Royal College of Nursing and the Royal College of Physicians. Examples in the United States include the American College of Physicians, the American College of Surgeons, and the American College of Dentists. An example in Australia is the Royal Australian College of General Practitioners. College by country The different ways in which the term "College" is used to describe educational institutions in various regions of the world is listed below: Americas Canada In Canadian English, the term "college" usually refers to a trades school, applied arts/science/technology/business/health school or community college. These are post-secondary institutions granting certificates, diplomas, associate degrees and (in some cases) bachelor's degrees. The French acronym specific to public institutions within Quebec's particular system of pre-university and technical education is CEGEP (Collège d'enseignement général et professionnel, "college of general and professional education"). They are collegiate-level institutions that a student typically enrols in if they wish to continue onto university in the Quebec education system, or to learn a trade. In Ontario and Alberta, there are also institutions that are designated university colleges, which only grant undergraduate degrees. This is to differentiate between universities, which have both undergraduate and graduate programs and those that do not. In Canada, there is a strong distinction between "college" and "university". In conversation, one specifically would say either "they are going to university" (i.e., studying for a three- or four-year degree at a university) or "they are going to college" (i.e., studying at a technical/career training). Usage in a university setting The term college also applies to distinct entities that formally act as an affiliated institution of the university, formally referred to as federated college, or affiliated colleges. A university may also formally include several constituent colleges, forming a collegiate university. Examples of collegiate universities in Canada include Trent University, and the University of Toronto. These types of institutions act independently, maintaining their own endowments, and properties. However, they remain either affiliated, or federated with the overarching university, with the overarching university being the institution that formally grants the degrees. For example, Trinity College was once an independent institution, but later became federated with the University of Toronto. Several centralized universities in Canada have mimicked the collegiate university model; although constituent colleges in a centralized university remains under the authority of the central administration. Centralized universities that have adopted the collegiate model to a degree includes the University of British Columbia, with Green College and St. John's College; and the Memorial University of Newfoundland, with Sir Wilfred Grenfell College. Occasionally, "college" refers to a subject specific faculty within a university that, while distinct, are neither federated nor affiliated—College of Education, College of Medicine, College of Dentistry, College of Biological Science among others. The Royal Military College of Canada is a military college which trains officers for the Canadian Armed Forces. The institution is a full-fledged university, with the authority to issue graduate degrees, although it continues to word the term college in its name. The institution's sister schools, Royal Military College Saint-Jean also uses the term college in its name, although it academic offering is akin to a CEGEP institution in Quebec. A number of post-secondary art schools in Canada formerly used the word college in their names, despite formally being universities. However, most of these institutions were renamed, or re-branded in the early 21st century, omitting the word college from its name. Usage in secondary education The word college continues to be used in the names public separate secondary schools in Ontario. A number of independent schools across Canada also use the word college in its name.Public secular school boards in Ontario also refer to their secondary schools as collegiate institutes. However, usage of the word collegiate institute varies between school boards. Collegiate institute is the predominant name for secondary schools in Lakehead District School Board, and Toronto District School Board, although most school boards in Ontario use collegiate institute alongside high school, and secondary school in the names of their institutions. Similarly, secondary schools in Regina, and Saskatoon are referred to as Collegiate. Chile In Chile, the term "college" is usually used in the name of some bilingual schools, like Santiago College, Saint George's College etc. Since 2009 the Pontifical Catholic University of Chile incorporated college as a bachelor's degree, it has a Bachelor of Natural Sciences and Mathematics, a Bachelor of Social Science and a Bachelor of Arts and Humanities. It has the same system as the American universities, it combines majors and minors. And it let the students continue a higher degree in the same university once finished. United States In the United States, there were 5,916 post-secondary institutions (universities and colleges) as of 2020–21, having peaked at 7,253 in 2012–13 and fallen every year since. A "college" in the US can refer to a constituent part of a university (which can be a residential college, the sub-division of the university offering undergraduate courses, or a school of the university offering particular specialized courses), an independent institution offering bachelor's-level courses, or an institution offering instruction in a particular professional, technical or vocational field. In popular usage, the word "college" is the generic term for any post-secondary undergraduate education. Americans "go to college" after high school, regardless of whether the specific institution is formally a college or a university. Some students choose to dual-enroll, by taking college classes while still in high school. The word and its derivatives are the standard terms used to describe the institutions and experiences associated with American post-secondary undergraduate education. Students must pay for college before taking classes. Some borrow the money via loans, and some students fund their educations with cash, scholarships, grants, or some combination of these payment methods. In 2011, the state or federal government subsidized $8,000 to $100,000 for each undergraduate degree. For state-owned schools (called "public" universities), the subsidy was given to the college, with the student benefiting from lower tuition. The state subsidized on average 50% of public university tuition. Colleges vary in terms of size, degree, and length of stay. Two-year colleges, also known as junior or community colleges, usually offer an associate degree, and four-year colleges usually offer a bachelor's degree. Often, these are entirely undergraduate institutions, although some have graduate school programs. Four-year institutions in the U.S. that emphasize a liberal arts curriculum are known as liberal arts colleges. Until the 20th century, liberal arts, law, medicine, theology, and divinity were about the only form of higher education available in the United States. These schools have traditionally emphasized instruction at the undergraduate level, although advanced research may still occur at these institutions. While there is no national standard in the United States, the term "university" primarily designates institutions that provide undergraduate and graduate education. A university typically has as its core and its largest internal division an undergraduate college teaching a liberal arts curriculum, also culminating in a bachelor's degree. What often distinguishes a university is having, in addition, one or more graduate schools engaged in both teaching graduate classes and in research. Often these would be called a School of Law or School of Medicine, (but may also be called a college of law, or a faculty of law). An exception is Vincennes University, Indiana, which is styled and chartered as a "university" even though almost all of its academic programs lead only to two-year associate degrees. Some institutions, such as Dartmouth College and The College of William & Mary, have retained the term "college" in their names for historical reasons. In one unique case, Boston College and Boston University, the former located in Chestnut Hill, Massachusetts and the latter located in Boston, Massachusetts, are completely separate institutions. Usage of the terms varies among the states. In 1996, for example, Georgia changed all of its four-year institutions previously designated as colleges to universities, and all of its vocational technology schools to technical colleges. The terms "university" and "college" do not exhaust all possible titles for an American institution of higher education. Other options include "institute" (Worcester Polytechnic Institute and Massachusetts Institute of Technology), "academy" (United States Military Academy), "union" (Cooper Union), "conservatory" (New England Conservatory), and "school" (Juilliard School). In colloquial use, they are still referred to as "college" when referring to their undergraduate studies. The term college is also, as in the United Kingdom, used for a constituent semi-autonomous part of a larger university but generally organized on academic rather than residential lines. For example, at many institutions, the undergraduate portion of the university can be briefly referred to as the college (such as The College of the University of Chicago, Harvard College at Harvard, or Columbia College at Columbia) while at others, such as the University of California, Berkeley, "colleges" are collections of academic programs and other units that share some common characteristics, mission, or disciplinary focus (the "college of engineering", the "college of nursing", and so forth). There exist other variants for historical reasons, including some uses that exist because of mergers and acquisitions; for example, Duke University, which was called Trinity College until the 1920s, still calls its main undergraduate subdivision Trinity College of Arts and Sciences. Residential colleges Some American universities, such as Princeton, Rice, and Yale have established residential colleges (sometimes, as at Harvard, the first to establish such a system in the 1930s, known as houses) along the lines of Oxford or Cambridge. Unlike the Oxbridge colleges, but similarly to Durham, these residential colleges are not autonomous legal entities nor are they typically much involved in education itself, being primarily concerned with room, board, and social life. At the University of Michigan, University of California, San Diego and the University of California, Santa Cruz, each residential college teaches its own core writing courses and has its own distinctive set of graduation requirements. Many U.S. universities have placed increased emphasis on their residential colleges in recent years. This is exemplified by the creation of new colleges at Ivy League schools such as Yale University and Princeton University, and efforts to strengthen the contribution of the residential colleges to student education, including through a 2016 taskforce at Princeton on residential colleges. Origin of the U.S. usage The founders of the first institutions of higher education in the United States were graduates of the University of Oxford and the University of Cambridge. The small institutions they founded would not have seemed to them like universities – they were tiny and did not offer the higher degrees in medicine and theology. Furthermore, they were not composed of several small colleges. Instead, the new institutions felt like the Oxford and Cambridge colleges they were used to – small communities, housing and feeding their students, with instruction from residential tutors (as in the United Kingdom, described above). When the first students graduated, these "colleges" assumed the right to confer degrees upon them, usually with authority—for example, The College of William & Mary has a royal charter from the British monarchy allowing it to confer degrees while Dartmouth College has a charter permitting it to award degrees "as are usually granted in either of the universities, or any other college in our realm of Great Britain." The leaders of Harvard College (which granted America's first degrees in 1642) might have thought of their college as the first of many residential colleges that would grow up into a New Cambridge university. However, over time, few new colleges were founded there, and Harvard grew and added higher faculties. Eventually, it changed its title to university, but the term "college" had stuck and "colleges" have arisen across the United States. In U.S. usage, the word "college" not only embodies a particular type of school, but has historically been used to refer to the general concept of higher education when it is not necessary to specify a school, as in "going to college" or "college savings accounts" offered by banks. In a survey of more than 2,000 college students in 33 states and 156 different campuses, the U.S. Public Interest Research Group found the average student spends as much as $1,200 each year on textbooks and supplies alone. By comparison, the group says that's the equivalent of 39 percent of tuition and fees at a community college, and 14 percent of tuition and fees at a four-year public university. Morrill Land-Grant Act In addition to private colleges and universities, the U.S. also has a system of government funded, public universities. Many were founded under the Morrill Land-Grant Colleges Act of 1862. A movement had arisen to bring a form of more practical higher education to the masses, as "...many politicians and educators wanted to make it possible for all young Americans to receive some sort of advanced education." The Morrill Act "...made it possible for the new western states to establish colleges for the citizens." Its goal was to make higher education more easily accessible to the citizenry of the country, specifically to improve agricultural systems by providing training and scholarship in the production and sales of agricultural products, and to provide formal education in "...agriculture, home economics, mechanical arts, and other professions that seemed practical at the time."The act was eventually extended to allow all states that had remained with the Union during the American Civil War, and eventually all states, to establish such institutions. Most of the colleges established under the Morrill Act have since become full universities, and some are among the elite of the world. Benefits of college Selection of a four-year college as compared to a two-year junior college, even by marginal students such as those with a C+ grade average in high school and SAT scores in the mid 800s, increases the probability of graduation and confers substantial economic and social benefits. Asia Bangladesh In Bangladesh, educational institutions offering higher secondary (11th–12th grade) education are known as colleges. Hong Kong In Hong Kong, the term 'college' is used by tertiary institutions as either part of their names or to refer to a constituent part of the university, such as the colleges in the collegiate The Chinese University of Hong Kong; or to a residence hall of a university, such as St. John's College, University of Hong Kong. Many older secondary schools have the term 'college' as part of their names. India The modern system of education was heavily influenced by the British starting in 1835.In India, the term "college" is commonly reserved for institutions that offer high school diplomas at year 12 ("Junior College", similar to American high schools), and those that offer the bachelor's degree; some colleges, however, offer programmes up to PhD level. Generally, colleges are located in different parts of a state and all of them are affiliated to a regional university. The colleges offer programmes leading to degrees of that university. Colleges may be either Autonomous or non-autonomous. Autonomous Colleges are empowered to establish their own syllabus, and conduct and assess their own examinations; in non-autonomous colleges, examinations are conducted by the university, at the same time for all colleges under its affiliation. There are several hundred universities and each university has affiliated colleges, often a large number. The first liberal arts and sciences college in India was "Cottayam College" or the "Syrian College", Kerala in 1815. The First inter linguistic residential education institution in Asia was started at this college. At present it is a Theological seminary which is popularly known as Orthodox Theological Seminary or Old Seminary. After that, CMS College, Kottayam, established in 1817, and the Presidency College, Kolkata, also 1817, initially known as Hindu College. The first college for the study of Christian theology and ecumenical enquiry was Serampore College (1818). The first Missionary institution to impart Western style education in India was the Scottish Church College, Calcutta (1830). The first commerce and economics college in India was Sydenham College, Mumbai (1913). In India a new term has been introduced that is Autonomous Institutes & Colleges. An autonomous Colleges are colleges which need to be affiliated to a certain university. These colleges can conduct their own admission procedure, examination syllabus, fees structure etc. However, at the end of course completion, they cannot issue their own degree or diploma. The final degree or diploma is issued by the affiliated university. Also, some significant changes can pave way under the NEP (New Education Policy 2020) which may affect the present guidelines for universities and colleges. Israel In Israel, any non-university higher-learning facility is called a college. Institutions accredited by the Council for Higher Education in Israel (CHE) to confer a bachelor's degree are called "Academic Colleges" (Hebrew: מִכְלָלָה, romanized: Mikhlala; plural Hebrew: מכללות, romanized: Mikhlalot). These colleges (at least 4 for 2012) may also offer master's degrees and act as Research facilities. There are also over twenty teacher training colleges or seminaries, most of which may award only a Bachelor of Education (BEd) degree. Academic colleges: Any educational facility that had been approved to offer at least bachelor's degree is entitled by CHE to use the term academic college in its name. Engineering academic college: Any academic facility that offer at least bachelor's degree and most of it faculties are providing an Engineering degree and Engineering license. Educational academic college: After an educational facility that had been approved for "Teachers seminar" status is then approved to provide a Bachelor of Education, its name is changed to include "Educational Academic college." Technical college: A "Technical college" (מכללה טכנולוגית) is an educational facility that is approved to allow to provide P.E degree (הנדסאי) (14'th class) or technician (טכנאי) (13'th class) diploma and licenses. Training College: A "Training College" (מכללה להכשרה or מכללה מקצועית) is an educational facility that provides basic training allowing a person to receive a working permit in a field such as alternative medicine, cooking, Art, Mechanical, Electrical and other professions. A trainee could receive the right to work in certain professions as apprentice (j. mechanic, j. Electrician etc.). After working in the training field for enough time an apprentice could have a license to operate (Mechanic, Electrician). This educational facility is mostly used to provide basic training for low tech jobs and for job seekers without any training that are provided by the nation's Employment Service (שירות התעסוקה). Macau Following the Portuguese usage, the term "college" (colégio) in Macau has traditionally been used in the names for private (and non-governmental) pre-university educational institutions, which correspond to form one to form six level tiers. Such schools are usually run by the Roman Catholic church or missionaries in Macau. Examples include Chan Sui Ki Perpetual Help College, Yuet Wah College, and Sacred Heart Canossian College. Philippines In the Philippines, colleges usually refer to institutions of learning that grant degrees but whose scholastic fields are not as diverse as that of a university (University of Santo Tomas, University of the Philippines, Ateneo de Manila University, De La Salle University, Far Eastern University, and AMA University), such as the San Beda College which specializes in law, AMA Computer College whose campuses are spread all over the Philippines which specializes in information and computing technologies, and the Mapúa Institute of Technology which specializes in engineering, or to component units within universities that do not grant degrees but rather facilitate the instruction of a particular field, such as a College of Science and College of Engineering, among many other colleges of the University of the Philippines. A state college may not have the word "college" on its name, but may have several component colleges, or departments. Thus, the Eulogio Amang Rodriguez Institute of Science and Technology is a state college by classification. Usually, the term "college" is also thought of as a hierarchical demarcation between the term "university", and quite a number of colleges seek to be recognized as universities as a sign of improvement in academic standards (Colegio de San Juan de Letran, San Beda College), and increase in the diversity of the offered degree programs (called "courses"). For private colleges, this may be done through a survey and evaluation by the Commission on Higher Education and accrediting organizations, as was the case of Urios College which is now the Fr. Saturnino Urios University. For state colleges, it is usually done by a legislation by the Congress or Senate. In common usage, "going to college" simply means attending school for an undergraduate degree, whether it's from an institution recognized as a college or a university. When it comes to referring to the level of education, college is the term more used to be synonymous to tertiary or higher education. A student who is or has studied his/her undergraduate degree at either an institution with college or university in its name is considered to be going to or have gone to college. Singapore The term "college" in Singapore is generally only used for pre-university educational institutions called "Junior Colleges", which provide the final two years of secondary education (equivalent to sixth form in British terms or grades 11–12 in the American system). Since 1 January 2005, the term also refers to the three campuses of the Institute of Technical Education with the introduction of the "collegiate system", in which the three institutions are called ITE College East, ITE College Central, and ITE College West respectively. The term "university" is used to describe higher-education institutions offering locally conferred degrees. Institutions offering diplomas are called "polytechnics", while other institutions are often referred to as "institutes" and so forth. Sri Lanka There are several professional and vocational institutions that offer post-secondary education without granting degrees that are referred to as "colleges". This includes the Sri Lanka Law College, the many Technical Colleges and Teaching Colleges. Turkey In Turkey, the term "kolej" (college) refers to a private high school, typically preceded by one year of preparatory language education. Notable Turkish colleges include Robert College, Uskudar American Academy, American Collegiate Institute and Tarsus American College. Africa South Africa Although the term "college" is hardly used in any context at any university in South Africa, some non-university tertiary institutions call themselves colleges. These include teacher training colleges, business colleges and wildlife management colleges. See: List of universities in South Africa#Private colleges and universities; List of post secondary institutions in South Africa. Zimbabwe The term college is mainly used by private or independent secondary schools with Advanced Level (Upper 6th formers) and also Polytechnic Colleges which confer diplomas only. A student can complete secondary education (International General Certificate of Secondary Education, IGCSE) at 16 years and proceed straight to a poly-technical college or they can proceed to Advanced level (16 to 19 years) and obtain a General Certificate of Education (GCE) certificate which enables them to enroll at a university, provided they have good grades. Alternatively, with lower grades, the GCE certificate holders will have an added advantage over their GCSE counterparts if they choose to enroll at a polytechnical college. Some schools in Zimbabwe choose to offer the International Baccalaureate studies as an alternative to the IGCSE and GCE. Europe Greece Kollegio (in Greek Κολλέγιο) refers to the Centers of Post-Lyceum Education (in Greek Κέντρο Μεταλυκειακής Εκπαίδευσης, abbreviated as KEME), which are principally private and belong to the Greek post-secondary education system. Some of them have links to EU or US higher education institutions or accreditation organizations, such as the NEASC. Kollegio (or Kollegia in plural) may also refer to private non-tertiary schools, such as the Athens College. Ireland In Ireland the term "college" is normally used to describe an institution of tertiary education. University students often say they attend "college" rather than "university". Until 1989, no university provided teaching or research directly; they were formally offered by a constituent college of the university. There are number of secondary education institutions that traditionally used the word "college" in their names: these are either older, private schools (such as Belvedere College, Gonzaga College, Castleknock College, and St. Michael's College) or what were formerly a particular kind of secondary school. These secondary schools, formerly known as "technical colleges," were renamed "community colleges," but remain secondary schools. The country's only ancient university is the University of Dublin. Created during the reign of Elizabeth I, it is modelled on the collegiate universities of Cambridge and Oxford. However, only one constituent college was ever founded, hence the curious position of Trinity College Dublin today; although both are usually considered one and the same, the university and college are completely distinct corporate entities with separate and parallel governing structures. Among more modern foundations, the National University of Ireland, founded in 1908, consisted of constituent colleges and recognised colleges until 1997. The former are now referred to as constituent universities – institutions that are essentially universities in their own right. The National University can trace its existence back to 1850 and the creation of the Queen's University of Ireland and the creation of the Catholic University of Ireland in 1854. From 1880, the degree awarding roles of these two universities was taken over by the Royal University of Ireland, which remained until the creation of the National University in 1908 and Queen's University Belfast. The state's two new universities, Dublin City University and University of Limerick, were initially National Institute for Higher Education institutions. These institutions offered university level academic degrees and research from the start of their existence and were awarded university status in 1989 in recognition of this. Third level technical education in the state has been carried out in the Institutes of Technology, which were established from the 1970s as Regional Technical Colleges. These institutions have delegated authority which entitles them to give degrees and diplomas from Quality and Qualifications Ireland (QQI) in their own names. A number of private colleges exist such as Dublin Business School, providing undergraduate and postgraduate courses validated by QQI and in some cases by other universities. Other types of college include colleges of education, such as the Church of Ireland College of Education. These are specialist institutions, often linked to a university, which provide both undergraduate and postgraduate academic degrees for people who want to train as teachers. A number of state-funded further education colleges exist – which offer vocational education and training in a range of areas from business studies and information and communications technology to sports injury therapy. These courses are usually one, two or less often three years in duration and are validated by QQI at Levels 5 or 6, or for the BTEC Higher National Diploma award, which is a Level 6/7 qualification, validated by Edexcel. There are numerous private colleges (particularly in Dublin and Limerick) which offer both further and higher education qualifications. These degrees and diplomas are often certified by foreign universities/international awarding bodies and are aligned to the National Framework of Qualifications at Levels 6, 7 and 8. Netherlands In the Netherlands there are 3 main educational routes after high school. MBO (middle-level applied education), which is the equivalent of junior college. Designed to prepare students for either skilled trades and technical occupations and workers in support roles in professions such as engineering, accountancy, business administration, nursing, medicine, architecture, and criminology or for additional education at another college with more advanced academic material. HBO (higher professional education), which is the equivalent of college and has a professional orientation. After HBO (typically 4–6 years), pupils can enroll in a (professional) master's program (1–2 years) or enter the job market. The HBO is taught in vocational universities (hogescholen), of which there are over 40 in the Netherlands, each of which offers a broad variety of programs, with the exception of some that specialize in arts or agriculture. Note that the hogescholen are not allowed to name themselves university in Dutch. This also stretches to English and therefore HBO institutions are known as universities of applied sciences. WO (Scientific education), which is the equivalent to university level education and has an academic orientation.HBO graduates can be awarded two titles, which are Baccalaureus (bc.) and Ingenieur (ing.). At a WO institution, many more bachelor's and master's titles can be awarded. Bachelor's degrees: Bachelor of Arts (BA), Bachelor of Science (BSc) and Bachelor of Laws (LLB). Master's degrees: Master of Arts (MA), Master of Laws (LLM) and Master of Science (MSc). The PhD title is a research degree awarded upon completion and defense of a doctoral thesis. Portugal Presently in Portugal, the term colégio (college) is normally used as a generic reference to a private (non-government) school that provides from basic to secondary education. Many of the private schools include the term colégio in their name. Some special public schools – usually of the boarding school type – also include the term in their name, with a notable example being the Colégio Militar (Military College). The term colégio interno (literally "internal college") is used specifically as a generic reference to a boarding school. Until the 19th century, a colégio was usually a secondary or pre-university school, of public or religious nature, where the students usually lived together. A model for these colleges was the Royal College of Arts and Humanities, founded in Coimbra by King John III of Portugal in 1542. United Kingdom Secondary education and further education Further education (FE) colleges and sixth form colleges are institutions providing further education to students over 16. Some of these also provide higher education courses (see below). In the context of secondary education, 'college' is used in the names of some private schools, e.g. Eton College and Winchester College. Higher education In higher education, a college is normally a provider that does not hold university status, although it can also refer to a constituent part of a collegiate or federal university or a grouping of academic faculties or departments within a university. Traditionally the distinction between colleges and universities was that colleges did not award degrees while universities did, but this is no longer the case with NCG having gained taught degree awarding powers (the same as some universities) on behalf of its colleges, and many of the colleges of the University of London holding full degree awarding powers and being effectively universities. Most colleges, however, do not hold their own degree awarding powers and continue to offer higher education courses that are validated by universities or other institutions that can award degrees. In England, as of August 2016, over 60% of the higher education providers directly funded by HEFCE (208/340) are sixth-form or further education colleges, often termed colleges of further and higher education, along with 17 colleges of the University of London, one university college, 100 universities, and 14 other providers (six of which use 'college' in their name). Overall, this means over two-thirds of state-supported higher education providers in England are colleges of one form or another. Many private providers are also called colleges, e.g. the New College of the Humanities and St Patrick's College, London. Colleges within universities vary immensely in their responsibilities. The large constituent colleges of the University of London are effectively universities in their own right; colleges in some universities, including those of the University of the Arts London and smaller colleges of the University of London, run their own degree courses but do not award degrees; those at the University of Roehampton provide accommodation and pastoral care as well as delivering the teaching on university courses; those at Oxford and Cambridge deliver some teaching on university courses as well as providing accommodation and pastoral care; and those in Durham, Kent, Lancaster and York provide accommodation and pastoral care but do not normally participate in formal teaching. The legal status of these colleges also varies widely, with University of London colleges being independent corporations and recognised bodies, Oxbridge colleges, colleges of the University of the Highlands and Islands (UHI) and some Durham colleges being independent corporations and listed bodies, most Durham colleges being owned by the university but still listed bodies, and those of other collegiate universities not having formal recognition. When applying for undergraduate courses through UCAS, University of London colleges are treated as independent providers, colleges of Oxford, Cambridge, Durham and UHI are treated as locations within the universities that can be selected by specifying a 'campus code' in addition to selecting the university, and colleges of other universities are not recognised.The UHI and the University of Wales Trinity Saint David (UWTSD) both include further education colleges. However, while the UHI colleges integrate FE and HE provision, UWTSD maintains a separation between the university campuses (Lampeter, Carmarthen and Swansea) and the two colleges (Coleg Sir Gâr and Coleg Ceredigion; n.b. coleg is Welsh for college), which although part of the same group are treated as separate institutions rather than colleges within the university.A university college is an independent institution with the power to award taught degrees, but which has not been granted university status. University College is a protected title that can only be used with permission, although note that University College London, University College, Oxford and University College, Durham are colleges within their respective universities and not university colleges (in the case of UCL holding full degree awarding powers that set it above a university college), while University College Birmingham is a university in its own right and also not a university college. Oceania Australia In Australia a college may be an institution of tertiary education that is smaller than a university, run independently or as part of a university. Following a reform in the 1980s many of the formerly independent colleges now belong to a larger universities. Referring to parts of a university, there are residential colleges which provide residence for students, both undergraduate and postgraduate, called university colleges. These colleges often provide additional tutorial assistance, and some host theological study. Many colleges have strong traditions and rituals, so are a combination of dormitory style accommodation and fraternity or sorority culture. Most technical and further education institutions (TAFEs), which offer certificate and diploma vocational courses, are styled "TAFE colleges" or "Colleges of TAFE". In some places, such as Tasmania, college refers to a type of school for Year 11 and 12 students, e.g. Don College. New Zealand The constituent colleges of the former University of New Zealand (such as Canterbury University College) have become independent universities. Some halls of residence associated with New Zealand universities retain the name of "college", particularly at the University of Otago (which although brought under the umbrella of the University of New Zealand, already possessed university status and degree awarding powers). The institutions formerly known as "Teacher-training colleges" now style themselves "College of education". Some universities, such as the University of Canterbury, have divided their university into constituent administrative "Colleges" – the College of Arts containing departments that teach Arts, Humanities and Social Sciences, College of Science containing Science departments, and so on. This is largely modelled on the Cambridge model, discussed above. Like the United Kingdom some professional bodies in New Zealand style themselves as "colleges", for example, the Royal Australasian College of Surgeons, the Royal Australasian College of Physicians. In some parts of the country, secondary school is often referred to as college and the term is used interchangeably with high school. This sometimes confuses people from other parts of New Zealand. But in all parts of the country many secondary schools have "College" in their name, such as Rangitoto College, New Zealand's largest secondary. Notes References External links See also Community college Residential college University college Vocational university Madrasa Ashrama (stage)

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A college (Latin: collegium) is an educational institution or a constituent part of one. A college may be a degree-awarding tertiary educational institution, a part of a collegiate or federal university, an institution offering vocational education, or a secondary school. In most of the world, a college may be a high school or secondary school, a college of further education, a training institution that awards trade qualifications, a higher-education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university. In the United States, a college may offer undergraduate programs – either as an independent institution or as the undergraduate program of a university – or it may be a residential college of a university or a community college, referring to (primarily public) higher education institutions that aim to provide affordable and accessible education, usually limited to two-year associate degrees. The word is generally also used as a synonym for a university in the US. Colleges in countries such as France, Belgium, and Switzerland provide secondary education. Etymology The word "college" is from the Latin verb lego, legere, legi, lectum, "to collect, gather together, pick", plus the preposition cum, "with", thus meaning "selected together". Thus "colleagues" are literally "persons who have been selected to work together". In ancient Rome a collegium was a "body, guild, corporation united in colleagueship; of magistrates, praetors, tribunes, priests, augurs; a political club or trade guild". Thus a college was a form of corporation or corporate body, an artificial legal person (body/corpus) with its own legal personality, with the capacity to enter into legal contracts, to sue and be sued. In mediaeval England there were colleges of priests, for example in chantry chapels; modern survivals include the Royal College of Surgeons in England (originally the Guild of Surgeons Within the City of London), the College of Arms in London (a body of heralds enforcing heraldic law), an electoral college (to elect representatives), etc., all groups of persons "selected in common" to perform a specified function and appointed by a monarch, founder or other person in authority. As for the modern "college of education", it was a body created for that purpose, for example Eton College was founded in 1440 by letters patent of King Henry VI for the constitution of a college of Fellows, priests, clerks, choristers, poor scholars, and old poor men, with one master or governor, whose duty it shall be to instruct these scholars and any others who may resort thither from any part of England in the knowledge of letters, and especially of grammar, without payment". Overview Higher education Within higher education, the term can be used to refer to: A constituent part of a collegiate university, for example King's College, Cambridge, or of a federal university, for example King's College London. A liberal arts college, an independent institution of higher education focusing on undergraduate education, such as Williams College or Amherst College. A liberal arts division of a university whose undergraduate program does not otherwise follow a liberal arts model, such as the Yuanpei College at Peking University. An institute providing specialised training, such as a college of further education, for example Belfast Metropolitan College, a teacher training college, or an art college. In the United States, college is sometimes but rarely a synonym for a research university, such as Dartmouth College, one of the eight universities in the Ivy League. In the United States, the undergraduate college of a university which also confers graduate degrees, such as Yale College, the undergraduate college within Yale University. Further education A sixth form college or college of further education is an educational institution in England, Wales, Northern Ireland, Belize, the Caribbean, Malta, Norway, Brunei, or Southern Africa, among others, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC, HND or its equivalent and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In Singapore and India, this is known as a junior college. The municipal government of the city of Paris uses the phrase "sixth form college" as the English name for a lycée. Secondary education In some national education systems, secondary schools may be called "colleges" or have "college" as part of their title. In Australia the term "college" is applied to any private or independent (non-government) primary and, especially, secondary school as distinct from a state school. Melbourne Grammar School, Cranbrook School, Sydney and The King's School, Parramatta are considered colleges. There has also been a recent trend to rename or create government secondary schools as "colleges". In the state of Victoria, some state high schools are referred to as secondary colleges, although the pre-eminent government secondary school for boys in Melbourne is still named Melbourne High School. In Western Australia, South Australia and the Northern Territory, "college" is used in the name of all state high schools built since the late 1990s, and also some older ones. In New South Wales, some high schools, especially multi-campus schools resulting from mergers, are known as "secondary colleges". In Queensland some newer schools which accept primary and high school students are styled state college, but state schools offering only secondary education are called "State High School". In Tasmania and the Australian Capital Territory, "college" refers to the final two years of high school (years 11 and 12), and the institutions which provide this. In this context, "college" is a system independent of the other years of high school. Here, the expression is a shorter version of matriculation college. In a number of Canadian cities, many government-run secondary schools are called "collegiates" or "collegiate institutes" (C.I.), a complicated form of the word "college" which avoids the usual "post-secondary" connotation. This is because these secondary schools have traditionally focused on academic, rather than vocational, subjects and ability levels (for example, collegiates offered Latin while vocational schools offered technical courses). Some private secondary schools (such as Upper Canada College, Vancouver College) choose to use the word "college" in their names nevertheless. Some secondary schools elsewhere in the country, particularly ones within the separate school system, may also use the word "college" or "collegiate" in their names.In New Zealand the word "college" normally refers to a secondary school for ages 13 to 17 and "college" appears as part of the name especially of private or integrated schools. "Colleges" most frequently appear in the North Island, whereas "high schools" are more common in the South Island. In the Netherlands, "college" is equivalent to HBO (Higher professional education). It is oriented towards professional training with clear occupational outlook, unlike universities which are scientifically oriented. In South Africa, some secondary schools, especially private schools on the English public school model, have "college" in their title, including six of South Africa's Elite Seven high schools. A typical example of this category would be St John's College. Private schools that specialize in improving children's marks through intensive focus on examination needs are informally called "cram-colleges". In Sri Lanka the word "college" (known as Vidyalaya in Sinhala) normally refers to a secondary school, which usually signifies above the 5th standard. During the British colonial period a limited number of exclusive secondary schools were established based on English public school model (Royal College Colombo, S. Thomas' College, Mount Lavinia, Trinity College, Kandy) these along with several Catholic schools (St. Joseph's College, Colombo, St Anthony's College) traditionally carry their name as colleges. Following the start of free education in 1931 large group of central colleges were established to educate the rural masses. Since Sri Lanka gained Independence in 1948, many schools that have been established have been named as "college". Other As well as an educational institution, the term, in accordance with its etymology, may also refer to any formal group of colleagues set up under statute or regulation; often under a Royal Charter. Examples include an electoral college, the College of Arms, a college of canons, and the College of Cardinals. Other collegiate bodies include professional associations, particularly in medicine and allied professions. In the UK these include the Royal College of Nursing and the Royal College of Physicians. Examples in the United States include the American College of Physicians, the American College of Surgeons, and the American College of Dentists. An example in Australia is the Royal Australian College of General Practitioners. College by country The different ways in which the term "College" is used to describe educational institutions in various regions of the world is listed below: Americas Canada In Canadian English, the term "college" usually refers to a trades school, applied arts/science/technology/business/health school or community college. These are post-secondary institutions granting certificates, diplomas, associate degrees and (in some cases) bachelor's degrees. The French acronym specific to public institutions within Quebec's particular system of pre-university and technical education is CEGEP (Collège d'enseignement général et professionnel, "college of general and professional education"). They are collegiate-level institutions that a student typically enrols in if they wish to continue onto university in the Quebec education system, or to learn a trade. In Ontario and Alberta, there are also institutions that are designated university colleges, which only grant undergraduate degrees. This is to differentiate between universities, which have both undergraduate and graduate programs and those that do not. In Canada, there is a strong distinction between "college" and "university". In conversation, one specifically would say either "they are going to university" (i.e., studying for a three- or four-year degree at a university) or "they are going to college" (i.e., studying at a technical/career training). Usage in a university setting The term college also applies to distinct entities that formally act as an affiliated institution of the university, formally referred to as federated college, or affiliated colleges. A university may also formally include several constituent colleges, forming a collegiate university. Examples of collegiate universities in Canada include Trent University, and the University of Toronto. These types of institutions act independently, maintaining their own endowments, and properties. However, they remain either affiliated, or federated with the overarching university, with the overarching university being the institution that formally grants the degrees. For example, Trinity College was once an independent institution, but later became federated with the University of Toronto. Several centralized universities in Canada have mimicked the collegiate university model; although constituent colleges in a centralized university remains under the authority of the central administration. Centralized universities that have adopted the collegiate model to a degree includes the University of British Columbia, with Green College and St. John's College; and the Memorial University of Newfoundland, with Sir Wilfred Grenfell College. Occasionally, "college" refers to a subject specific faculty within a university that, while distinct, are neither federated nor affiliated—College of Education, College of Medicine, College of Dentistry, College of Biological Science among others. The Royal Military College of Canada is a military college which trains officers for the Canadian Armed Forces. The institution is a full-fledged university, with the authority to issue graduate degrees, although it continues to word the term college in its name. The institution's sister schools, Royal Military College Saint-Jean also uses the term college in its name, although it academic offering is akin to a CEGEP institution in Quebec. A number of post-secondary art schools in Canada formerly used the word college in their names, despite formally being universities. However, most of these institutions were renamed, or re-branded in the early 21st century, omitting the word college from its name. Usage in secondary education The word college continues to be used in the names public separate secondary schools in Ontario. A number of independent schools across Canada also use the word college in its name.Public secular school boards in Ontario also refer to their secondary schools as collegiate institutes. However, usage of the word collegiate institute varies between school boards. Collegiate institute is the predominant name for secondary schools in Lakehead District School Board, and Toronto District School Board, although most school boards in Ontario use collegiate institute alongside high school, and secondary school in the names of their institutions. Similarly, secondary schools in Regina, and Saskatoon are referred to as Collegiate. Chile In Chile, the term "college" is usually used in the name of some bilingual schools, like Santiago College, Saint George's College etc. Since 2009 the Pontifical Catholic University of Chile incorporated college as a bachelor's degree, it has a Bachelor of Natural Sciences and Mathematics, a Bachelor of Social Science and a Bachelor of Arts and Humanities. It has the same system as the American universities, it combines majors and minors. And it let the students continue a higher degree in the same university once finished. United States In the United States, there were 5,916 post-secondary institutions (universities and colleges) as of 2020–21, having peaked at 7,253 in 2012–13 and fallen every year since. A "college" in the US can refer to a constituent part of a university (which can be a residential college, the sub-division of the university offering undergraduate courses, or a school of the university offering particular specialized courses), an independent institution offering bachelor's-level courses, or an institution offering instruction in a particular professional, technical or vocational field. In popular usage, the word "college" is the generic term for any post-secondary undergraduate education. Americans "go to college" after high school, regardless of whether the specific institution is formally a college or a university. Some students choose to dual-enroll, by taking college classes while still in high school. The word and its derivatives are the standard terms used to describe the institutions and experiences associated with American post-secondary undergraduate education. Students must pay for college before taking classes. Some borrow the money via loans, and some students fund their educations with cash, scholarships, grants, or some combination of these payment methods. In 2011, the state or federal government subsidized $8,000 to $100,000 for each undergraduate degree. For state-owned schools (called "public" universities), the subsidy was given to the college, with the student benefiting from lower tuition. The state subsidized on average 50% of public university tuition. Colleges vary in terms of size, degree, and length of stay. Two-year colleges, also known as junior or community colleges, usually offer an associate degree, and four-year colleges usually offer a bachelor's degree. Often, these are entirely undergraduate institutions, although some have graduate school programs. Four-year institutions in the U.S. that emphasize a liberal arts curriculum are known as liberal arts colleges. Until the 20th century, liberal arts, law, medicine, theology, and divinity were about the only form of higher education available in the United States. These schools have traditionally emphasized instruction at the undergraduate level, although advanced research may still occur at these institutions. While there is no national standard in the United States, the term "university" primarily designates institutions that provide undergraduate and graduate education. A university typically has as its core and its largest internal division an undergraduate college teaching a liberal arts curriculum, also culminating in a bachelor's degree. What often distinguishes a university is having, in addition, one or more graduate schools engaged in both teaching graduate classes and in research. Often these would be called a School of Law or School of Medicine, (but may also be called a college of law, or a faculty of law). An exception is Vincennes University, Indiana, which is styled and chartered as a "university" even though almost all of its academic programs lead only to two-year associate degrees. Some institutions, such as Dartmouth College and The College of William & Mary, have retained the term "college" in their names for historical reasons. In one unique case, Boston College and Boston University, the former located in Chestnut Hill, Massachusetts and the latter located in Boston, Massachusetts, are completely separate institutions. Usage of the terms varies among the states. In 1996, for example, Georgia changed all of its four-year institutions previously designated as colleges to universities, and all of its vocational technology schools to technical colleges. The terms "university" and "college" do not exhaust all possible titles for an American institution of higher education. Other options include "institute" (Worcester Polytechnic Institute and Massachusetts Institute of Technology), "academy" (United States Military Academy), "union" (Cooper Union), "conservatory" (New England Conservatory), and "school" (Juilliard School). In colloquial use, they are still referred to as "college" when referring to their undergraduate studies. The term college is also, as in the United Kingdom, used for a constituent semi-autonomous part of a larger university but generally organized on academic rather than residential lines. For example, at many institutions, the undergraduate portion of the university can be briefly referred to as the college (such as The College of the University of Chicago, Harvard College at Harvard, or Columbia College at Columbia) while at others, such as the University of California, Berkeley, "colleges" are collections of academic programs and other units that share some common characteristics, mission, or disciplinary focus (the "college of engineering", the "college of nursing", and so forth). There exist other variants for historical reasons, including some uses that exist because of mergers and acquisitions; for example, Duke University, which was called Trinity College until the 1920s, still calls its main undergraduate subdivision Trinity College of Arts and Sciences. Residential colleges Some American universities, such as Princeton, Rice, and Yale have established residential colleges (sometimes, as at Harvard, the first to establish such a system in the 1930s, known as houses) along the lines of Oxford or Cambridge. Unlike the Oxbridge colleges, but similarly to Durham, these residential colleges are not autonomous legal entities nor are they typically much involved in education itself, being primarily concerned with room, board, and social life. At the University of Michigan, University of California, San Diego and the University of California, Santa Cruz, each residential college teaches its own core writing courses and has its own distinctive set of graduation requirements. Many U.S. universities have placed increased emphasis on their residential colleges in recent years. This is exemplified by the creation of new colleges at Ivy League schools such as Yale University and Princeton University, and efforts to strengthen the contribution of the residential colleges to student education, including through a 2016 taskforce at Princeton on residential colleges. Origin of the U.S. usage The founders of the first institutions of higher education in the United States were graduates of the University of Oxford and the University of Cambridge. The small institutions they founded would not have seemed to them like universities – they were tiny and did not offer the higher degrees in medicine and theology. Furthermore, they were not composed of several small colleges. Instead, the new institutions felt like the Oxford and Cambridge colleges they were used to – small communities, housing and feeding their students, with instruction from residential tutors (as in the United Kingdom, described above). When the first students graduated, these "colleges" assumed the right to confer degrees upon them, usually with authority—for example, The College of William & Mary has a royal charter from the British monarchy allowing it to confer degrees while Dartmouth College has a charter permitting it to award degrees "as are usually granted in either of the universities, or any other college in our realm of Great Britain." The leaders of Harvard College (which granted America's first degrees in 1642) might have thought of their college as the first of many residential colleges that would grow up into a New Cambridge university. However, over time, few new colleges were founded there, and Harvard grew and added higher faculties. Eventually, it changed its title to university, but the term "college" had stuck and "colleges" have arisen across the United States. In U.S. usage, the word "college" not only embodies a particular type of school, but has historically been used to refer to the general concept of higher education when it is not necessary to specify a school, as in "going to college" or "college savings accounts" offered by banks. In a survey of more than 2,000 college students in 33 states and 156 different campuses, the U.S. Public Interest Research Group found the average student spends as much as $1,200 each year on textbooks and supplies alone. By comparison, the group says that's the equivalent of 39 percent of tuition and fees at a community college, and 14 percent of tuition and fees at a four-year public university. Morrill Land-Grant Act In addition to private colleges and universities, the U.S. also has a system of government funded, public universities. Many were founded under the Morrill Land-Grant Colleges Act of 1862. A movement had arisen to bring a form of more practical higher education to the masses, as "...many politicians and educators wanted to make it possible for all young Americans to receive some sort of advanced education." The Morrill Act "...made it possible for the new western states to establish colleges for the citizens." Its goal was to make higher education more easily accessible to the citizenry of the country, specifically to improve agricultural systems by providing training and scholarship in the production and sales of agricultural products, and to provide formal education in "...agriculture, home economics, mechanical arts, and other professions that seemed practical at the time."The act was eventually extended to allow all states that had remained with the Union during the American Civil War, and eventually all states, to establish such institutions. Most of the colleges established under the Morrill Act have since become full universities, and some are among the elite of the world. Benefits of college Selection of a four-year college as compared to a two-year junior college, even by marginal students such as those with a C+ grade average in high school and SAT scores in the mid 800s, increases the probability of graduation and confers substantial economic and social benefits. Asia Bangladesh In Bangladesh, educational institutions offering higher secondary (11th–12th grade) education are known as colleges. Hong Kong In Hong Kong, the term 'college' is used by tertiary institutions as either part of their names or to refer to a constituent part of the university, such as the colleges in the collegiate The Chinese University of Hong Kong; or to a residence hall of a university, such as St. John's College, University of Hong Kong. Many older secondary schools have the term 'college' as part of their names. India The modern system of education was heavily influenced by the British starting in 1835.In India, the term "college" is commonly reserved for institutions that offer high school diplomas at year 12 ("Junior College", similar to American high schools), and those that offer the bachelor's degree; some colleges, however, offer programmes up to PhD level. Generally, colleges are located in different parts of a state and all of them are affiliated to a regional university. The colleges offer programmes leading to degrees of that university. Colleges may be either Autonomous or non-autonomous. Autonomous Colleges are empowered to establish their own syllabus, and conduct and assess their own examinations; in non-autonomous colleges, examinations are conducted by the university, at the same time for all colleges under its affiliation. There are several hundred universities and each university has affiliated colleges, often a large number. The first liberal arts and sciences college in India was "Cottayam College" or the "Syrian College", Kerala in 1815. The First inter linguistic residential education institution in Asia was started at this college. At present it is a Theological seminary which is popularly known as Orthodox Theological Seminary or Old Seminary. After that, CMS College, Kottayam, established in 1817, and the Presidency College, Kolkata, also 1817, initially known as Hindu College. The first college for the study of Christian theology and ecumenical enquiry was Serampore College (1818). The first Missionary institution to impart Western style education in India was the Scottish Church College, Calcutta (1830). The first commerce and economics college in India was Sydenham College, Mumbai (1913). In India a new term has been introduced that is Autonomous Institutes & Colleges. An autonomous Colleges are colleges which need to be affiliated to a certain university. These colleges can conduct their own admission procedure, examination syllabus, fees structure etc. However, at the end of course completion, they cannot issue their own degree or diploma. The final degree or diploma is issued by the affiliated university. Also, some significant changes can pave way under the NEP (New Education Policy 2020) which may affect the present guidelines for universities and colleges. Israel In Israel, any non-university higher-learning facility is called a college. Institutions accredited by the Council for Higher Education in Israel (CHE) to confer a bachelor's degree are called "Academic Colleges" (Hebrew: מִכְלָלָה, romanized: Mikhlala; plural Hebrew: מכללות, romanized: Mikhlalot). These colleges (at least 4 for 2012) may also offer master's degrees and act as Research facilities. There are also over twenty teacher training colleges or seminaries, most of which may award only a Bachelor of Education (BEd) degree. Academic colleges: Any educational facility that had been approved to offer at least bachelor's degree is entitled by CHE to use the term academic college in its name. Engineering academic college: Any academic facility that offer at least bachelor's degree and most of it faculties are providing an Engineering degree and Engineering license. Educational academic college: After an educational facility that had been approved for "Teachers seminar" status is then approved to provide a Bachelor of Education, its name is changed to include "Educational Academic college." Technical college: A "Technical college" (מכללה טכנולוגית) is an educational facility that is approved to allow to provide P.E degree (הנדסאי) (14'th class) or technician (טכנאי) (13'th class) diploma and licenses. Training College: A "Training College" (מכללה להכשרה or מכללה מקצועית) is an educational facility that provides basic training allowing a person to receive a working permit in a field such as alternative medicine, cooking, Art, Mechanical, Electrical and other professions. A trainee could receive the right to work in certain professions as apprentice (j. mechanic, j. Electrician etc.). After working in the training field for enough time an apprentice could have a license to operate (Mechanic, Electrician). This educational facility is mostly used to provide basic training for low tech jobs and for job seekers without any training that are provided by the nation's Employment Service (שירות התעסוקה). Macau Following the Portuguese usage, the term "college" (colégio) in Macau has traditionally been used in the names for private (and non-governmental) pre-university educational institutions, which correspond to form one to form six level tiers. Such schools are usually run by the Roman Catholic church or missionaries in Macau. Examples include Chan Sui Ki Perpetual Help College, Yuet Wah College, and Sacred Heart Canossian College. Philippines In the Philippines, colleges usually refer to institutions of learning that grant degrees but whose scholastic fields are not as diverse as that of a university (University of Santo Tomas, University of the Philippines, Ateneo de Manila University, De La Salle University, Far Eastern University, and AMA University), such as the San Beda College which specializes in law, AMA Computer College whose campuses are spread all over the Philippines which specializes in information and computing technologies, and the Mapúa Institute of Technology which specializes in engineering, or to component units within universities that do not grant degrees but rather facilitate the instruction of a particular field, such as a College of Science and College of Engineering, among many other colleges of the University of the Philippines. A state college may not have the word "college" on its name, but may have several component colleges, or departments. Thus, the Eulogio Amang Rodriguez Institute of Science and Technology is a state college by classification. Usually, the term "college" is also thought of as a hierarchical demarcation between the term "university", and quite a number of colleges seek to be recognized as universities as a sign of improvement in academic standards (Colegio de San Juan de Letran, San Beda College), and increase in the diversity of the offered degree programs (called "courses"). For private colleges, this may be done through a survey and evaluation by the Commission on Higher Education and accrediting organizations, as was the case of Urios College which is now the Fr. Saturnino Urios University. For state colleges, it is usually done by a legislation by the Congress or Senate. In common usage, "going to college" simply means attending school for an undergraduate degree, whether it's from an institution recognized as a college or a university. When it comes to referring to the level of education, college is the term more used to be synonymous to tertiary or higher education. A student who is or has studied his/her undergraduate degree at either an institution with college or university in its name is considered to be going to or have gone to college. Singapore The term "college" in Singapore is generally only used for pre-university educational institutions called "Junior Colleges", which provide the final two years of secondary education (equivalent to sixth form in British terms or grades 11–12 in the American system). Since 1 January 2005, the term also refers to the three campuses of the Institute of Technical Education with the introduction of the "collegiate system", in which the three institutions are called ITE College East, ITE College Central, and ITE College West respectively. The term "university" is used to describe higher-education institutions offering locally conferred degrees. Institutions offering diplomas are called "polytechnics", while other institutions are often referred to as "institutes" and so forth. Sri Lanka There are several professional and vocational institutions that offer post-secondary education without granting degrees that are referred to as "colleges". This includes the Sri Lanka Law College, the many Technical Colleges and Teaching Colleges. Turkey In Turkey, the term "kolej" (college) refers to a private high school, typically preceded by one year of preparatory language education. Notable Turkish colleges include Robert College, Uskudar American Academy, American Collegiate Institute and Tarsus American College. Africa South Africa Although the term "college" is hardly used in any context at any university in South Africa, some non-university tertiary institutions call themselves colleges. These include teacher training colleges, business colleges and wildlife management colleges. See: List of universities in South Africa#Private colleges and universities; List of post secondary institutions in South Africa. Zimbabwe The term college is mainly used by private or independent secondary schools with Advanced Level (Upper 6th formers) and also Polytechnic Colleges which confer diplomas only. A student can complete secondary education (International General Certificate of Secondary Education, IGCSE) at 16 years and proceed straight to a poly-technical college or they can proceed to Advanced level (16 to 19 years) and obtain a General Certificate of Education (GCE) certificate which enables them to enroll at a university, provided they have good grades. Alternatively, with lower grades, the GCE certificate holders will have an added advantage over their GCSE counterparts if they choose to enroll at a polytechnical college. Some schools in Zimbabwe choose to offer the International Baccalaureate studies as an alternative to the IGCSE and GCE. Europe Greece Kollegio (in Greek Κολλέγιο) refers to the Centers of Post-Lyceum Education (in Greek Κέντρο Μεταλυκειακής Εκπαίδευσης, abbreviated as KEME), which are principally private and belong to the Greek post-secondary education system. Some of them have links to EU or US higher education institutions or accreditation organizations, such as the NEASC. Kollegio (or Kollegia in plural) may also refer to private non-tertiary schools, such as the Athens College. Ireland In Ireland the term "college" is normally used to describe an institution of tertiary education. University students often say they attend "college" rather than "university". Until 1989, no university provided teaching or research directly; they were formally offered by a constituent college of the university. There are number of secondary education institutions that traditionally used the word "college" in their names: these are either older, private schools (such as Belvedere College, Gonzaga College, Castleknock College, and St. Michael's College) or what were formerly a particular kind of secondary school. These secondary schools, formerly known as "technical colleges," were renamed "community colleges," but remain secondary schools. The country's only ancient university is the University of Dublin. Created during the reign of Elizabeth I, it is modelled on the collegiate universities of Cambridge and Oxford. However, only one constituent college was ever founded, hence the curious position of Trinity College Dublin today; although both are usually considered one and the same, the university and college are completely distinct corporate entities with separate and parallel governing structures. Among more modern foundations, the National University of Ireland, founded in 1908, consisted of constituent colleges and recognised colleges until 1997. The former are now referred to as constituent universities – institutions that are essentially universities in their own right. The National University can trace its existence back to 1850 and the creation of the Queen's University of Ireland and the creation of the Catholic University of Ireland in 1854. From 1880, the degree awarding roles of these two universities was taken over by the Royal University of Ireland, which remained until the creation of the National University in 1908 and Queen's University Belfast. The state's two new universities, Dublin City University and University of Limerick, were initially National Institute for Higher Education institutions. These institutions offered university level academic degrees and research from the start of their existence and were awarded university status in 1989 in recognition of this. Third level technical education in the state has been carried out in the Institutes of Technology, which were established from the 1970s as Regional Technical Colleges. These institutions have delegated authority which entitles them to give degrees and diplomas from Quality and Qualifications Ireland (QQI) in their own names. A number of private colleges exist such as Dublin Business School, providing undergraduate and postgraduate courses validated by QQI and in some cases by other universities. Other types of college include colleges of education, such as the Church of Ireland College of Education. These are specialist institutions, often linked to a university, which provide both undergraduate and postgraduate academic degrees for people who want to train as teachers. A number of state-funded further education colleges exist – which offer vocational education and training in a range of areas from business studies and information and communications technology to sports injury therapy. These courses are usually one, two or less often three years in duration and are validated by QQI at Levels 5 or 6, or for the BTEC Higher National Diploma award, which is a Level 6/7 qualification, validated by Edexcel. There are numerous private colleges (particularly in Dublin and Limerick) which offer both further and higher education qualifications. These degrees and diplomas are often certified by foreign universities/international awarding bodies and are aligned to the National Framework of Qualifications at Levels 6, 7 and 8. Netherlands In the Netherlands there are 3 main educational routes after high school. MBO (middle-level applied education), which is the equivalent of junior college. Designed to prepare students for either skilled trades and technical occupations and workers in support roles in professions such as engineering, accountancy, business administration, nursing, medicine, architecture, and criminology or for additional education at another college with more advanced academic material. HBO (higher professional education), which is the equivalent of college and has a professional orientation. After HBO (typically 4–6 years), pupils can enroll in a (professional) master's program (1–2 years) or enter the job market. The HBO is taught in vocational universities (hogescholen), of which there are over 40 in the Netherlands, each of which offers a broad variety of programs, with the exception of some that specialize in arts or agriculture. Note that the hogescholen are not allowed to name themselves university in Dutch. This also stretches to English and therefore HBO institutions are known as universities of applied sciences. WO (Scientific education), which is the equivalent to university level education and has an academic orientation.HBO graduates can be awarded two titles, which are Baccalaureus (bc.) and Ingenieur (ing.). At a WO institution, many more bachelor's and master's titles can be awarded. Bachelor's degrees: Bachelor of Arts (BA), Bachelor of Science (BSc) and Bachelor of Laws (LLB). Master's degrees: Master of Arts (MA), Master of Laws (LLM) and Master of Science (MSc). The PhD title is a research degree awarded upon completion and defense of a doctoral thesis. Portugal Presently in Portugal, the term colégio (college) is normally used as a generic reference to a private (non-government) school that provides from basic to secondary education. Many of the private schools include the term colégio in their name. Some special public schools – usually of the boarding school type – also include the term in their name, with a notable example being the Colégio Militar (Military College). The term colégio interno (literally "internal college") is used specifically as a generic reference to a boarding school. Until the 19th century, a colégio was usually a secondary or pre-university school, of public or religious nature, where the students usually lived together. A model for these colleges was the Royal College of Arts and Humanities, founded in Coimbra by King John III of Portugal in 1542. United Kingdom Secondary education and further education Further education (FE) colleges and sixth form colleges are institutions providing further education to students over 16. Some of these also provide higher education courses (see below). In the context of secondary education, 'college' is used in the names of some private schools, e.g. Eton College and Winchester College. Higher education In higher education, a college is normally a provider that does not hold university status, although it can also refer to a constituent part of a collegiate or federal university or a grouping of academic faculties or departments within a university. Traditionally the distinction between colleges and universities was that colleges did not award degrees while universities did, but this is no longer the case with NCG having gained taught degree awarding powers (the same as some universities) on behalf of its colleges, and many of the colleges of the University of London holding full degree awarding powers and being effectively universities. Most colleges, however, do not hold their own degree awarding powers and continue to offer higher education courses that are validated by universities or other institutions that can award degrees. In England, as of August 2016, over 60% of the higher education providers directly funded by HEFCE (208/340) are sixth-form or further education colleges, often termed colleges of further and higher education, along with 17 colleges of the University of London, one university college, 100 universities, and 14 other providers (six of which use 'college' in their name). Overall, this means over two-thirds of state-supported higher education providers in England are colleges of one form or another. Many private providers are also called colleges, e.g. the New College of the Humanities and St Patrick's College, London. Colleges within universities vary immensely in their responsibilities. The large constituent colleges of the University of London are effectively universities in their own right; colleges in some universities, including those of the University of the Arts London and smaller colleges of the University of London, run their own degree courses but do not award degrees; those at the University of Roehampton provide accommodation and pastoral care as well as delivering the teaching on university courses; those at Oxford and Cambridge deliver some teaching on university courses as well as providing accommodation and pastoral care; and those in Durham, Kent, Lancaster and York provide accommodation and pastoral care but do not normally participate in formal teaching. The legal status of these colleges also varies widely, with University of London colleges being independent corporations and recognised bodies, Oxbridge colleges, colleges of the University of the Highlands and Islands (UHI) and some Durham colleges being independent corporations and listed bodies, most Durham colleges being owned by the university but still listed bodies, and those of other collegiate universities not having formal recognition. When applying for undergraduate courses through UCAS, University of London colleges are treated as independent providers, colleges of Oxford, Cambridge, Durham and UHI are treated as locations within the universities that can be selected by specifying a 'campus code' in addition to selecting the university, and colleges of other universities are not recognised.The UHI and the University of Wales Trinity Saint David (UWTSD) both include further education colleges. However, while the UHI colleges integrate FE and HE provision, UWTSD maintains a separation between the university campuses (Lampeter, Carmarthen and Swansea) and the two colleges (Coleg Sir Gâr and Coleg Ceredigion; n.b. coleg is Welsh for college), which although part of the same group are treated as separate institutions rather than colleges within the university.A university college is an independent institution with the power to award taught degrees, but which has not been granted university status. University College is a protected title that can only be used with permission, although note that University College London, University College, Oxford and University College, Durham are colleges within their respective universities and not university colleges (in the case of UCL holding full degree awarding powers that set it above a university college), while University College Birmingham is a university in its own right and also not a university college. Oceania Australia In Australia a college may be an institution of tertiary education that is smaller than a university, run independently or as part of a university. Following a reform in the 1980s many of the formerly independent colleges now belong to a larger universities. Referring to parts of a university, there are residential colleges which provide residence for students, both undergraduate and postgraduate, called university colleges. These colleges often provide additional tutorial assistance, and some host theological study. Many colleges have strong traditions and rituals, so are a combination of dormitory style accommodation and fraternity or sorority culture. Most technical and further education institutions (TAFEs), which offer certificate and diploma vocational courses, are styled "TAFE colleges" or "Colleges of TAFE". In some places, such as Tasmania, college refers to a type of school for Year 11 and 12 students, e.g. Don College. New Zealand The constituent colleges of the former University of New Zealand (such as Canterbury University College) have become independent universities. Some halls of residence associated with New Zealand universities retain the name of "college", particularly at the University of Otago (which although brought under the umbrella of the University of New Zealand, already possessed university status and degree awarding powers). The institutions formerly known as "Teacher-training colleges" now style themselves "College of education". Some universities, such as the University of Canterbury, have divided their university into constituent administrative "Colleges" – the College of Arts containing departments that teach Arts, Humanities and Social Sciences, College of Science containing Science departments, and so on. This is largely modelled on the Cambridge model, discussed above. Like the United Kingdom some professional bodies in New Zealand style themselves as "colleges", for example, the Royal Australasian College of Surgeons, the Royal Australasian College of Physicians. In some parts of the country, secondary school is often referred to as college and the term is used interchangeably with high school. This sometimes confuses people from other parts of New Zealand. But in all parts of the country many secondary schools have "College" in their name, such as Rangitoto College, New Zealand's largest secondary. Notes References External links See also Community college Residential college University college Vocational university Madrasa Ashrama (stage)

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A college (Latin: collegium) is an educational institution or a constituent part of one. A college may be a degree-awarding tertiary educational institution, a part of a collegiate or federal university, an institution offering vocational education, or a secondary school. In most of the world, a college may be a high school or secondary school, a college of further education, a training institution that awards trade qualifications, a higher-education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university. In the United States, a college may offer undergraduate programs – either as an independent institution or as the undergraduate program of a university – or it may be a residential college of a university or a community college, referring to (primarily public) higher education institutions that aim to provide affordable and accessible education, usually limited to two-year associate degrees. The word is generally also used as a synonym for a university in the US. Colleges in countries such as France, Belgium, and Switzerland provide secondary education. Etymology The word "college" is from the Latin verb lego, legere, legi, lectum, "to collect, gather together, pick", plus the preposition cum, "with", thus meaning "selected together". Thus "colleagues" are literally "persons who have been selected to work together". In ancient Rome a collegium was a "body, guild, corporation united in colleagueship; of magistrates, praetors, tribunes, priests, augurs; a political club or trade guild". Thus a college was a form of corporation or corporate body, an artificial legal person (body/corpus) with its own legal personality, with the capacity to enter into legal contracts, to sue and be sued. In mediaeval England there were colleges of priests, for example in chantry chapels; modern survivals include the Royal College of Surgeons in England (originally the Guild of Surgeons Within the City of London), the College of Arms in London (a body of heralds enforcing heraldic law), an electoral college (to elect representatives), etc., all groups of persons "selected in common" to perform a specified function and appointed by a monarch, founder or other person in authority. As for the modern "college of education", it was a body created for that purpose, for example Eton College was founded in 1440 by letters patent of King Henry VI for the constitution of a college of Fellows, priests, clerks, choristers, poor scholars, and old poor men, with one master or governor, whose duty it shall be to instruct these scholars and any others who may resort thither from any part of England in the knowledge of letters, and especially of grammar, without payment". Overview Higher education Within higher education, the term can be used to refer to: A constituent part of a collegiate university, for example King's College, Cambridge, or of a federal university, for example King's College London. A liberal arts college, an independent institution of higher education focusing on undergraduate education, such as Williams College or Amherst College. A liberal arts division of a university whose undergraduate program does not otherwise follow a liberal arts model, such as the Yuanpei College at Peking University. An institute providing specialised training, such as a college of further education, for example Belfast Metropolitan College, a teacher training college, or an art college. In the United States, college is sometimes but rarely a synonym for a research university, such as Dartmouth College, one of the eight universities in the Ivy League. In the United States, the undergraduate college of a university which also confers graduate degrees, such as Yale College, the undergraduate college within Yale University. Further education A sixth form college or college of further education is an educational institution in England, Wales, Northern Ireland, Belize, the Caribbean, Malta, Norway, Brunei, or Southern Africa, among others, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC, HND or its equivalent and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In Singapore and India, this is known as a junior college. The municipal government of the city of Paris uses the phrase "sixth form college" as the English name for a lycée. Secondary education In some national education systems, secondary schools may be called "colleges" or have "college" as part of their title. In Australia the term "college" is applied to any private or independent (non-government) primary and, especially, secondary school as distinct from a state school. Melbourne Grammar School, Cranbrook School, Sydney and The King's School, Parramatta are considered colleges. There has also been a recent trend to rename or create government secondary schools as "colleges". In the state of Victoria, some state high schools are referred to as secondary colleges, although the pre-eminent government secondary school for boys in Melbourne is still named Melbourne High School. In Western Australia, South Australia and the Northern Territory, "college" is used in the name of all state high schools built since the late 1990s, and also some older ones. In New South Wales, some high schools, especially multi-campus schools resulting from mergers, are known as "secondary colleges". In Queensland some newer schools which accept primary and high school students are styled state college, but state schools offering only secondary education are called "State High School". In Tasmania and the Australian Capital Territory, "college" refers to the final two years of high school (years 11 and 12), and the institutions which provide this. In this context, "college" is a system independent of the other years of high school. Here, the expression is a shorter version of matriculation college. In a number of Canadian cities, many government-run secondary schools are called "collegiates" or "collegiate institutes" (C.I.), a complicated form of the word "college" which avoids the usual "post-secondary" connotation. This is because these secondary schools have traditionally focused on academic, rather than vocational, subjects and ability levels (for example, collegiates offered Latin while vocational schools offered technical courses). Some private secondary schools (such as Upper Canada College, Vancouver College) choose to use the word "college" in their names nevertheless. Some secondary schools elsewhere in the country, particularly ones within the separate school system, may also use the word "college" or "collegiate" in their names.In New Zealand the word "college" normally refers to a secondary school for ages 13 to 17 and "college" appears as part of the name especially of private or integrated schools. "Colleges" most frequently appear in the North Island, whereas "high schools" are more common in the South Island. In the Netherlands, "college" is equivalent to HBO (Higher professional education). It is oriented towards professional training with clear occupational outlook, unlike universities which are scientifically oriented. In South Africa, some secondary schools, especially private schools on the English public school model, have "college" in their title, including six of South Africa's Elite Seven high schools. A typical example of this category would be St John's College. Private schools that specialize in improving children's marks through intensive focus on examination needs are informally called "cram-colleges". In Sri Lanka the word "college" (known as Vidyalaya in Sinhala) normally refers to a secondary school, which usually signifies above the 5th standard. During the British colonial period a limited number of exclusive secondary schools were established based on English public school model (Royal College Colombo, S. Thomas' College, Mount Lavinia, Trinity College, Kandy) these along with several Catholic schools (St. Joseph's College, Colombo, St Anthony's College) traditionally carry their name as colleges. Following the start of free education in 1931 large group of central colleges were established to educate the rural masses. Since Sri Lanka gained Independence in 1948, many schools that have been established have been named as "college". Other As well as an educational institution, the term, in accordance with its etymology, may also refer to any formal group of colleagues set up under statute or regulation; often under a Royal Charter. Examples include an electoral college, the College of Arms, a college of canons, and the College of Cardinals. Other collegiate bodies include professional associations, particularly in medicine and allied professions. In the UK these include the Royal College of Nursing and the Royal College of Physicians. Examples in the United States include the American College of Physicians, the American College of Surgeons, and the American College of Dentists. An example in Australia is the Royal Australian College of General Practitioners. College by country The different ways in which the term "College" is used to describe educational institutions in various regions of the world is listed below: Americas Canada In Canadian English, the term "college" usually refers to a trades school, applied arts/science/technology/business/health school or community college. These are post-secondary institutions granting certificates, diplomas, associate degrees and (in some cases) bachelor's degrees. The French acronym specific to public institutions within Quebec's particular system of pre-university and technical education is CEGEP (Collège d'enseignement général et professionnel, "college of general and professional education"). They are collegiate-level institutions that a student typically enrols in if they wish to continue onto university in the Quebec education system, or to learn a trade. In Ontario and Alberta, there are also institutions that are designated university colleges, which only grant undergraduate degrees. This is to differentiate between universities, which have both undergraduate and graduate programs and those that do not. In Canada, there is a strong distinction between "college" and "university". In conversation, one specifically would say either "they are going to university" (i.e., studying for a three- or four-year degree at a university) or "they are going to college" (i.e., studying at a technical/career training). Usage in a university setting The term college also applies to distinct entities that formally act as an affiliated institution of the university, formally referred to as federated college, or affiliated colleges. A university may also formally include several constituent colleges, forming a collegiate university. Examples of collegiate universities in Canada include Trent University, and the University of Toronto. These types of institutions act independently, maintaining their own endowments, and properties. However, they remain either affiliated, or federated with the overarching university, with the overarching university being the institution that formally grants the degrees. For example, Trinity College was once an independent institution, but later became federated with the University of Toronto. Several centralized universities in Canada have mimicked the collegiate university model; although constituent colleges in a centralized university remains under the authority of the central administration. Centralized universities that have adopted the collegiate model to a degree includes the University of British Columbia, with Green College and St. John's College; and the Memorial University of Newfoundland, with Sir Wilfred Grenfell College. Occasionally, "college" refers to a subject specific faculty within a university that, while distinct, are neither federated nor affiliated—College of Education, College of Medicine, College of Dentistry, College of Biological Science among others. The Royal Military College of Canada is a military college which trains officers for the Canadian Armed Forces. The institution is a full-fledged university, with the authority to issue graduate degrees, although it continues to word the term college in its name. The institution's sister schools, Royal Military College Saint-Jean also uses the term college in its name, although it academic offering is akin to a CEGEP institution in Quebec. A number of post-secondary art schools in Canada formerly used the word college in their names, despite formally being universities. However, most of these institutions were renamed, or re-branded in the early 21st century, omitting the word college from its name. Usage in secondary education The word college continues to be used in the names public separate secondary schools in Ontario. A number of independent schools across Canada also use the word college in its name.Public secular school boards in Ontario also refer to their secondary schools as collegiate institutes. However, usage of the word collegiate institute varies between school boards. Collegiate institute is the predominant name for secondary schools in Lakehead District School Board, and Toronto District School Board, although most school boards in Ontario use collegiate institute alongside high school, and secondary school in the names of their institutions. Similarly, secondary schools in Regina, and Saskatoon are referred to as Collegiate. Chile In Chile, the term "college" is usually used in the name of some bilingual schools, like Santiago College, Saint George's College etc. Since 2009 the Pontifical Catholic University of Chile incorporated college as a bachelor's degree, it has a Bachelor of Natural Sciences and Mathematics, a Bachelor of Social Science and a Bachelor of Arts and Humanities. It has the same system as the American universities, it combines majors and minors. And it let the students continue a higher degree in the same university once finished. United States In the United States, there were 5,916 post-secondary institutions (universities and colleges) as of 2020–21, having peaked at 7,253 in 2012–13 and fallen every year since. A "college" in the US can refer to a constituent part of a university (which can be a residential college, the sub-division of the university offering undergraduate courses, or a school of the university offering particular specialized courses), an independent institution offering bachelor's-level courses, or an institution offering instruction in a particular professional, technical or vocational field. In popular usage, the word "college" is the generic term for any post-secondary undergraduate education. Americans "go to college" after high school, regardless of whether the specific institution is formally a college or a university. Some students choose to dual-enroll, by taking college classes while still in high school. The word and its derivatives are the standard terms used to describe the institutions and experiences associated with American post-secondary undergraduate education. Students must pay for college before taking classes. Some borrow the money via loans, and some students fund their educations with cash, scholarships, grants, or some combination of these payment methods. In 2011, the state or federal government subsidized $8,000 to $100,000 for each undergraduate degree. For state-owned schools (called "public" universities), the subsidy was given to the college, with the student benefiting from lower tuition. The state subsidized on average 50% of public university tuition. Colleges vary in terms of size, degree, and length of stay. Two-year colleges, also known as junior or community colleges, usually offer an associate degree, and four-year colleges usually offer a bachelor's degree. Often, these are entirely undergraduate institutions, although some have graduate school programs. Four-year institutions in the U.S. that emphasize a liberal arts curriculum are known as liberal arts colleges. Until the 20th century, liberal arts, law, medicine, theology, and divinity were about the only form of higher education available in the United States. These schools have traditionally emphasized instruction at the undergraduate level, although advanced research may still occur at these institutions. While there is no national standard in the United States, the term "university" primarily designates institutions that provide undergraduate and graduate education. A university typically has as its core and its largest internal division an undergraduate college teaching a liberal arts curriculum, also culminating in a bachelor's degree. What often distinguishes a university is having, in addition, one or more graduate schools engaged in both teaching graduate classes and in research. Often these would be called a School of Law or School of Medicine, (but may also be called a college of law, or a faculty of law). An exception is Vincennes University, Indiana, which is styled and chartered as a "university" even though almost all of its academic programs lead only to two-year associate degrees. Some institutions, such as Dartmouth College and The College of William & Mary, have retained the term "college" in their names for historical reasons. In one unique case, Boston College and Boston University, the former located in Chestnut Hill, Massachusetts and the latter located in Boston, Massachusetts, are completely separate institutions. Usage of the terms varies among the states. In 1996, for example, Georgia changed all of its four-year institutions previously designated as colleges to universities, and all of its vocational technology schools to technical colleges. The terms "university" and "college" do not exhaust all possible titles for an American institution of higher education. Other options include "institute" (Worcester Polytechnic Institute and Massachusetts Institute of Technology), "academy" (United States Military Academy), "union" (Cooper Union), "conservatory" (New England Conservatory), and "school" (Juilliard School). In colloquial use, they are still referred to as "college" when referring to their undergraduate studies. The term college is also, as in the United Kingdom, used for a constituent semi-autonomous part of a larger university but generally organized on academic rather than residential lines. For example, at many institutions, the undergraduate portion of the university can be briefly referred to as the college (such as The College of the University of Chicago, Harvard College at Harvard, or Columbia College at Columbia) while at others, such as the University of California, Berkeley, "colleges" are collections of academic programs and other units that share some common characteristics, mission, or disciplinary focus (the "college of engineering", the "college of nursing", and so forth). There exist other variants for historical reasons, including some uses that exist because of mergers and acquisitions; for example, Duke University, which was called Trinity College until the 1920s, still calls its main undergraduate subdivision Trinity College of Arts and Sciences. Residential colleges Some American universities, such as Princeton, Rice, and Yale have established residential colleges (sometimes, as at Harvard, the first to establish such a system in the 1930s, known as houses) along the lines of Oxford or Cambridge. Unlike the Oxbridge colleges, but similarly to Durham, these residential colleges are not autonomous legal entities nor are they typically much involved in education itself, being primarily concerned with room, board, and social life. At the University of Michigan, University of California, San Diego and the University of California, Santa Cruz, each residential college teaches its own core writing courses and has its own distinctive set of graduation requirements. Many U.S. universities have placed increased emphasis on their residential colleges in recent years. This is exemplified by the creation of new colleges at Ivy League schools such as Yale University and Princeton University, and efforts to strengthen the contribution of the residential colleges to student education, including through a 2016 taskforce at Princeton on residential colleges. Origin of the U.S. usage The founders of the first institutions of higher education in the United States were graduates of the University of Oxford and the University of Cambridge. The small institutions they founded would not have seemed to them like universities – they were tiny and did not offer the higher degrees in medicine and theology. Furthermore, they were not composed of several small colleges. Instead, the new institutions felt like the Oxford and Cambridge colleges they were used to – small communities, housing and feeding their students, with instruction from residential tutors (as in the United Kingdom, described above). When the first students graduated, these "colleges" assumed the right to confer degrees upon them, usually with authority—for example, The College of William & Mary has a royal charter from the British monarchy allowing it to confer degrees while Dartmouth College has a charter permitting it to award degrees "as are usually granted in either of the universities, or any other college in our realm of Great Britain." The leaders of Harvard College (which granted America's first degrees in 1642) might have thought of their college as the first of many residential colleges that would grow up into a New Cambridge university. However, over time, few new colleges were founded there, and Harvard grew and added higher faculties. Eventually, it changed its title to university, but the term "college" had stuck and "colleges" have arisen across the United States. In U.S. usage, the word "college" not only embodies a particular type of school, but has historically been used to refer to the general concept of higher education when it is not necessary to specify a school, as in "going to college" or "college savings accounts" offered by banks. In a survey of more than 2,000 college students in 33 states and 156 different campuses, the U.S. Public Interest Research Group found the average student spends as much as $1,200 each year on textbooks and supplies alone. By comparison, the group says that's the equivalent of 39 percent of tuition and fees at a community college, and 14 percent of tuition and fees at a four-year public university. Morrill Land-Grant Act In addition to private colleges and universities, the U.S. also has a system of government funded, public universities. Many were founded under the Morrill Land-Grant Colleges Act of 1862. A movement had arisen to bring a form of more practical higher education to the masses, as "...many politicians and educators wanted to make it possible for all young Americans to receive some sort of advanced education." The Morrill Act "...made it possible for the new western states to establish colleges for the citizens." Its goal was to make higher education more easily accessible to the citizenry of the country, specifically to improve agricultural systems by providing training and scholarship in the production and sales of agricultural products, and to provide formal education in "...agriculture, home economics, mechanical arts, and other professions that seemed practical at the time."The act was eventually extended to allow all states that had remained with the Union during the American Civil War, and eventually all states, to establish such institutions. Most of the colleges established under the Morrill Act have since become full universities, and some are among the elite of the world. Benefits of college Selection of a four-year college as compared to a two-year junior college, even by marginal students such as those with a C+ grade average in high school and SAT scores in the mid 800s, increases the probability of graduation and confers substantial economic and social benefits. Asia Bangladesh In Bangladesh, educational institutions offering higher secondary (11th–12th grade) education are known as colleges. Hong Kong In Hong Kong, the term 'college' is used by tertiary institutions as either part of their names or to refer to a constituent part of the university, such as the colleges in the collegiate The Chinese University of Hong Kong; or to a residence hall of a university, such as St. John's College, University of Hong Kong. Many older secondary schools have the term 'college' as part of their names. India The modern system of education was heavily influenced by the British starting in 1835.In India, the term "college" is commonly reserved for institutions that offer high school diplomas at year 12 ("Junior College", similar to American high schools), and those that offer the bachelor's degree; some colleges, however, offer programmes up to PhD level. Generally, colleges are located in different parts of a state and all of them are affiliated to a regional university. The colleges offer programmes leading to degrees of that university. Colleges may be either Autonomous or non-autonomous. Autonomous Colleges are empowered to establish their own syllabus, and conduct and assess their own examinations; in non-autonomous colleges, examinations are conducted by the university, at the same time for all colleges under its affiliation. There are several hundred universities and each university has affiliated colleges, often a large number. The first liberal arts and sciences college in India was "Cottayam College" or the "Syrian College", Kerala in 1815. The First inter linguistic residential education institution in Asia was started at this college. At present it is a Theological seminary which is popularly known as Orthodox Theological Seminary or Old Seminary. After that, CMS College, Kottayam, established in 1817, and the Presidency College, Kolkata, also 1817, initially known as Hindu College. The first college for the study of Christian theology and ecumenical enquiry was Serampore College (1818). The first Missionary institution to impart Western style education in India was the Scottish Church College, Calcutta (1830). The first commerce and economics college in India was Sydenham College, Mumbai (1913). In India a new term has been introduced that is Autonomous Institutes & Colleges. An autonomous Colleges are colleges which need to be affiliated to a certain university. These colleges can conduct their own admission procedure, examination syllabus, fees structure etc. However, at the end of course completion, they cannot issue their own degree or diploma. The final degree or diploma is issued by the affiliated university. Also, some significant changes can pave way under the NEP (New Education Policy 2020) which may affect the present guidelines for universities and colleges. Israel In Israel, any non-university higher-learning facility is called a college. Institutions accredited by the Council for Higher Education in Israel (CHE) to confer a bachelor's degree are called "Academic Colleges" (Hebrew: מִכְלָלָה, romanized: Mikhlala; plural Hebrew: מכללות, romanized: Mikhlalot). These colleges (at least 4 for 2012) may also offer master's degrees and act as Research facilities. There are also over twenty teacher training colleges or seminaries, most of which may award only a Bachelor of Education (BEd) degree. Academic colleges: Any educational facility that had been approved to offer at least bachelor's degree is entitled by CHE to use the term academic college in its name. Engineering academic college: Any academic facility that offer at least bachelor's degree and most of it faculties are providing an Engineering degree and Engineering license. Educational academic college: After an educational facility that had been approved for "Teachers seminar" status is then approved to provide a Bachelor of Education, its name is changed to include "Educational Academic college." Technical college: A "Technical college" (מכללה טכנולוגית) is an educational facility that is approved to allow to provide P.E degree (הנדסאי) (14'th class) or technician (טכנאי) (13'th class) diploma and licenses. Training College: A "Training College" (מכללה להכשרה or מכללה מקצועית) is an educational facility that provides basic training allowing a person to receive a working permit in a field such as alternative medicine, cooking, Art, Mechanical, Electrical and other professions. A trainee could receive the right to work in certain professions as apprentice (j. mechanic, j. Electrician etc.). After working in the training field for enough time an apprentice could have a license to operate (Mechanic, Electrician). This educational facility is mostly used to provide basic training for low tech jobs and for job seekers without any training that are provided by the nation's Employment Service (שירות התעסוקה). Macau Following the Portuguese usage, the term "college" (colégio) in Macau has traditionally been used in the names for private (and non-governmental) pre-university educational institutions, which correspond to form one to form six level tiers. Such schools are usually run by the Roman Catholic church or missionaries in Macau. Examples include Chan Sui Ki Perpetual Help College, Yuet Wah College, and Sacred Heart Canossian College. Philippines In the Philippines, colleges usually refer to institutions of learning that grant degrees but whose scholastic fields are not as diverse as that of a university (University of Santo Tomas, University of the Philippines, Ateneo de Manila University, De La Salle University, Far Eastern University, and AMA University), such as the San Beda College which specializes in law, AMA Computer College whose campuses are spread all over the Philippines which specializes in information and computing technologies, and the Mapúa Institute of Technology which specializes in engineering, or to component units within universities that do not grant degrees but rather facilitate the instruction of a particular field, such as a College of Science and College of Engineering, among many other colleges of the University of the Philippines. A state college may not have the word "college" on its name, but may have several component colleges, or departments. Thus, the Eulogio Amang Rodriguez Institute of Science and Technology is a state college by classification. Usually, the term "college" is also thought of as a hierarchical demarcation between the term "university", and quite a number of colleges seek to be recognized as universities as a sign of improvement in academic standards (Colegio de San Juan de Letran, San Beda College), and increase in the diversity of the offered degree programs (called "courses"). For private colleges, this may be done through a survey and evaluation by the Commission on Higher Education and accrediting organizations, as was the case of Urios College which is now the Fr. Saturnino Urios University. For state colleges, it is usually done by a legislation by the Congress or Senate. In common usage, "going to college" simply means attending school for an undergraduate degree, whether it's from an institution recognized as a college or a university. When it comes to referring to the level of education, college is the term more used to be synonymous to tertiary or higher education. A student who is or has studied his/her undergraduate degree at either an institution with college or university in its name is considered to be going to or have gone to college. Singapore The term "college" in Singapore is generally only used for pre-university educational institutions called "Junior Colleges", which provide the final two years of secondary education (equivalent to sixth form in British terms or grades 11–12 in the American system). Since 1 January 2005, the term also refers to the three campuses of the Institute of Technical Education with the introduction of the "collegiate system", in which the three institutions are called ITE College East, ITE College Central, and ITE College West respectively. The term "university" is used to describe higher-education institutions offering locally conferred degrees. Institutions offering diplomas are called "polytechnics", while other institutions are often referred to as "institutes" and so forth. Sri Lanka There are several professional and vocational institutions that offer post-secondary education without granting degrees that are referred to as "colleges". This includes the Sri Lanka Law College, the many Technical Colleges and Teaching Colleges. Turkey In Turkey, the term "kolej" (college) refers to a private high school, typically preceded by one year of preparatory language education. Notable Turkish colleges include Robert College, Uskudar American Academy, American Collegiate Institute and Tarsus American College. Africa South Africa Although the term "college" is hardly used in any context at any university in South Africa, some non-university tertiary institutions call themselves colleges. These include teacher training colleges, business colleges and wildlife management colleges. See: List of universities in South Africa#Private colleges and universities; List of post secondary institutions in South Africa. Zimbabwe The term college is mainly used by private or independent secondary schools with Advanced Level (Upper 6th formers) and also Polytechnic Colleges which confer diplomas only. A student can complete secondary education (International General Certificate of Secondary Education, IGCSE) at 16 years and proceed straight to a poly-technical college or they can proceed to Advanced level (16 to 19 years) and obtain a General Certificate of Education (GCE) certificate which enables them to enroll at a university, provided they have good grades. Alternatively, with lower grades, the GCE certificate holders will have an added advantage over their GCSE counterparts if they choose to enroll at a polytechnical college. Some schools in Zimbabwe choose to offer the International Baccalaureate studies as an alternative to the IGCSE and GCE. Europe Greece Kollegio (in Greek Κολλέγιο) refers to the Centers of Post-Lyceum Education (in Greek Κέντρο Μεταλυκειακής Εκπαίδευσης, abbreviated as KEME), which are principally private and belong to the Greek post-secondary education system. Some of them have links to EU or US higher education institutions or accreditation organizations, such as the NEASC. Kollegio (or Kollegia in plural) may also refer to private non-tertiary schools, such as the Athens College. Ireland In Ireland the term "college" is normally used to describe an institution of tertiary education. University students often say they attend "college" rather than "university". Until 1989, no university provided teaching or research directly; they were formally offered by a constituent college of the university. There are number of secondary education institutions that traditionally used the word "college" in their names: these are either older, private schools (such as Belvedere College, Gonzaga College, Castleknock College, and St. Michael's College) or what were formerly a particular kind of secondary school. These secondary schools, formerly known as "technical colleges," were renamed "community colleges," but remain secondary schools. The country's only ancient university is the University of Dublin. Created during the reign of Elizabeth I, it is modelled on the collegiate universities of Cambridge and Oxford. However, only one constituent college was ever founded, hence the curious position of Trinity College Dublin today; although both are usually considered one and the same, the university and college are completely distinct corporate entities with separate and parallel governing structures. Among more modern foundations, the National University of Ireland, founded in 1908, consisted of constituent colleges and recognised colleges until 1997. The former are now referred to as constituent universities – institutions that are essentially universities in their own right. The National University can trace its existence back to 1850 and the creation of the Queen's University of Ireland and the creation of the Catholic University of Ireland in 1854. From 1880, the degree awarding roles of these two universities was taken over by the Royal University of Ireland, which remained until the creation of the National University in 1908 and Queen's University Belfast. The state's two new universities, Dublin City University and University of Limerick, were initially National Institute for Higher Education institutions. These institutions offered university level academic degrees and research from the start of their existence and were awarded university status in 1989 in recognition of this. Third level technical education in the state has been carried out in the Institutes of Technology, which were established from the 1970s as Regional Technical Colleges. These institutions have delegated authority which entitles them to give degrees and diplomas from Quality and Qualifications Ireland (QQI) in their own names. A number of private colleges exist such as Dublin Business School, providing undergraduate and postgraduate courses validated by QQI and in some cases by other universities. Other types of college include colleges of education, such as the Church of Ireland College of Education. These are specialist institutions, often linked to a university, which provide both undergraduate and postgraduate academic degrees for people who want to train as teachers. A number of state-funded further education colleges exist – which offer vocational education and training in a range of areas from business studies and information and communications technology to sports injury therapy. These courses are usually one, two or less often three years in duration and are validated by QQI at Levels 5 or 6, or for the BTEC Higher National Diploma award, which is a Level 6/7 qualification, validated by Edexcel. There are numerous private colleges (particularly in Dublin and Limerick) which offer both further and higher education qualifications. These degrees and diplomas are often certified by foreign universities/international awarding bodies and are aligned to the National Framework of Qualifications at Levels 6, 7 and 8. Netherlands In the Netherlands there are 3 main educational routes after high school. MBO (middle-level applied education), which is the equivalent of junior college. Designed to prepare students for either skilled trades and technical occupations and workers in support roles in professions such as engineering, accountancy, business administration, nursing, medicine, architecture, and criminology or for additional education at another college with more advanced academic material. HBO (higher professional education), which is the equivalent of college and has a professional orientation. After HBO (typically 4–6 years), pupils can enroll in a (professional) master's program (1–2 years) or enter the job market. The HBO is taught in vocational universities (hogescholen), of which there are over 40 in the Netherlands, each of which offers a broad variety of programs, with the exception of some that specialize in arts or agriculture. Note that the hogescholen are not allowed to name themselves university in Dutch. This also stretches to English and therefore HBO institutions are known as universities of applied sciences. WO (Scientific education), which is the equivalent to university level education and has an academic orientation.HBO graduates can be awarded two titles, which are Baccalaureus (bc.) and Ingenieur (ing.). At a WO institution, many more bachelor's and master's titles can be awarded. Bachelor's degrees: Bachelor of Arts (BA), Bachelor of Science (BSc) and Bachelor of Laws (LLB). Master's degrees: Master of Arts (MA), Master of Laws (LLM) and Master of Science (MSc). The PhD title is a research degree awarded upon completion and defense of a doctoral thesis. Portugal Presently in Portugal, the term colégio (college) is normally used as a generic reference to a private (non-government) school that provides from basic to secondary education. Many of the private schools include the term colégio in their name. Some special public schools – usually of the boarding school type – also include the term in their name, with a notable example being the Colégio Militar (Military College). The term colégio interno (literally "internal college") is used specifically as a generic reference to a boarding school. Until the 19th century, a colégio was usually a secondary or pre-university school, of public or religious nature, where the students usually lived together. A model for these colleges was the Royal College of Arts and Humanities, founded in Coimbra by King John III of Portugal in 1542. United Kingdom Secondary education and further education Further education (FE) colleges and sixth form colleges are institutions providing further education to students over 16. Some of these also provide higher education courses (see below). In the context of secondary education, 'college' is used in the names of some private schools, e.g. Eton College and Winchester College. Higher education In higher education, a college is normally a provider that does not hold university status, although it can also refer to a constituent part of a collegiate or federal university or a grouping of academic faculties or departments within a university. Traditionally the distinction between colleges and universities was that colleges did not award degrees while universities did, but this is no longer the case with NCG having gained taught degree awarding powers (the same as some universities) on behalf of its colleges, and many of the colleges of the University of London holding full degree awarding powers and being effectively universities. Most colleges, however, do not hold their own degree awarding powers and continue to offer higher education courses that are validated by universities or other institutions that can award degrees. In England, as of August 2016, over 60% of the higher education providers directly funded by HEFCE (208/340) are sixth-form or further education colleges, often termed colleges of further and higher education, along with 17 colleges of the University of London, one university college, 100 universities, and 14 other providers (six of which use 'college' in their name). Overall, this means over two-thirds of state-supported higher education providers in England are colleges of one form or another. Many private providers are also called colleges, e.g. the New College of the Humanities and St Patrick's College, London. Colleges within universities vary immensely in their responsibilities. The large constituent colleges of the University of London are effectively universities in their own right; colleges in some universities, including those of the University of the Arts London and smaller colleges of the University of London, run their own degree courses but do not award degrees; those at the University of Roehampton provide accommodation and pastoral care as well as delivering the teaching on university courses; those at Oxford and Cambridge deliver some teaching on university courses as well as providing accommodation and pastoral care; and those in Durham, Kent, Lancaster and York provide accommodation and pastoral care but do not normally participate in formal teaching. The legal status of these colleges also varies widely, with University of London colleges being independent corporations and recognised bodies, Oxbridge colleges, colleges of the University of the Highlands and Islands (UHI) and some Durham colleges being independent corporations and listed bodies, most Durham colleges being owned by the university but still listed bodies, and those of other collegiate universities not having formal recognition. When applying for undergraduate courses through UCAS, University of London colleges are treated as independent providers, colleges of Oxford, Cambridge, Durham and UHI are treated as locations within the universities that can be selected by specifying a 'campus code' in addition to selecting the university, and colleges of other universities are not recognised.The UHI and the University of Wales Trinity Saint David (UWTSD) both include further education colleges. However, while the UHI colleges integrate FE and HE provision, UWTSD maintains a separation between the university campuses (Lampeter, Carmarthen and Swansea) and the two colleges (Coleg Sir Gâr and Coleg Ceredigion; n.b. coleg is Welsh for college), which although part of the same group are treated as separate institutions rather than colleges within the university.A university college is an independent institution with the power to award taught degrees, but which has not been granted university status. University College is a protected title that can only be used with permission, although note that University College London, University College, Oxford and University College, Durham are colleges within their respective universities and not university colleges (in the case of UCL holding full degree awarding powers that set it above a university college), while University College Birmingham is a university in its own right and also not a university college. Oceania Australia In Australia a college may be an institution of tertiary education that is smaller than a university, run independently or as part of a university. Following a reform in the 1980s many of the formerly independent colleges now belong to a larger universities. Referring to parts of a university, there are residential colleges which provide residence for students, both undergraduate and postgraduate, called university colleges. These colleges often provide additional tutorial assistance, and some host theological study. Many colleges have strong traditions and rituals, so are a combination of dormitory style accommodation and fraternity or sorority culture. Most technical and further education institutions (TAFEs), which offer certificate and diploma vocational courses, are styled "TAFE colleges" or "Colleges of TAFE". In some places, such as Tasmania, college refers to a type of school for Year 11 and 12 students, e.g. Don College. New Zealand The constituent colleges of the former University of New Zealand (such as Canterbury University College) have become independent universities. Some halls of residence associated with New Zealand universities retain the name of "college", particularly at the University of Otago (which although brought under the umbrella of the University of New Zealand, already possessed university status and degree awarding powers). The institutions formerly known as "Teacher-training colleges" now style themselves "College of education". Some universities, such as the University of Canterbury, have divided their university into constituent administrative "Colleges" – the College of Arts containing departments that teach Arts, Humanities and Social Sciences, College of Science containing Science departments, and so on. This is largely modelled on the Cambridge model, discussed above. Like the United Kingdom some professional bodies in New Zealand style themselves as "colleges", for example, the Royal Australasian College of Surgeons, the Royal Australasian College of Physicians. In some parts of the country, secondary school is often referred to as college and the term is used interchangeably with high school. This sometimes confuses people from other parts of New Zealand. But in all parts of the country many secondary schools have "College" in their name, such as Rangitoto College, New Zealand's largest secondary. Notes References External links See also Community college Residential college University college Vocational university Madrasa Ashrama (stage)

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A college (Latin: collegium) is an educational institution or a constituent part of one. A college may be a degree-awarding tertiary educational institution, a part of a collegiate or federal university, an institution offering vocational education, or a secondary school. In most of the world, a college may be a high school or secondary school, a college of further education, a training institution that awards trade qualifications, a higher-education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university. In the United States, a college may offer undergraduate programs – either as an independent institution or as the undergraduate program of a university – or it may be a residential college of a university or a community college, referring to (primarily public) higher education institutions that aim to provide affordable and accessible education, usually limited to two-year associate degrees. The word is generally also used as a synonym for a university in the US. Colleges in countries such as France, Belgium, and Switzerland provide secondary education. Etymology The word "college" is from the Latin verb lego, legere, legi, lectum, "to collect, gather together, pick", plus the preposition cum, "with", thus meaning "selected together". Thus "colleagues" are literally "persons who have been selected to work together". In ancient Rome a collegium was a "body, guild, corporation united in colleagueship; of magistrates, praetors, tribunes, priests, augurs; a political club or trade guild". Thus a college was a form of corporation or corporate body, an artificial legal person (body/corpus) with its own legal personality, with the capacity to enter into legal contracts, to sue and be sued. In mediaeval England there were colleges of priests, for example in chantry chapels; modern survivals include the Royal College of Surgeons in England (originally the Guild of Surgeons Within the City of London), the College of Arms in London (a body of heralds enforcing heraldic law), an electoral college (to elect representatives), etc., all groups of persons "selected in common" to perform a specified function and appointed by a monarch, founder or other person in authority. As for the modern "college of education", it was a body created for that purpose, for example Eton College was founded in 1440 by letters patent of King Henry VI for the constitution of a college of Fellows, priests, clerks, choristers, poor scholars, and old poor men, with one master or governor, whose duty it shall be to instruct these scholars and any others who may resort thither from any part of England in the knowledge of letters, and especially of grammar, without payment". Overview Higher education Within higher education, the term can be used to refer to: A constituent part of a collegiate university, for example King's College, Cambridge, or of a federal university, for example King's College London. A liberal arts college, an independent institution of higher education focusing on undergraduate education, such as Williams College or Amherst College. A liberal arts division of a university whose undergraduate program does not otherwise follow a liberal arts model, such as the Yuanpei College at Peking University. An institute providing specialised training, such as a college of further education, for example Belfast Metropolitan College, a teacher training college, or an art college. In the United States, college is sometimes but rarely a synonym for a research university, such as Dartmouth College, one of the eight universities in the Ivy League. In the United States, the undergraduate college of a university which also confers graduate degrees, such as Yale College, the undergraduate college within Yale University. Further education A sixth form college or college of further education is an educational institution in England, Wales, Northern Ireland, Belize, the Caribbean, Malta, Norway, Brunei, or Southern Africa, among others, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC, HND or its equivalent and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In Singapore and India, this is known as a junior college. The municipal government of the city of Paris uses the phrase "sixth form college" as the English name for a lycée. Secondary education In some national education systems, secondary schools may be called "colleges" or have "college" as part of their title. In Australia the term "college" is applied to any private or independent (non-government) primary and, especially, secondary school as distinct from a state school. Melbourne Grammar School, Cranbrook School, Sydney and The King's School, Parramatta are considered colleges. There has also been a recent trend to rename or create government secondary schools as "colleges". In the state of Victoria, some state high schools are referred to as secondary colleges, although the pre-eminent government secondary school for boys in Melbourne is still named Melbourne High School. In Western Australia, South Australia and the Northern Territory, "college" is used in the name of all state high schools built since the late 1990s, and also some older ones. In New South Wales, some high schools, especially multi-campus schools resulting from mergers, are known as "secondary colleges". In Queensland some newer schools which accept primary and high school students are styled state college, but state schools offering only secondary education are called "State High School". In Tasmania and the Australian Capital Territory, "college" refers to the final two years of high school (years 11 and 12), and the institutions which provide this. In this context, "college" is a system independent of the other years of high school. Here, the expression is a shorter version of matriculation college. In a number of Canadian cities, many government-run secondary schools are called "collegiates" or "collegiate institutes" (C.I.), a complicated form of the word "college" which avoids the usual "post-secondary" connotation. This is because these secondary schools have traditionally focused on academic, rather than vocational, subjects and ability levels (for example, collegiates offered Latin while vocational schools offered technical courses). Some private secondary schools (such as Upper Canada College, Vancouver College) choose to use the word "college" in their names nevertheless. Some secondary schools elsewhere in the country, particularly ones within the separate school system, may also use the word "college" or "collegiate" in their names.In New Zealand the word "college" normally refers to a secondary school for ages 13 to 17 and "college" appears as part of the name especially of private or integrated schools. "Colleges" most frequently appear in the North Island, whereas "high schools" are more common in the South Island. In the Netherlands, "college" is equivalent to HBO (Higher professional education). It is oriented towards professional training with clear occupational outlook, unlike universities which are scientifically oriented. In South Africa, some secondary schools, especially private schools on the English public school model, have "college" in their title, including six of South Africa's Elite Seven high schools. A typical example of this category would be St John's College. Private schools that specialize in improving children's marks through intensive focus on examination needs are informally called "cram-colleges". In Sri Lanka the word "college" (known as Vidyalaya in Sinhala) normally refers to a secondary school, which usually signifies above the 5th standard. During the British colonial period a limited number of exclusive secondary schools were established based on English public school model (Royal College Colombo, S. Thomas' College, Mount Lavinia, Trinity College, Kandy) these along with several Catholic schools (St. Joseph's College, Colombo, St Anthony's College) traditionally carry their name as colleges. Following the start of free education in 1931 large group of central colleges were established to educate the rural masses. Since Sri Lanka gained Independence in 1948, many schools that have been established have been named as "college". Other As well as an educational institution, the term, in accordance with its etymology, may also refer to any formal group of colleagues set up under statute or regulation; often under a Royal Charter. Examples include an electoral college, the College of Arms, a college of canons, and the College of Cardinals. Other collegiate bodies include professional associations, particularly in medicine and allied professions. In the UK these include the Royal College of Nursing and the Royal College of Physicians. Examples in the United States include the American College of Physicians, the American College of Surgeons, and the American College of Dentists. An example in Australia is the Royal Australian College of General Practitioners. College by country The different ways in which the term "College" is used to describe educational institutions in various regions of the world is listed below: Americas Canada In Canadian English, the term "college" usually refers to a trades school, applied arts/science/technology/business/health school or community college. These are post-secondary institutions granting certificates, diplomas, associate degrees and (in some cases) bachelor's degrees. The French acronym specific to public institutions within Quebec's particular system of pre-university and technical education is CEGEP (Collège d'enseignement général et professionnel, "college of general and professional education"). They are collegiate-level institutions that a student typically enrols in if they wish to continue onto university in the Quebec education system, or to learn a trade. In Ontario and Alberta, there are also institutions that are designated university colleges, which only grant undergraduate degrees. This is to differentiate between universities, which have both undergraduate and graduate programs and those that do not. In Canada, there is a strong distinction between "college" and "university". In conversation, one specifically would say either "they are going to university" (i.e., studying for a three- or four-year degree at a university) or "they are going to college" (i.e., studying at a technical/career training). Usage in a university setting The term college also applies to distinct entities that formally act as an affiliated institution of the university, formally referred to as federated college, or affiliated colleges. A university may also formally include several constituent colleges, forming a collegiate university. Examples of collegiate universities in Canada include Trent University, and the University of Toronto. These types of institutions act independently, maintaining their own endowments, and properties. However, they remain either affiliated, or federated with the overarching university, with the overarching university being the institution that formally grants the degrees. For example, Trinity College was once an independent institution, but later became federated with the University of Toronto. Several centralized universities in Canada have mimicked the collegiate university model; although constituent colleges in a centralized university remains under the authority of the central administration. Centralized universities that have adopted the collegiate model to a degree includes the University of British Columbia, with Green College and St. John's College; and the Memorial University of Newfoundland, with Sir Wilfred Grenfell College. Occasionally, "college" refers to a subject specific faculty within a university that, while distinct, are neither federated nor affiliated—College of Education, College of Medicine, College of Dentistry, College of Biological Science among others. The Royal Military College of Canada is a military college which trains officers for the Canadian Armed Forces. The institution is a full-fledged university, with the authority to issue graduate degrees, although it continues to word the term college in its name. The institution's sister schools, Royal Military College Saint-Jean also uses the term college in its name, although it academic offering is akin to a CEGEP institution in Quebec. A number of post-secondary art schools in Canada formerly used the word college in their names, despite formally being universities. However, most of these institutions were renamed, or re-branded in the early 21st century, omitting the word college from its name. Usage in secondary education The word college continues to be used in the names public separate secondary schools in Ontario. A number of independent schools across Canada also use the word college in its name.Public secular school boards in Ontario also refer to their secondary schools as collegiate institutes. However, usage of the word collegiate institute varies between school boards. Collegiate institute is the predominant name for secondary schools in Lakehead District School Board, and Toronto District School Board, although most school boards in Ontario use collegiate institute alongside high school, and secondary school in the names of their institutions. Similarly, secondary schools in Regina, and Saskatoon are referred to as Collegiate. Chile In Chile, the term "college" is usually used in the name of some bilingual schools, like Santiago College, Saint George's College etc. Since 2009 the Pontifical Catholic University of Chile incorporated college as a bachelor's degree, it has a Bachelor of Natural Sciences and Mathematics, a Bachelor of Social Science and a Bachelor of Arts and Humanities. It has the same system as the American universities, it combines majors and minors. And it let the students continue a higher degree in the same university once finished. United States In the United States, there were 5,916 post-secondary institutions (universities and colleges) as of 2020–21, having peaked at 7,253 in 2012–13 and fallen every year since. A "college" in the US can refer to a constituent part of a university (which can be a residential college, the sub-division of the university offering undergraduate courses, or a school of the university offering particular specialized courses), an independent institution offering bachelor's-level courses, or an institution offering instruction in a particular professional, technical or vocational field. In popular usage, the word "college" is the generic term for any post-secondary undergraduate education. Americans "go to college" after high school, regardless of whether the specific institution is formally a college or a university. Some students choose to dual-enroll, by taking college classes while still in high school. The word and its derivatives are the standard terms used to describe the institutions and experiences associated with American post-secondary undergraduate education. Students must pay for college before taking classes. Some borrow the money via loans, and some students fund their educations with cash, scholarships, grants, or some combination of these payment methods. In 2011, the state or federal government subsidized $8,000 to $100,000 for each undergraduate degree. For state-owned schools (called "public" universities), the subsidy was given to the college, with the student benefiting from lower tuition. The state subsidized on average 50% of public university tuition. Colleges vary in terms of size, degree, and length of stay. Two-year colleges, also known as junior or community colleges, usually offer an associate degree, and four-year colleges usually offer a bachelor's degree. Often, these are entirely undergraduate institutions, although some have graduate school programs. Four-year institutions in the U.S. that emphasize a liberal arts curriculum are known as liberal arts colleges. Until the 20th century, liberal arts, law, medicine, theology, and divinity were about the only form of higher education available in the United States. These schools have traditionally emphasized instruction at the undergraduate level, although advanced research may still occur at these institutions. While there is no national standard in the United States, the term "university" primarily designates institutions that provide undergraduate and graduate education. A university typically has as its core and its largest internal division an undergraduate college teaching a liberal arts curriculum, also culminating in a bachelor's degree. What often distinguishes a university is having, in addition, one or more graduate schools engaged in both teaching graduate classes and in research. Often these would be called a School of Law or School of Medicine, (but may also be called a college of law, or a faculty of law). An exception is Vincennes University, Indiana, which is styled and chartered as a "university" even though almost all of its academic programs lead only to two-year associate degrees. Some institutions, such as Dartmouth College and The College of William & Mary, have retained the term "college" in their names for historical reasons. In one unique case, Boston College and Boston University, the former located in Chestnut Hill, Massachusetts and the latter located in Boston, Massachusetts, are completely separate institutions. Usage of the terms varies among the states. In 1996, for example, Georgia changed all of its four-year institutions previously designated as colleges to universities, and all of its vocational technology schools to technical colleges. The terms "university" and "college" do not exhaust all possible titles for an American institution of higher education. Other options include "institute" (Worcester Polytechnic Institute and Massachusetts Institute of Technology), "academy" (United States Military Academy), "union" (Cooper Union), "conservatory" (New England Conservatory), and "school" (Juilliard School). In colloquial use, they are still referred to as "college" when referring to their undergraduate studies. The term college is also, as in the United Kingdom, used for a constituent semi-autonomous part of a larger university but generally organized on academic rather than residential lines. For example, at many institutions, the undergraduate portion of the university can be briefly referred to as the college (such as The College of the University of Chicago, Harvard College at Harvard, or Columbia College at Columbia) while at others, such as the University of California, Berkeley, "colleges" are collections of academic programs and other units that share some common characteristics, mission, or disciplinary focus (the "college of engineering", the "college of nursing", and so forth). There exist other variants for historical reasons, including some uses that exist because of mergers and acquisitions; for example, Duke University, which was called Trinity College until the 1920s, still calls its main undergraduate subdivision Trinity College of Arts and Sciences. Residential colleges Some American universities, such as Princeton, Rice, and Yale have established residential colleges (sometimes, as at Harvard, the first to establish such a system in the 1930s, known as houses) along the lines of Oxford or Cambridge. Unlike the Oxbridge colleges, but similarly to Durham, these residential colleges are not autonomous legal entities nor are they typically much involved in education itself, being primarily concerned with room, board, and social life. At the University of Michigan, University of California, San Diego and the University of California, Santa Cruz, each residential college teaches its own core writing courses and has its own distinctive set of graduation requirements. Many U.S. universities have placed increased emphasis on their residential colleges in recent years. This is exemplified by the creation of new colleges at Ivy League schools such as Yale University and Princeton University, and efforts to strengthen the contribution of the residential colleges to student education, including through a 2016 taskforce at Princeton on residential colleges. Origin of the U.S. usage The founders of the first institutions of higher education in the United States were graduates of the University of Oxford and the University of Cambridge. The small institutions they founded would not have seemed to them like universities – they were tiny and did not offer the higher degrees in medicine and theology. Furthermore, they were not composed of several small colleges. Instead, the new institutions felt like the Oxford and Cambridge colleges they were used to – small communities, housing and feeding their students, with instruction from residential tutors (as in the United Kingdom, described above). When the first students graduated, these "colleges" assumed the right to confer degrees upon them, usually with authority—for example, The College of William & Mary has a royal charter from the British monarchy allowing it to confer degrees while Dartmouth College has a charter permitting it to award degrees "as are usually granted in either of the universities, or any other college in our realm of Great Britain." The leaders of Harvard College (which granted America's first degrees in 1642) might have thought of their college as the first of many residential colleges that would grow up into a New Cambridge university. However, over time, few new colleges were founded there, and Harvard grew and added higher faculties. Eventually, it changed its title to university, but the term "college" had stuck and "colleges" have arisen across the United States. In U.S. usage, the word "college" not only embodies a particular type of school, but has historically been used to refer to the general concept of higher education when it is not necessary to specify a school, as in "going to college" or "college savings accounts" offered by banks. In a survey of more than 2,000 college students in 33 states and 156 different campuses, the U.S. Public Interest Research Group found the average student spends as much as $1,200 each year on textbooks and supplies alone. By comparison, the group says that's the equivalent of 39 percent of tuition and fees at a community college, and 14 percent of tuition and fees at a four-year public university. Morrill Land-Grant Act In addition to private colleges and universities, the U.S. also has a system of government funded, public universities. Many were founded under the Morrill Land-Grant Colleges Act of 1862. A movement had arisen to bring a form of more practical higher education to the masses, as "...many politicians and educators wanted to make it possible for all young Americans to receive some sort of advanced education." The Morrill Act "...made it possible for the new western states to establish colleges for the citizens." Its goal was to make higher education more easily accessible to the citizenry of the country, specifically to improve agricultural systems by providing training and scholarship in the production and sales of agricultural products, and to provide formal education in "...agriculture, home economics, mechanical arts, and other professions that seemed practical at the time."The act was eventually extended to allow all states that had remained with the Union during the American Civil War, and eventually all states, to establish such institutions. Most of the colleges established under the Morrill Act have since become full universities, and some are among the elite of the world. Benefits of college Selection of a four-year college as compared to a two-year junior college, even by marginal students such as those with a C+ grade average in high school and SAT scores in the mid 800s, increases the probability of graduation and confers substantial economic and social benefits. Asia Bangladesh In Bangladesh, educational institutions offering higher secondary (11th–12th grade) education are known as colleges. Hong Kong In Hong Kong, the term 'college' is used by tertiary institutions as either part of their names or to refer to a constituent part of the university, such as the colleges in the collegiate The Chinese University of Hong Kong; or to a residence hall of a university, such as St. John's College, University of Hong Kong. Many older secondary schools have the term 'college' as part of their names. India The modern system of education was heavily influenced by the British starting in 1835.In India, the term "college" is commonly reserved for institutions that offer high school diplomas at year 12 ("Junior College", similar to American high schools), and those that offer the bachelor's degree; some colleges, however, offer programmes up to PhD level. Generally, colleges are located in different parts of a state and all of them are affiliated to a regional university. The colleges offer programmes leading to degrees of that university. Colleges may be either Autonomous or non-autonomous. Autonomous Colleges are empowered to establish their own syllabus, and conduct and assess their own examinations; in non-autonomous colleges, examinations are conducted by the university, at the same time for all colleges under its affiliation. There are several hundred universities and each university has affiliated colleges, often a large number. The first liberal arts and sciences college in India was "Cottayam College" or the "Syrian College", Kerala in 1815. The First inter linguistic residential education institution in Asia was started at this college. At present it is a Theological seminary which is popularly known as Orthodox Theological Seminary or Old Seminary. After that, CMS College, Kottayam, established in 1817, and the Presidency College, Kolkata, also 1817, initially known as Hindu College. The first college for the study of Christian theology and ecumenical enquiry was Serampore College (1818). The first Missionary institution to impart Western style education in India was the Scottish Church College, Calcutta (1830). The first commerce and economics college in India was Sydenham College, Mumbai (1913). In India a new term has been introduced that is Autonomous Institutes & Colleges. An autonomous Colleges are colleges which need to be affiliated to a certain university. These colleges can conduct their own admission procedure, examination syllabus, fees structure etc. However, at the end of course completion, they cannot issue their own degree or diploma. The final degree or diploma is issued by the affiliated university. Also, some significant changes can pave way under the NEP (New Education Policy 2020) which may affect the present guidelines for universities and colleges. Israel In Israel, any non-university higher-learning facility is called a college. Institutions accredited by the Council for Higher Education in Israel (CHE) to confer a bachelor's degree are called "Academic Colleges" (Hebrew: מִכְלָלָה, romanized: Mikhlala; plural Hebrew: מכללות, romanized: Mikhlalot). These colleges (at least 4 for 2012) may also offer master's degrees and act as Research facilities. There are also over twenty teacher training colleges or seminaries, most of which may award only a Bachelor of Education (BEd) degree. Academic colleges: Any educational facility that had been approved to offer at least bachelor's degree is entitled by CHE to use the term academic college in its name. Engineering academic college: Any academic facility that offer at least bachelor's degree and most of it faculties are providing an Engineering degree and Engineering license. Educational academic college: After an educational facility that had been approved for "Teachers seminar" status is then approved to provide a Bachelor of Education, its name is changed to include "Educational Academic college." Technical college: A "Technical college" (מכללה טכנולוגית) is an educational facility that is approved to allow to provide P.E degree (הנדסאי) (14'th class) or technician (טכנאי) (13'th class) diploma and licenses. Training College: A "Training College" (מכללה להכשרה or מכללה מקצועית) is an educational facility that provides basic training allowing a person to receive a working permit in a field such as alternative medicine, cooking, Art, Mechanical, Electrical and other professions. A trainee could receive the right to work in certain professions as apprentice (j. mechanic, j. Electrician etc.). After working in the training field for enough time an apprentice could have a license to operate (Mechanic, Electrician). This educational facility is mostly used to provide basic training for low tech jobs and for job seekers without any training that are provided by the nation's Employment Service (שירות התעסוקה). Macau Following the Portuguese usage, the term "college" (colégio) in Macau has traditionally been used in the names for private (and non-governmental) pre-university educational institutions, which correspond to form one to form six level tiers. Such schools are usually run by the Roman Catholic church or missionaries in Macau. Examples include Chan Sui Ki Perpetual Help College, Yuet Wah College, and Sacred Heart Canossian College. Philippines In the Philippines, colleges usually refer to institutions of learning that grant degrees but whose scholastic fields are not as diverse as that of a university (University of Santo Tomas, University of the Philippines, Ateneo de Manila University, De La Salle University, Far Eastern University, and AMA University), such as the San Beda College which specializes in law, AMA Computer College whose campuses are spread all over the Philippines which specializes in information and computing technologies, and the Mapúa Institute of Technology which specializes in engineering, or to component units within universities that do not grant degrees but rather facilitate the instruction of a particular field, such as a College of Science and College of Engineering, among many other colleges of the University of the Philippines. A state college may not have the word "college" on its name, but may have several component colleges, or departments. Thus, the Eulogio Amang Rodriguez Institute of Science and Technology is a state college by classification. Usually, the term "college" is also thought of as a hierarchical demarcation between the term "university", and quite a number of colleges seek to be recognized as universities as a sign of improvement in academic standards (Colegio de San Juan de Letran, San Beda College), and increase in the diversity of the offered degree programs (called "courses"). For private colleges, this may be done through a survey and evaluation by the Commission on Higher Education and accrediting organizations, as was the case of Urios College which is now the Fr. Saturnino Urios University. For state colleges, it is usually done by a legislation by the Congress or Senate. In common usage, "going to college" simply means attending school for an undergraduate degree, whether it's from an institution recognized as a college or a university. When it comes to referring to the level of education, college is the term more used to be synonymous to tertiary or higher education. A student who is or has studied his/her undergraduate degree at either an institution with college or university in its name is considered to be going to or have gone to college. Singapore The term "college" in Singapore is generally only used for pre-university educational institutions called "Junior Colleges", which provide the final two years of secondary education (equivalent to sixth form in British terms or grades 11–12 in the American system). Since 1 January 2005, the term also refers to the three campuses of the Institute of Technical Education with the introduction of the "collegiate system", in which the three institutions are called ITE College East, ITE College Central, and ITE College West respectively. The term "university" is used to describe higher-education institutions offering locally conferred degrees. Institutions offering diplomas are called "polytechnics", while other institutions are often referred to as "institutes" and so forth. Sri Lanka There are several professional and vocational institutions that offer post-secondary education without granting degrees that are referred to as "colleges". This includes the Sri Lanka Law College, the many Technical Colleges and Teaching Colleges. Turkey In Turkey, the term "kolej" (college) refers to a private high school, typically preceded by one year of preparatory language education. Notable Turkish colleges include Robert College, Uskudar American Academy, American Collegiate Institute and Tarsus American College. Africa South Africa Although the term "college" is hardly used in any context at any university in South Africa, some non-university tertiary institutions call themselves colleges. These include teacher training colleges, business colleges and wildlife management colleges. See: List of universities in South Africa#Private colleges and universities; List of post secondary institutions in South Africa. Zimbabwe The term college is mainly used by private or independent secondary schools with Advanced Level (Upper 6th formers) and also Polytechnic Colleges which confer diplomas only. A student can complete secondary education (International General Certificate of Secondary Education, IGCSE) at 16 years and proceed straight to a poly-technical college or they can proceed to Advanced level (16 to 19 years) and obtain a General Certificate of Education (GCE) certificate which enables them to enroll at a university, provided they have good grades. Alternatively, with lower grades, the GCE certificate holders will have an added advantage over their GCSE counterparts if they choose to enroll at a polytechnical college. Some schools in Zimbabwe choose to offer the International Baccalaureate studies as an alternative to the IGCSE and GCE. Europe Greece Kollegio (in Greek Κολλέγιο) refers to the Centers of Post-Lyceum Education (in Greek Κέντρο Μεταλυκειακής Εκπαίδευσης, abbreviated as KEME), which are principally private and belong to the Greek post-secondary education system. Some of them have links to EU or US higher education institutions or accreditation organizations, such as the NEASC. Kollegio (or Kollegia in plural) may also refer to private non-tertiary schools, such as the Athens College. Ireland In Ireland the term "college" is normally used to describe an institution of tertiary education. University students often say they attend "college" rather than "university". Until 1989, no university provided teaching or research directly; they were formally offered by a constituent college of the university. There are number of secondary education institutions that traditionally used the word "college" in their names: these are either older, private schools (such as Belvedere College, Gonzaga College, Castleknock College, and St. Michael's College) or what were formerly a particular kind of secondary school. These secondary schools, formerly known as "technical colleges," were renamed "community colleges," but remain secondary schools. The country's only ancient university is the University of Dublin. Created during the reign of Elizabeth I, it is modelled on the collegiate universities of Cambridge and Oxford. However, only one constituent college was ever founded, hence the curious position of Trinity College Dublin today; although both are usually considered one and the same, the university and college are completely distinct corporate entities with separate and parallel governing structures. Among more modern foundations, the National University of Ireland, founded in 1908, consisted of constituent colleges and recognised colleges until 1997. The former are now referred to as constituent universities – institutions that are essentially universities in their own right. The National University can trace its existence back to 1850 and the creation of the Queen's University of Ireland and the creation of the Catholic University of Ireland in 1854. From 1880, the degree awarding roles of these two universities was taken over by the Royal University of Ireland, which remained until the creation of the National University in 1908 and Queen's University Belfast. The state's two new universities, Dublin City University and University of Limerick, were initially National Institute for Higher Education institutions. These institutions offered university level academic degrees and research from the start of their existence and were awarded university status in 1989 in recognition of this. Third level technical education in the state has been carried out in the Institutes of Technology, which were established from the 1970s as Regional Technical Colleges. These institutions have delegated authority which entitles them to give degrees and diplomas from Quality and Qualifications Ireland (QQI) in their own names. A number of private colleges exist such as Dublin Business School, providing undergraduate and postgraduate courses validated by QQI and in some cases by other universities. Other types of college include colleges of education, such as the Church of Ireland College of Education. These are specialist institutions, often linked to a university, which provide both undergraduate and postgraduate academic degrees for people who want to train as teachers. A number of state-funded further education colleges exist – which offer vocational education and training in a range of areas from business studies and information and communications technology to sports injury therapy. These courses are usually one, two or less often three years in duration and are validated by QQI at Levels 5 or 6, or for the BTEC Higher National Diploma award, which is a Level 6/7 qualification, validated by Edexcel. There are numerous private colleges (particularly in Dublin and Limerick) which offer both further and higher education qualifications. These degrees and diplomas are often certified by foreign universities/international awarding bodies and are aligned to the National Framework of Qualifications at Levels 6, 7 and 8. Netherlands In the Netherlands there are 3 main educational routes after high school. MBO (middle-level applied education), which is the equivalent of junior college. Designed to prepare students for either skilled trades and technical occupations and workers in support roles in professions such as engineering, accountancy, business administration, nursing, medicine, architecture, and criminology or for additional education at another college with more advanced academic material. HBO (higher professional education), which is the equivalent of college and has a professional orientation. After HBO (typically 4–6 years), pupils can enroll in a (professional) master's program (1–2 years) or enter the job market. The HBO is taught in vocational universities (hogescholen), of which there are over 40 in the Netherlands, each of which offers a broad variety of programs, with the exception of some that specialize in arts or agriculture. Note that the hogescholen are not allowed to name themselves university in Dutch. This also stretches to English and therefore HBO institutions are known as universities of applied sciences. WO (Scientific education), which is the equivalent to university level education and has an academic orientation.HBO graduates can be awarded two titles, which are Baccalaureus (bc.) and Ingenieur (ing.). At a WO institution, many more bachelor's and master's titles can be awarded. Bachelor's degrees: Bachelor of Arts (BA), Bachelor of Science (BSc) and Bachelor of Laws (LLB). Master's degrees: Master of Arts (MA), Master of Laws (LLM) and Master of Science (MSc). The PhD title is a research degree awarded upon completion and defense of a doctoral thesis. Portugal Presently in Portugal, the term colégio (college) is normally used as a generic reference to a private (non-government) school that provides from basic to secondary education. Many of the private schools include the term colégio in their name. Some special public schools – usually of the boarding school type – also include the term in their name, with a notable example being the Colégio Militar (Military College). The term colégio interno (literally "internal college") is used specifically as a generic reference to a boarding school. Until the 19th century, a colégio was usually a secondary or pre-university school, of public or religious nature, where the students usually lived together. A model for these colleges was the Royal College of Arts and Humanities, founded in Coimbra by King John III of Portugal in 1542. United Kingdom Secondary education and further education Further education (FE) colleges and sixth form colleges are institutions providing further education to students over 16. Some of these also provide higher education courses (see below). In the context of secondary education, 'college' is used in the names of some private schools, e.g. Eton College and Winchester College. Higher education In higher education, a college is normally a provider that does not hold university status, although it can also refer to a constituent part of a collegiate or federal university or a grouping of academic faculties or departments within a university. Traditionally the distinction between colleges and universities was that colleges did not award degrees while universities did, but this is no longer the case with NCG having gained taught degree awarding powers (the same as some universities) on behalf of its colleges, and many of the colleges of the University of London holding full degree awarding powers and being effectively universities. Most colleges, however, do not hold their own degree awarding powers and continue to offer higher education courses that are validated by universities or other institutions that can award degrees. In England, as of August 2016, over 60% of the higher education providers directly funded by HEFCE (208/340) are sixth-form or further education colleges, often termed colleges of further and higher education, along with 17 colleges of the University of London, one university college, 100 universities, and 14 other providers (six of which use 'college' in their name). Overall, this means over two-thirds of state-supported higher education providers in England are colleges of one form or another. Many private providers are also called colleges, e.g. the New College of the Humanities and St Patrick's College, London. Colleges within universities vary immensely in their responsibilities. The large constituent colleges of the University of London are effectively universities in their own right; colleges in some universities, including those of the University of the Arts London and smaller colleges of the University of London, run their own degree courses but do not award degrees; those at the University of Roehampton provide accommodation and pastoral care as well as delivering the teaching on university courses; those at Oxford and Cambridge deliver some teaching on university courses as well as providing accommodation and pastoral care; and those in Durham, Kent, Lancaster and York provide accommodation and pastoral care but do not normally participate in formal teaching. The legal status of these colleges also varies widely, with University of London colleges being independent corporations and recognised bodies, Oxbridge colleges, colleges of the University of the Highlands and Islands (UHI) and some Durham colleges being independent corporations and listed bodies, most Durham colleges being owned by the university but still listed bodies, and those of other collegiate universities not having formal recognition. When applying for undergraduate courses through UCAS, University of London colleges are treated as independent providers, colleges of Oxford, Cambridge, Durham and UHI are treated as locations within the universities that can be selected by specifying a 'campus code' in addition to selecting the university, and colleges of other universities are not recognised.The UHI and the University of Wales Trinity Saint David (UWTSD) both include further education colleges. However, while the UHI colleges integrate FE and HE provision, UWTSD maintains a separation between the university campuses (Lampeter, Carmarthen and Swansea) and the two colleges (Coleg Sir Gâr and Coleg Ceredigion; n.b. coleg is Welsh for college), which although part of the same group are treated as separate institutions rather than colleges within the university.A university college is an independent institution with the power to award taught degrees, but which has not been granted university status. University College is a protected title that can only be used with permission, although note that University College London, University College, Oxford and University College, Durham are colleges within their respective universities and not university colleges (in the case of UCL holding full degree awarding powers that set it above a university college), while University College Birmingham is a university in its own right and also not a university college. Oceania Australia In Australia a college may be an institution of tertiary education that is smaller than a university, run independently or as part of a university. Following a reform in the 1980s many of the formerly independent colleges now belong to a larger universities. Referring to parts of a university, there are residential colleges which provide residence for students, both undergraduate and postgraduate, called university colleges. These colleges often provide additional tutorial assistance, and some host theological study. Many colleges have strong traditions and rituals, so are a combination of dormitory style accommodation and fraternity or sorority culture. Most technical and further education institutions (TAFEs), which offer certificate and diploma vocational courses, are styled "TAFE colleges" or "Colleges of TAFE". In some places, such as Tasmania, college refers to a type of school for Year 11 and 12 students, e.g. Don College. New Zealand The constituent colleges of the former University of New Zealand (such as Canterbury University College) have become independent universities. Some halls of residence associated with New Zealand universities retain the name of "college", particularly at the University of Otago (which although brought under the umbrella of the University of New Zealand, already possessed university status and degree awarding powers). The institutions formerly known as "Teacher-training colleges" now style themselves "College of education". Some universities, such as the University of Canterbury, have divided their university into constituent administrative "Colleges" – the College of Arts containing departments that teach Arts, Humanities and Social Sciences, College of Science containing Science departments, and so on. This is largely modelled on the Cambridge model, discussed above. Like the United Kingdom some professional bodies in New Zealand style themselves as "colleges", for example, the Royal Australasian College of Surgeons, the Royal Australasian College of Physicians. In some parts of the country, secondary school is often referred to as college and the term is used interchangeably with high school. This sometimes confuses people from other parts of New Zealand. But in all parts of the country many secondary schools have "College" in their name, such as Rangitoto College, New Zealand's largest secondary. Notes References External links See also Community college Residential college University college Vocational university Madrasa Ashrama (stage)

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A college (Latin: collegium) is an educational institution or a constituent part of one. A college may be a degree-awarding tertiary educational institution, a part of a collegiate or federal university, an institution offering vocational education, or a secondary school. In most of the world, a college may be a high school or secondary school, a college of further education, a training institution that awards trade qualifications, a higher-education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university. In the United States, a college may offer undergraduate programs – either as an independent institution or as the undergraduate program of a university – or it may be a residential college of a university or a community college, referring to (primarily public) higher education institutions that aim to provide affordable and accessible education, usually limited to two-year associate degrees. The word is generally also used as a synonym for a university in the US. Colleges in countries such as France, Belgium, and Switzerland provide secondary education. Etymology The word "college" is from the Latin verb lego, legere, legi, lectum, "to collect, gather together, pick", plus the preposition cum, "with", thus meaning "selected together". Thus "colleagues" are literally "persons who have been selected to work together". In ancient Rome a collegium was a "body, guild, corporation united in colleagueship; of magistrates, praetors, tribunes, priests, augurs; a political club or trade guild". Thus a college was a form of corporation or corporate body, an artificial legal person (body/corpus) with its own legal personality, with the capacity to enter into legal contracts, to sue and be sued. In mediaeval England there were colleges of priests, for example in chantry chapels; modern survivals include the Royal College of Surgeons in England (originally the Guild of Surgeons Within the City of London), the College of Arms in London (a body of heralds enforcing heraldic law), an electoral college (to elect representatives), etc., all groups of persons "selected in common" to perform a specified function and appointed by a monarch, founder or other person in authority. As for the modern "college of education", it was a body created for that purpose, for example Eton College was founded in 1440 by letters patent of King Henry VI for the constitution of a college of Fellows, priests, clerks, choristers, poor scholars, and old poor men, with one master or governor, whose duty it shall be to instruct these scholars and any others who may resort thither from any part of England in the knowledge of letters, and especially of grammar, without payment". Overview Higher education Within higher education, the term can be used to refer to: A constituent part of a collegiate university, for example King's College, Cambridge, or of a federal university, for example King's College London. A liberal arts college, an independent institution of higher education focusing on undergraduate education, such as Williams College or Amherst College. A liberal arts division of a university whose undergraduate program does not otherwise follow a liberal arts model, such as the Yuanpei College at Peking University. An institute providing specialised training, such as a college of further education, for example Belfast Metropolitan College, a teacher training college, or an art college. In the United States, college is sometimes but rarely a synonym for a research university, such as Dartmouth College, one of the eight universities in the Ivy League. In the United States, the undergraduate college of a university which also confers graduate degrees, such as Yale College, the undergraduate college within Yale University. Further education A sixth form college or college of further education is an educational institution in England, Wales, Northern Ireland, Belize, the Caribbean, Malta, Norway, Brunei, or Southern Africa, among others, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC, HND or its equivalent and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In Singapore and India, this is known as a junior college. The municipal government of the city of Paris uses the phrase "sixth form college" as the English name for a lycée. Secondary education In some national education systems, secondary schools may be called "colleges" or have "college" as part of their title. In Australia the term "college" is applied to any private or independent (non-government) primary and, especially, secondary school as distinct from a state school. Melbourne Grammar School, Cranbrook School, Sydney and The King's School, Parramatta are considered colleges. There has also been a recent trend to rename or create government secondary schools as "colleges". In the state of Victoria, some state high schools are referred to as secondary colleges, although the pre-eminent government secondary school for boys in Melbourne is still named Melbourne High School. In Western Australia, South Australia and the Northern Territory, "college" is used in the name of all state high schools built since the late 1990s, and also some older ones. In New South Wales, some high schools, especially multi-campus schools resulting from mergers, are known as "secondary colleges". In Queensland some newer schools which accept primary and high school students are styled state college, but state schools offering only secondary education are called "State High School". In Tasmania and the Australian Capital Territory, "college" refers to the final two years of high school (years 11 and 12), and the institutions which provide this. In this context, "college" is a system independent of the other years of high school. Here, the expression is a shorter version of matriculation college. In a number of Canadian cities, many government-run secondary schools are called "collegiates" or "collegiate institutes" (C.I.), a complicated form of the word "college" which avoids the usual "post-secondary" connotation. This is because these secondary schools have traditionally focused on academic, rather than vocational, subjects and ability levels (for example, collegiates offered Latin while vocational schools offered technical courses). Some private secondary schools (such as Upper Canada College, Vancouver College) choose to use the word "college" in their names nevertheless. Some secondary schools elsewhere in the country, particularly ones within the separate school system, may also use the word "college" or "collegiate" in their names.In New Zealand the word "college" normally refers to a secondary school for ages 13 to 17 and "college" appears as part of the name especially of private or integrated schools. "Colleges" most frequently appear in the North Island, whereas "high schools" are more common in the South Island. In the Netherlands, "college" is equivalent to HBO (Higher professional education). It is oriented towards professional training with clear occupational outlook, unlike universities which are scientifically oriented. In South Africa, some secondary schools, especially private schools on the English public school model, have "college" in their title, including six of South Africa's Elite Seven high schools. A typical example of this category would be St John's College. Private schools that specialize in improving children's marks through intensive focus on examination needs are informally called "cram-colleges". In Sri Lanka the word "college" (known as Vidyalaya in Sinhala) normally refers to a secondary school, which usually signifies above the 5th standard. During the British colonial period a limited number of exclusive secondary schools were established based on English public school model (Royal College Colombo, S. Thomas' College, Mount Lavinia, Trinity College, Kandy) these along with several Catholic schools (St. Joseph's College, Colombo, St Anthony's College) traditionally carry their name as colleges. Following the start of free education in 1931 large group of central colleges were established to educate the rural masses. Since Sri Lanka gained Independence in 1948, many schools that have been established have been named as "college". Other As well as an educational institution, the term, in accordance with its etymology, may also refer to any formal group of colleagues set up under statute or regulation; often under a Royal Charter. Examples include an electoral college, the College of Arms, a college of canons, and the College of Cardinals. Other collegiate bodies include professional associations, particularly in medicine and allied professions. In the UK these include the Royal College of Nursing and the Royal College of Physicians. Examples in the United States include the American College of Physicians, the American College of Surgeons, and the American College of Dentists. An example in Australia is the Royal Australian College of General Practitioners. College by country The different ways in which the term "College" is used to describe educational institutions in various regions of the world is listed below: Americas Canada In Canadian English, the term "college" usually refers to a trades school, applied arts/science/technology/business/health school or community college. These are post-secondary institutions granting certificates, diplomas, associate degrees and (in some cases) bachelor's degrees. The French acronym specific to public institutions within Quebec's particular system of pre-university and technical education is CEGEP (Collège d'enseignement général et professionnel, "college of general and professional education"). They are collegiate-level institutions that a student typically enrols in if they wish to continue onto university in the Quebec education system, or to learn a trade. In Ontario and Alberta, there are also institutions that are designated university colleges, which only grant undergraduate degrees. This is to differentiate between universities, which have both undergraduate and graduate programs and those that do not. In Canada, there is a strong distinction between "college" and "university". In conversation, one specifically would say either "they are going to university" (i.e., studying for a three- or four-year degree at a university) or "they are going to college" (i.e., studying at a technical/career training). Usage in a university setting The term college also applies to distinct entities that formally act as an affiliated institution of the university, formally referred to as federated college, or affiliated colleges. A university may also formally include several constituent colleges, forming a collegiate university. Examples of collegiate universities in Canada include Trent University, and the University of Toronto. These types of institutions act independently, maintaining their own endowments, and properties. However, they remain either affiliated, or federated with the overarching university, with the overarching university being the institution that formally grants the degrees. For example, Trinity College was once an independent institution, but later became federated with the University of Toronto. Several centralized universities in Canada have mimicked the collegiate university model; although constituent colleges in a centralized university remains under the authority of the central administration. Centralized universities that have adopted the collegiate model to a degree includes the University of British Columbia, with Green College and St. John's College; and the Memorial University of Newfoundland, with Sir Wilfred Grenfell College. Occasionally, "college" refers to a subject specific faculty within a university that, while distinct, are neither federated nor affiliated—College of Education, College of Medicine, College of Dentistry, College of Biological Science among others. The Royal Military College of Canada is a military college which trains officers for the Canadian Armed Forces. The institution is a full-fledged university, with the authority to issue graduate degrees, although it continues to word the term college in its name. The institution's sister schools, Royal Military College Saint-Jean also uses the term college in its name, although it academic offering is akin to a CEGEP institution in Quebec. A number of post-secondary art schools in Canada formerly used the word college in their names, despite formally being universities. However, most of these institutions were renamed, or re-branded in the early 21st century, omitting the word college from its name. Usage in secondary education The word college continues to be used in the names public separate secondary schools in Ontario. A number of independent schools across Canada also use the word college in its name.Public secular school boards in Ontario also refer to their secondary schools as collegiate institutes. However, usage of the word collegiate institute varies between school boards. Collegiate institute is the predominant name for secondary schools in Lakehead District School Board, and Toronto District School Board, although most school boards in Ontario use collegiate institute alongside high school, and secondary school in the names of their institutions. Similarly, secondary schools in Regina, and Saskatoon are referred to as Collegiate. Chile In Chile, the term "college" is usually used in the name of some bilingual schools, like Santiago College, Saint George's College etc. Since 2009 the Pontifical Catholic University of Chile incorporated college as a bachelor's degree, it has a Bachelor of Natural Sciences and Mathematics, a Bachelor of Social Science and a Bachelor of Arts and Humanities. It has the same system as the American universities, it combines majors and minors. And it let the students continue a higher degree in the same university once finished. United States In the United States, there were 5,916 post-secondary institutions (universities and colleges) as of 2020–21, having peaked at 7,253 in 2012–13 and fallen every year since. A "college" in the US can refer to a constituent part of a university (which can be a residential college, the sub-division of the university offering undergraduate courses, or a school of the university offering particular specialized courses), an independent institution offering bachelor's-level courses, or an institution offering instruction in a particular professional, technical or vocational field. In popular usage, the word "college" is the generic term for any post-secondary undergraduate education. Americans "go to college" after high school, regardless of whether the specific institution is formally a college or a university. Some students choose to dual-enroll, by taking college classes while still in high school. The word and its derivatives are the standard terms used to describe the institutions and experiences associated with American post-secondary undergraduate education. Students must pay for college before taking classes. Some borrow the money via loans, and some students fund their educations with cash, scholarships, grants, or some combination of these payment methods. In 2011, the state or federal government subsidized $8,000 to $100,000 for each undergraduate degree. For state-owned schools (called "public" universities), the subsidy was given to the college, with the student benefiting from lower tuition. The state subsidized on average 50% of public university tuition. Colleges vary in terms of size, degree, and length of stay. Two-year colleges, also known as junior or community colleges, usually offer an associate degree, and four-year colleges usually offer a bachelor's degree. Often, these are entirely undergraduate institutions, although some have graduate school programs. Four-year institutions in the U.S. that emphasize a liberal arts curriculum are known as liberal arts colleges. Until the 20th century, liberal arts, law, medicine, theology, and divinity were about the only form of higher education available in the United States. These schools have traditionally emphasized instruction at the undergraduate level, although advanced research may still occur at these institutions. While there is no national standard in the United States, the term "university" primarily designates institutions that provide undergraduate and graduate education. A university typically has as its core and its largest internal division an undergraduate college teaching a liberal arts curriculum, also culminating in a bachelor's degree. What often distinguishes a university is having, in addition, one or more graduate schools engaged in both teaching graduate classes and in research. Often these would be called a School of Law or School of Medicine, (but may also be called a college of law, or a faculty of law). An exception is Vincennes University, Indiana, which is styled and chartered as a "university" even though almost all of its academic programs lead only to two-year associate degrees. Some institutions, such as Dartmouth College and The College of William & Mary, have retained the term "college" in their names for historical reasons. In one unique case, Boston College and Boston University, the former located in Chestnut Hill, Massachusetts and the latter located in Boston, Massachusetts, are completely separate institutions. Usage of the terms varies among the states. In 1996, for example, Georgia changed all of its four-year institutions previously designated as colleges to universities, and all of its vocational technology schools to technical colleges. The terms "university" and "college" do not exhaust all possible titles for an American institution of higher education. Other options include "institute" (Worcester Polytechnic Institute and Massachusetts Institute of Technology), "academy" (United States Military Academy), "union" (Cooper Union), "conservatory" (New England Conservatory), and "school" (Juilliard School). In colloquial use, they are still referred to as "college" when referring to their undergraduate studies. The term college is also, as in the United Kingdom, used for a constituent semi-autonomous part of a larger university but generally organized on academic rather than residential lines. For example, at many institutions, the undergraduate portion of the university can be briefly referred to as the college (such as The College of the University of Chicago, Harvard College at Harvard, or Columbia College at Columbia) while at others, such as the University of California, Berkeley, "colleges" are collections of academic programs and other units that share some common characteristics, mission, or disciplinary focus (the "college of engineering", the "college of nursing", and so forth). There exist other variants for historical reasons, including some uses that exist because of mergers and acquisitions; for example, Duke University, which was called Trinity College until the 1920s, still calls its main undergraduate subdivision Trinity College of Arts and Sciences. Residential colleges Some American universities, such as Princeton, Rice, and Yale have established residential colleges (sometimes, as at Harvard, the first to establish such a system in the 1930s, known as houses) along the lines of Oxford or Cambridge. Unlike the Oxbridge colleges, but similarly to Durham, these residential colleges are not autonomous legal entities nor are they typically much involved in education itself, being primarily concerned with room, board, and social life. At the University of Michigan, University of California, San Diego and the University of California, Santa Cruz, each residential college teaches its own core writing courses and has its own distinctive set of graduation requirements. Many U.S. universities have placed increased emphasis on their residential colleges in recent years. This is exemplified by the creation of new colleges at Ivy League schools such as Yale University and Princeton University, and efforts to strengthen the contribution of the residential colleges to student education, including through a 2016 taskforce at Princeton on residential colleges. Origin of the U.S. usage The founders of the first institutions of higher education in the United States were graduates of the University of Oxford and the University of Cambridge. The small institutions they founded would not have seemed to them like universities – they were tiny and did not offer the higher degrees in medicine and theology. Furthermore, they were not composed of several small colleges. Instead, the new institutions felt like the Oxford and Cambridge colleges they were used to – small communities, housing and feeding their students, with instruction from residential tutors (as in the United Kingdom, described above). When the first students graduated, these "colleges" assumed the right to confer degrees upon them, usually with authority—for example, The College of William & Mary has a royal charter from the British monarchy allowing it to confer degrees while Dartmouth College has a charter permitting it to award degrees "as are usually granted in either of the universities, or any other college in our realm of Great Britain." The leaders of Harvard College (which granted America's first degrees in 1642) might have thought of their college as the first of many residential colleges that would grow up into a New Cambridge university. However, over time, few new colleges were founded there, and Harvard grew and added higher faculties. Eventually, it changed its title to university, but the term "college" had stuck and "colleges" have arisen across the United States. In U.S. usage, the word "college" not only embodies a particular type of school, but has historically been used to refer to the general concept of higher education when it is not necessary to specify a school, as in "going to college" or "college savings accounts" offered by banks. In a survey of more than 2,000 college students in 33 states and 156 different campuses, the U.S. Public Interest Research Group found the average student spends as much as $1,200 each year on textbooks and supplies alone. By comparison, the group says that's the equivalent of 39 percent of tuition and fees at a community college, and 14 percent of tuition and fees at a four-year public university. Morrill Land-Grant Act In addition to private colleges and universities, the U.S. also has a system of government funded, public universities. Many were founded under the Morrill Land-Grant Colleges Act of 1862. A movement had arisen to bring a form of more practical higher education to the masses, as "...many politicians and educators wanted to make it possible for all young Americans to receive some sort of advanced education." The Morrill Act "...made it possible for the new western states to establish colleges for the citizens." Its goal was to make higher education more easily accessible to the citizenry of the country, specifically to improve agricultural systems by providing training and scholarship in the production and sales of agricultural products, and to provide formal education in "...agriculture, home economics, mechanical arts, and other professions that seemed practical at the time."The act was eventually extended to allow all states that had remained with the Union during the American Civil War, and eventually all states, to establish such institutions. Most of the colleges established under the Morrill Act have since become full universities, and some are among the elite of the world. Benefits of college Selection of a four-year college as compared to a two-year junior college, even by marginal students such as those with a C+ grade average in high school and SAT scores in the mid 800s, increases the probability of graduation and confers substantial economic and social benefits. Asia Bangladesh In Bangladesh, educational institutions offering higher secondary (11th–12th grade) education are known as colleges. Hong Kong In Hong Kong, the term 'college' is used by tertiary institutions as either part of their names or to refer to a constituent part of the university, such as the colleges in the collegiate The Chinese University of Hong Kong; or to a residence hall of a university, such as St. John's College, University of Hong Kong. Many older secondary schools have the term 'college' as part of their names. India The modern system of education was heavily influenced by the British starting in 1835.In India, the term "college" is commonly reserved for institutions that offer high school diplomas at year 12 ("Junior College", similar to American high schools), and those that offer the bachelor's degree; some colleges, however, offer programmes up to PhD level. Generally, colleges are located in different parts of a state and all of them are affiliated to a regional university. The colleges offer programmes leading to degrees of that university. Colleges may be either Autonomous or non-autonomous. Autonomous Colleges are empowered to establish their own syllabus, and conduct and assess their own examinations; in non-autonomous colleges, examinations are conducted by the university, at the same time for all colleges under its affiliation. There are several hundred universities and each university has affiliated colleges, often a large number. The first liberal arts and sciences college in India was "Cottayam College" or the "Syrian College", Kerala in 1815. The First inter linguistic residential education institution in Asia was started at this college. At present it is a Theological seminary which is popularly known as Orthodox Theological Seminary or Old Seminary. After that, CMS College, Kottayam, established in 1817, and the Presidency College, Kolkata, also 1817, initially known as Hindu College. The first college for the study of Christian theology and ecumenical enquiry was Serampore College (1818). The first Missionary institution to impart Western style education in India was the Scottish Church College, Calcutta (1830). The first commerce and economics college in India was Sydenham College, Mumbai (1913). In India a new term has been introduced that is Autonomous Institutes & Colleges. An autonomous Colleges are colleges which need to be affiliated to a certain university. These colleges can conduct their own admission procedure, examination syllabus, fees structure etc. However, at the end of course completion, they cannot issue their own degree or diploma. The final degree or diploma is issued by the affiliated university. Also, some significant changes can pave way under the NEP (New Education Policy 2020) which may affect the present guidelines for universities and colleges. Israel In Israel, any non-university higher-learning facility is called a college. Institutions accredited by the Council for Higher Education in Israel (CHE) to confer a bachelor's degree are called "Academic Colleges" (Hebrew: מִכְלָלָה, romanized: Mikhlala; plural Hebrew: מכללות, romanized: Mikhlalot). These colleges (at least 4 for 2012) may also offer master's degrees and act as Research facilities. There are also over twenty teacher training colleges or seminaries, most of which may award only a Bachelor of Education (BEd) degree. Academic colleges: Any educational facility that had been approved to offer at least bachelor's degree is entitled by CHE to use the term academic college in its name. Engineering academic college: Any academic facility that offer at least bachelor's degree and most of it faculties are providing an Engineering degree and Engineering license. Educational academic college: After an educational facility that had been approved for "Teachers seminar" status is then approved to provide a Bachelor of Education, its name is changed to include "Educational Academic college." Technical college: A "Technical college" (מכללה טכנולוגית) is an educational facility that is approved to allow to provide P.E degree (הנדסאי) (14'th class) or technician (טכנאי) (13'th class) diploma and licenses. Training College: A "Training College" (מכללה להכשרה or מכללה מקצועית) is an educational facility that provides basic training allowing a person to receive a working permit in a field such as alternative medicine, cooking, Art, Mechanical, Electrical and other professions. A trainee could receive the right to work in certain professions as apprentice (j. mechanic, j. Electrician etc.). After working in the training field for enough time an apprentice could have a license to operate (Mechanic, Electrician). This educational facility is mostly used to provide basic training for low tech jobs and for job seekers without any training that are provided by the nation's Employment Service (שירות התעסוקה). Macau Following the Portuguese usage, the term "college" (colégio) in Macau has traditionally been used in the names for private (and non-governmental) pre-university educational institutions, which correspond to form one to form six level tiers. Such schools are usually run by the Roman Catholic church or missionaries in Macau. Examples include Chan Sui Ki Perpetual Help College, Yuet Wah College, and Sacred Heart Canossian College. Philippines In the Philippines, colleges usually refer to institutions of learning that grant degrees but whose scholastic fields are not as diverse as that of a university (University of Santo Tomas, University of the Philippines, Ateneo de Manila University, De La Salle University, Far Eastern University, and AMA University), such as the San Beda College which specializes in law, AMA Computer College whose campuses are spread all over the Philippines which specializes in information and computing technologies, and the Mapúa Institute of Technology which specializes in engineering, or to component units within universities that do not grant degrees but rather facilitate the instruction of a particular field, such as a College of Science and College of Engineering, among many other colleges of the University of the Philippines. A state college may not have the word "college" on its name, but may have several component colleges, or departments. Thus, the Eulogio Amang Rodriguez Institute of Science and Technology is a state college by classification. Usually, the term "college" is also thought of as a hierarchical demarcation between the term "university", and quite a number of colleges seek to be recognized as universities as a sign of improvement in academic standards (Colegio de San Juan de Letran, San Beda College), and increase in the diversity of the offered degree programs (called "courses"). For private colleges, this may be done through a survey and evaluation by the Commission on Higher Education and accrediting organizations, as was the case of Urios College which is now the Fr. Saturnino Urios University. For state colleges, it is usually done by a legislation by the Congress or Senate. In common usage, "going to college" simply means attending school for an undergraduate degree, whether it's from an institution recognized as a college or a university. When it comes to referring to the level of education, college is the term more used to be synonymous to tertiary or higher education. A student who is or has studied his/her undergraduate degree at either an institution with college or university in its name is considered to be going to or have gone to college. Singapore The term "college" in Singapore is generally only used for pre-university educational institutions called "Junior Colleges", which provide the final two years of secondary education (equivalent to sixth form in British terms or grades 11–12 in the American system). Since 1 January 2005, the term also refers to the three campuses of the Institute of Technical Education with the introduction of the "collegiate system", in which the three institutions are called ITE College East, ITE College Central, and ITE College West respectively. The term "university" is used to describe higher-education institutions offering locally conferred degrees. Institutions offering diplomas are called "polytechnics", while other institutions are often referred to as "institutes" and so forth. Sri Lanka There are several professional and vocational institutions that offer post-secondary education without granting degrees that are referred to as "colleges". This includes the Sri Lanka Law College, the many Technical Colleges and Teaching Colleges. Turkey In Turkey, the term "kolej" (college) refers to a private high school, typically preceded by one year of preparatory language education. Notable Turkish colleges include Robert College, Uskudar American Academy, American Collegiate Institute and Tarsus American College. Africa South Africa Although the term "college" is hardly used in any context at any university in South Africa, some non-university tertiary institutions call themselves colleges. These include teacher training colleges, business colleges and wildlife management colleges. See: List of universities in South Africa#Private colleges and universities; List of post secondary institutions in South Africa. Zimbabwe The term college is mainly used by private or independent secondary schools with Advanced Level (Upper 6th formers) and also Polytechnic Colleges which confer diplomas only. A student can complete secondary education (International General Certificate of Secondary Education, IGCSE) at 16 years and proceed straight to a poly-technical college or they can proceed to Advanced level (16 to 19 years) and obtain a General Certificate of Education (GCE) certificate which enables them to enroll at a university, provided they have good grades. Alternatively, with lower grades, the GCE certificate holders will have an added advantage over their GCSE counterparts if they choose to enroll at a polytechnical college. Some schools in Zimbabwe choose to offer the International Baccalaureate studies as an alternative to the IGCSE and GCE. Europe Greece Kollegio (in Greek Κολλέγιο) refers to the Centers of Post-Lyceum Education (in Greek Κέντρο Μεταλυκειακής Εκπαίδευσης, abbreviated as KEME), which are principally private and belong to the Greek post-secondary education system. Some of them have links to EU or US higher education institutions or accreditation organizations, such as the NEASC. Kollegio (or Kollegia in plural) may also refer to private non-tertiary schools, such as the Athens College. Ireland In Ireland the term "college" is normally used to describe an institution of tertiary education. University students often say they attend "college" rather than "university". Until 1989, no university provided teaching or research directly; they were formally offered by a constituent college of the university. There are number of secondary education institutions that traditionally used the word "college" in their names: these are either older, private schools (such as Belvedere College, Gonzaga College, Castleknock College, and St. Michael's College) or what were formerly a particular kind of secondary school. These secondary schools, formerly known as "technical colleges," were renamed "community colleges," but remain secondary schools. The country's only ancient university is the University of Dublin. Created during the reign of Elizabeth I, it is modelled on the collegiate universities of Cambridge and Oxford. However, only one constituent college was ever founded, hence the curious position of Trinity College Dublin today; although both are usually considered one and the same, the university and college are completely distinct corporate entities with separate and parallel governing structures. Among more modern foundations, the National University of Ireland, founded in 1908, consisted of constituent colleges and recognised colleges until 1997. The former are now referred to as constituent universities – institutions that are essentially universities in their own right. The National University can trace its existence back to 1850 and the creation of the Queen's University of Ireland and the creation of the Catholic University of Ireland in 1854. From 1880, the degree awarding roles of these two universities was taken over by the Royal University of Ireland, which remained until the creation of the National University in 1908 and Queen's University Belfast. The state's two new universities, Dublin City University and University of Limerick, were initially National Institute for Higher Education institutions. These institutions offered university level academic degrees and research from the start of their existence and were awarded university status in 1989 in recognition of this. Third level technical education in the state has been carried out in the Institutes of Technology, which were established from the 1970s as Regional Technical Colleges. These institutions have delegated authority which entitles them to give degrees and diplomas from Quality and Qualifications Ireland (QQI) in their own names. A number of private colleges exist such as Dublin Business School, providing undergraduate and postgraduate courses validated by QQI and in some cases by other universities. Other types of college include colleges of education, such as the Church of Ireland College of Education. These are specialist institutions, often linked to a university, which provide both undergraduate and postgraduate academic degrees for people who want to train as teachers. A number of state-funded further education colleges exist – which offer vocational education and training in a range of areas from business studies and information and communications technology to sports injury therapy. These courses are usually one, two or less often three years in duration and are validated by QQI at Levels 5 or 6, or for the BTEC Higher National Diploma award, which is a Level 6/7 qualification, validated by Edexcel. There are numerous private colleges (particularly in Dublin and Limerick) which offer both further and higher education qualifications. These degrees and diplomas are often certified by foreign universities/international awarding bodies and are aligned to the National Framework of Qualifications at Levels 6, 7 and 8. Netherlands In the Netherlands there are 3 main educational routes after high school. MBO (middle-level applied education), which is the equivalent of junior college. Designed to prepare students for either skilled trades and technical occupations and workers in support roles in professions such as engineering, accountancy, business administration, nursing, medicine, architecture, and criminology or for additional education at another college with more advanced academic material. HBO (higher professional education), which is the equivalent of college and has a professional orientation. After HBO (typically 4–6 years), pupils can enroll in a (professional) master's program (1–2 years) or enter the job market. The HBO is taught in vocational universities (hogescholen), of which there are over 40 in the Netherlands, each of which offers a broad variety of programs, with the exception of some that specialize in arts or agriculture. Note that the hogescholen are not allowed to name themselves university in Dutch. This also stretches to English and therefore HBO institutions are known as universities of applied sciences. WO (Scientific education), which is the equivalent to university level education and has an academic orientation.HBO graduates can be awarded two titles, which are Baccalaureus (bc.) and Ingenieur (ing.). At a WO institution, many more bachelor's and master's titles can be awarded. Bachelor's degrees: Bachelor of Arts (BA), Bachelor of Science (BSc) and Bachelor of Laws (LLB). Master's degrees: Master of Arts (MA), Master of Laws (LLM) and Master of Science (MSc). The PhD title is a research degree awarded upon completion and defense of a doctoral thesis. Portugal Presently in Portugal, the term colégio (college) is normally used as a generic reference to a private (non-government) school that provides from basic to secondary education. Many of the private schools include the term colégio in their name. Some special public schools – usually of the boarding school type – also include the term in their name, with a notable example being the Colégio Militar (Military College). The term colégio interno (literally "internal college") is used specifically as a generic reference to a boarding school. Until the 19th century, a colégio was usually a secondary or pre-university school, of public or religious nature, where the students usually lived together. A model for these colleges was the Royal College of Arts and Humanities, founded in Coimbra by King John III of Portugal in 1542. United Kingdom Secondary education and further education Further education (FE) colleges and sixth form colleges are institutions providing further education to students over 16. Some of these also provide higher education courses (see below). In the context of secondary education, 'college' is used in the names of some private schools, e.g. Eton College and Winchester College. Higher education In higher education, a college is normally a provider that does not hold university status, although it can also refer to a constituent part of a collegiate or federal university or a grouping of academic faculties or departments within a university. Traditionally the distinction between colleges and universities was that colleges did not award degrees while universities did, but this is no longer the case with NCG having gained taught degree awarding powers (the same as some universities) on behalf of its colleges, and many of the colleges of the University of London holding full degree awarding powers and being effectively universities. Most colleges, however, do not hold their own degree awarding powers and continue to offer higher education courses that are validated by universities or other institutions that can award degrees. In England, as of August 2016, over 60% of the higher education providers directly funded by HEFCE (208/340) are sixth-form or further education colleges, often termed colleges of further and higher education, along with 17 colleges of the University of London, one university college, 100 universities, and 14 other providers (six of which use 'college' in their name). Overall, this means over two-thirds of state-supported higher education providers in England are colleges of one form or another. Many private providers are also called colleges, e.g. the New College of the Humanities and St Patrick's College, London. Colleges within universities vary immensely in their responsibilities. The large constituent colleges of the University of London are effectively universities in their own right; colleges in some universities, including those of the University of the Arts London and smaller colleges of the University of London, run their own degree courses but do not award degrees; those at the University of Roehampton provide accommodation and pastoral care as well as delivering the teaching on university courses; those at Oxford and Cambridge deliver some teaching on university courses as well as providing accommodation and pastoral care; and those in Durham, Kent, Lancaster and York provide accommodation and pastoral care but do not normally participate in formal teaching. The legal status of these colleges also varies widely, with University of London colleges being independent corporations and recognised bodies, Oxbridge colleges, colleges of the University of the Highlands and Islands (UHI) and some Durham colleges being independent corporations and listed bodies, most Durham colleges being owned by the university but still listed bodies, and those of other collegiate universities not having formal recognition. When applying for undergraduate courses through UCAS, University of London colleges are treated as independent providers, colleges of Oxford, Cambridge, Durham and UHI are treated as locations within the universities that can be selected by specifying a 'campus code' in addition to selecting the university, and colleges of other universities are not recognised.The UHI and the University of Wales Trinity Saint David (UWTSD) both include further education colleges. However, while the UHI colleges integrate FE and HE provision, UWTSD maintains a separation between the university campuses (Lampeter, Carmarthen and Swansea) and the two colleges (Coleg Sir Gâr and Coleg Ceredigion; n.b. coleg is Welsh for college), which although part of the same group are treated as separate institutions rather than colleges within the university.A university college is an independent institution with the power to award taught degrees, but which has not been granted university status. University College is a protected title that can only be used with permission, although note that University College London, University College, Oxford and University College, Durham are colleges within their respective universities and not university colleges (in the case of UCL holding full degree awarding powers that set it above a university college), while University College Birmingham is a university in its own right and also not a university college. Oceania Australia In Australia a college may be an institution of tertiary education that is smaller than a university, run independently or as part of a university. Following a reform in the 1980s many of the formerly independent colleges now belong to a larger universities. Referring to parts of a university, there are residential colleges which provide residence for students, both undergraduate and postgraduate, called university colleges. These colleges often provide additional tutorial assistance, and some host theological study. Many colleges have strong traditions and rituals, so are a combination of dormitory style accommodation and fraternity or sorority culture. Most technical and further education institutions (TAFEs), which offer certificate and diploma vocational courses, are styled "TAFE colleges" or "Colleges of TAFE". In some places, such as Tasmania, college refers to a type of school for Year 11 and 12 students, e.g. Don College. New Zealand The constituent colleges of the former University of New Zealand (such as Canterbury University College) have become independent universities. Some halls of residence associated with New Zealand universities retain the name of "college", particularly at the University of Otago (which although brought under the umbrella of the University of New Zealand, already possessed university status and degree awarding powers). The institutions formerly known as "Teacher-training colleges" now style themselves "College of education". Some universities, such as the University of Canterbury, have divided their university into constituent administrative "Colleges" – the College of Arts containing departments that teach Arts, Humanities and Social Sciences, College of Science containing Science departments, and so on. This is largely modelled on the Cambridge model, discussed above. Like the United Kingdom some professional bodies in New Zealand style themselves as "colleges", for example, the Royal Australasian College of Surgeons, the Royal Australasian College of Physicians. In some parts of the country, secondary school is often referred to as college and the term is used interchangeably with high school. This sometimes confuses people from other parts of New Zealand. But in all parts of the country many secondary schools have "College" in their name, such as Rangitoto College, New Zealand's largest secondary. Notes References External links See also Community college Residential college University college Vocational university Madrasa Ashrama (stage)

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A college (Latin: collegium) is an educational institution or a constituent part of one. A college may be a degree-awarding tertiary educational institution, a part of a collegiate or federal university, an institution offering vocational education, or a secondary school. In most of the world, a college may be a high school or secondary school, a college of further education, a training institution that awards trade qualifications, a higher-education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university. In the United States, a college may offer undergraduate programs – either as an independent institution or as the undergraduate program of a university – or it may be a residential college of a university or a community college, referring to (primarily public) higher education institutions that aim to provide affordable and accessible education, usually limited to two-year associate degrees. The word is generally also used as a synonym for a university in the US. Colleges in countries such as France, Belgium, and Switzerland provide secondary education. Etymology The word "college" is from the Latin verb lego, legere, legi, lectum, "to collect, gather together, pick", plus the preposition cum, "with", thus meaning "selected together". Thus "colleagues" are literally "persons who have been selected to work together". In ancient Rome a collegium was a "body, guild, corporation united in colleagueship; of magistrates, praetors, tribunes, priests, augurs; a political club or trade guild". Thus a college was a form of corporation or corporate body, an artificial legal person (body/corpus) with its own legal personality, with the capacity to enter into legal contracts, to sue and be sued. In mediaeval England there were colleges of priests, for example in chantry chapels; modern survivals include the Royal College of Surgeons in England (originally the Guild of Surgeons Within the City of London), the College of Arms in London (a body of heralds enforcing heraldic law), an electoral college (to elect representatives), etc., all groups of persons "selected in common" to perform a specified function and appointed by a monarch, founder or other person in authority. As for the modern "college of education", it was a body created for that purpose, for example Eton College was founded in 1440 by letters patent of King Henry VI for the constitution of a college of Fellows, priests, clerks, choristers, poor scholars, and old poor men, with one master or governor, whose duty it shall be to instruct these scholars and any others who may resort thither from any part of England in the knowledge of letters, and especially of grammar, without payment". Overview Higher education Within higher education, the term can be used to refer to: A constituent part of a collegiate university, for example King's College, Cambridge, or of a federal university, for example King's College London. A liberal arts college, an independent institution of higher education focusing on undergraduate education, such as Williams College or Amherst College. A liberal arts division of a university whose undergraduate program does not otherwise follow a liberal arts model, such as the Yuanpei College at Peking University. An institute providing specialised training, such as a college of further education, for example Belfast Metropolitan College, a teacher training college, or an art college. In the United States, college is sometimes but rarely a synonym for a research university, such as Dartmouth College, one of the eight universities in the Ivy League. In the United States, the undergraduate college of a university which also confers graduate degrees, such as Yale College, the undergraduate college within Yale University. Further education A sixth form college or college of further education is an educational institution in England, Wales, Northern Ireland, Belize, the Caribbean, Malta, Norway, Brunei, or Southern Africa, among others, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC, HND or its equivalent and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In Singapore and India, this is known as a junior college. The municipal government of the city of Paris uses the phrase "sixth form college" as the English name for a lycée. Secondary education In some national education systems, secondary schools may be called "colleges" or have "college" as part of their title. In Australia the term "college" is applied to any private or independent (non-government) primary and, especially, secondary school as distinct from a state school. Melbourne Grammar School, Cranbrook School, Sydney and The King's School, Parramatta are considered colleges. There has also been a recent trend to rename or create government secondary schools as "colleges". In the state of Victoria, some state high schools are referred to as secondary colleges, although the pre-eminent government secondary school for boys in Melbourne is still named Melbourne High School. In Western Australia, South Australia and the Northern Territory, "college" is used in the name of all state high schools built since the late 1990s, and also some older ones. In New South Wales, some high schools, especially multi-campus schools resulting from mergers, are known as "secondary colleges". In Queensland some newer schools which accept primary and high school students are styled state college, but state schools offering only secondary education are called "State High School". In Tasmania and the Australian Capital Territory, "college" refers to the final two years of high school (years 11 and 12), and the institutions which provide this. In this context, "college" is a system independent of the other years of high school. Here, the expression is a shorter version of matriculation college. In a number of Canadian cities, many government-run secondary schools are called "collegiates" or "collegiate institutes" (C.I.), a complicated form of the word "college" which avoids the usual "post-secondary" connotation. This is because these secondary schools have traditionally focused on academic, rather than vocational, subjects and ability levels (for example, collegiates offered Latin while vocational schools offered technical courses). Some private secondary schools (such as Upper Canada College, Vancouver College) choose to use the word "college" in their names nevertheless. Some secondary schools elsewhere in the country, particularly ones within the separate school system, may also use the word "college" or "collegiate" in their names.In New Zealand the word "college" normally refers to a secondary school for ages 13 to 17 and "college" appears as part of the name especially of private or integrated schools. "Colleges" most frequently appear in the North Island, whereas "high schools" are more common in the South Island. In the Netherlands, "college" is equivalent to HBO (Higher professional education). It is oriented towards professional training with clear occupational outlook, unlike universities which are scientifically oriented. In South Africa, some secondary schools, especially private schools on the English public school model, have "college" in their title, including six of South Africa's Elite Seven high schools. A typical example of this category would be St John's College. Private schools that specialize in improving children's marks through intensive focus on examination needs are informally called "cram-colleges". In Sri Lanka the word "college" (known as Vidyalaya in Sinhala) normally refers to a secondary school, which usually signifies above the 5th standard. During the British colonial period a limited number of exclusive secondary schools were established based on English public school model (Royal College Colombo, S. Thomas' College, Mount Lavinia, Trinity College, Kandy) these along with several Catholic schools (St. Joseph's College, Colombo, St Anthony's College) traditionally carry their name as colleges. Following the start of free education in 1931 large group of central colleges were established to educate the rural masses. Since Sri Lanka gained Independence in 1948, many schools that have been established have been named as "college". Other As well as an educational institution, the term, in accordance with its etymology, may also refer to any formal group of colleagues set up under statute or regulation; often under a Royal Charter. Examples include an electoral college, the College of Arms, a college of canons, and the College of Cardinals. Other collegiate bodies include professional associations, particularly in medicine and allied professions. In the UK these include the Royal College of Nursing and the Royal College of Physicians. Examples in the United States include the American College of Physicians, the American College of Surgeons, and the American College of Dentists. An example in Australia is the Royal Australian College of General Practitioners. College by country The different ways in which the term "College" is used to describe educational institutions in various regions of the world is listed below: Americas Canada In Canadian English, the term "college" usually refers to a trades school, applied arts/science/technology/business/health school or community college. These are post-secondary institutions granting certificates, diplomas, associate degrees and (in some cases) bachelor's degrees. The French acronym specific to public institutions within Quebec's particular system of pre-university and technical education is CEGEP (Collège d'enseignement général et professionnel, "college of general and professional education"). They are collegiate-level institutions that a student typically enrols in if they wish to continue onto university in the Quebec education system, or to learn a trade. In Ontario and Alberta, there are also institutions that are designated university colleges, which only grant undergraduate degrees. This is to differentiate between universities, which have both undergraduate and graduate programs and those that do not. In Canada, there is a strong distinction between "college" and "university". In conversation, one specifically would say either "they are going to university" (i.e., studying for a three- or four-year degree at a university) or "they are going to college" (i.e., studying at a technical/career training). Usage in a university setting The term college also applies to distinct entities that formally act as an affiliated institution of the university, formally referred to as federated college, or affiliated colleges. A university may also formally include several constituent colleges, forming a collegiate university. Examples of collegiate universities in Canada include Trent University, and the University of Toronto. These types of institutions act independently, maintaining their own endowments, and properties. However, they remain either affiliated, or federated with the overarching university, with the overarching university being the institution that formally grants the degrees. For example, Trinity College was once an independent institution, but later became federated with the University of Toronto. Several centralized universities in Canada have mimicked the collegiate university model; although constituent colleges in a centralized university remains under the authority of the central administration. Centralized universities that have adopted the collegiate model to a degree includes the University of British Columbia, with Green College and St. John's College; and the Memorial University of Newfoundland, with Sir Wilfred Grenfell College. Occasionally, "college" refers to a subject specific faculty within a university that, while distinct, are neither federated nor affiliated—College of Education, College of Medicine, College of Dentistry, College of Biological Science among others. The Royal Military College of Canada is a military college which trains officers for the Canadian Armed Forces. The institution is a full-fledged university, with the authority to issue graduate degrees, although it continues to word the term college in its name. The institution's sister schools, Royal Military College Saint-Jean also uses the term college in its name, although it academic offering is akin to a CEGEP institution in Quebec. A number of post-secondary art schools in Canada formerly used the word college in their names, despite formally being universities. However, most of these institutions were renamed, or re-branded in the early 21st century, omitting the word college from its name. Usage in secondary education The word college continues to be used in the names public separate secondary schools in Ontario. A number of independent schools across Canada also use the word college in its name.Public secular school boards in Ontario also refer to their secondary schools as collegiate institutes. However, usage of the word collegiate institute varies between school boards. Collegiate institute is the predominant name for secondary schools in Lakehead District School Board, and Toronto District School Board, although most school boards in Ontario use collegiate institute alongside high school, and secondary school in the names of their institutions. Similarly, secondary schools in Regina, and Saskatoon are referred to as Collegiate. Chile In Chile, the term "college" is usually used in the name of some bilingual schools, like Santiago College, Saint George's College etc. Since 2009 the Pontifical Catholic University of Chile incorporated college as a bachelor's degree, it has a Bachelor of Natural Sciences and Mathematics, a Bachelor of Social Science and a Bachelor of Arts and Humanities. It has the same system as the American universities, it combines majors and minors. And it let the students continue a higher degree in the same university once finished. United States In the United States, there were 5,916 post-secondary institutions (universities and colleges) as of 2020–21, having peaked at 7,253 in 2012–13 and fallen every year since. A "college" in the US can refer to a constituent part of a university (which can be a residential college, the sub-division of the university offering undergraduate courses, or a school of the university offering particular specialized courses), an independent institution offering bachelor's-level courses, or an institution offering instruction in a particular professional, technical or vocational field. In popular usage, the word "college" is the generic term for any post-secondary undergraduate education. Americans "go to college" after high school, regardless of whether the specific institution is formally a college or a university. Some students choose to dual-enroll, by taking college classes while still in high school. The word and its derivatives are the standard terms used to describe the institutions and experiences associated with American post-secondary undergraduate education. Students must pay for college before taking classes. Some borrow the money via loans, and some students fund their educations with cash, scholarships, grants, or some combination of these payment methods. In 2011, the state or federal government subsidized $8,000 to $100,000 for each undergraduate degree. For state-owned schools (called "public" universities), the subsidy was given to the college, with the student benefiting from lower tuition. The state subsidized on average 50% of public university tuition. Colleges vary in terms of size, degree, and length of stay. Two-year colleges, also known as junior or community colleges, usually offer an associate degree, and four-year colleges usually offer a bachelor's degree. Often, these are entirely undergraduate institutions, although some have graduate school programs. Four-year institutions in the U.S. that emphasize a liberal arts curriculum are known as liberal arts colleges. Until the 20th century, liberal arts, law, medicine, theology, and divinity were about the only form of higher education available in the United States. These schools have traditionally emphasized instruction at the undergraduate level, although advanced research may still occur at these institutions. While there is no national standard in the United States, the term "university" primarily designates institutions that provide undergraduate and graduate education. A university typically has as its core and its largest internal division an undergraduate college teaching a liberal arts curriculum, also culminating in a bachelor's degree. What often distinguishes a university is having, in addition, one or more graduate schools engaged in both teaching graduate classes and in research. Often these would be called a School of Law or School of Medicine, (but may also be called a college of law, or a faculty of law). An exception is Vincennes University, Indiana, which is styled and chartered as a "university" even though almost all of its academic programs lead only to two-year associate degrees. Some institutions, such as Dartmouth College and The College of William & Mary, have retained the term "college" in their names for historical reasons. In one unique case, Boston College and Boston University, the former located in Chestnut Hill, Massachusetts and the latter located in Boston, Massachusetts, are completely separate institutions. Usage of the terms varies among the states. In 1996, for example, Georgia changed all of its four-year institutions previously designated as colleges to universities, and all of its vocational technology schools to technical colleges. The terms "university" and "college" do not exhaust all possible titles for an American institution of higher education. Other options include "institute" (Worcester Polytechnic Institute and Massachusetts Institute of Technology), "academy" (United States Military Academy), "union" (Cooper Union), "conservatory" (New England Conservatory), and "school" (Juilliard School). In colloquial use, they are still referred to as "college" when referring to their undergraduate studies. The term college is also, as in the United Kingdom, used for a constituent semi-autonomous part of a larger university but generally organized on academic rather than residential lines. For example, at many institutions, the undergraduate portion of the university can be briefly referred to as the college (such as The College of the University of Chicago, Harvard College at Harvard, or Columbia College at Columbia) while at others, such as the University of California, Berkeley, "colleges" are collections of academic programs and other units that share some common characteristics, mission, or disciplinary focus (the "college of engineering", the "college of nursing", and so forth). There exist other variants for historical reasons, including some uses that exist because of mergers and acquisitions; for example, Duke University, which was called Trinity College until the 1920s, still calls its main undergraduate subdivision Trinity College of Arts and Sciences. Residential colleges Some American universities, such as Princeton, Rice, and Yale have established residential colleges (sometimes, as at Harvard, the first to establish such a system in the 1930s, known as houses) along the lines of Oxford or Cambridge. Unlike the Oxbridge colleges, but similarly to Durham, these residential colleges are not autonomous legal entities nor are they typically much involved in education itself, being primarily concerned with room, board, and social life. At the University of Michigan, University of California, San Diego and the University of California, Santa Cruz, each residential college teaches its own core writing courses and has its own distinctive set of graduation requirements. Many U.S. universities have placed increased emphasis on their residential colleges in recent years. This is exemplified by the creation of new colleges at Ivy League schools such as Yale University and Princeton University, and efforts to strengthen the contribution of the residential colleges to student education, including through a 2016 taskforce at Princeton on residential colleges. Origin of the U.S. usage The founders of the first institutions of higher education in the United States were graduates of the University of Oxford and the University of Cambridge. The small institutions they founded would not have seemed to them like universities – they were tiny and did not offer the higher degrees in medicine and theology. Furthermore, they were not composed of several small colleges. Instead, the new institutions felt like the Oxford and Cambridge colleges they were used to – small communities, housing and feeding their students, with instruction from residential tutors (as in the United Kingdom, described above). When the first students graduated, these "colleges" assumed the right to confer degrees upon them, usually with authority—for example, The College of William & Mary has a royal charter from the British monarchy allowing it to confer degrees while Dartmouth College has a charter permitting it to award degrees "as are usually granted in either of the universities, or any other college in our realm of Great Britain." The leaders of Harvard College (which granted America's first degrees in 1642) might have thought of their college as the first of many residential colleges that would grow up into a New Cambridge university. However, over time, few new colleges were founded there, and Harvard grew and added higher faculties. Eventually, it changed its title to university, but the term "college" had stuck and "colleges" have arisen across the United States. In U.S. usage, the word "college" not only embodies a particular type of school, but has historically been used to refer to the general concept of higher education when it is not necessary to specify a school, as in "going to college" or "college savings accounts" offered by banks. In a survey of more than 2,000 college students in 33 states and 156 different campuses, the U.S. Public Interest Research Group found the average student spends as much as $1,200 each year on textbooks and supplies alone. By comparison, the group says that's the equivalent of 39 percent of tuition and fees at a community college, and 14 percent of tuition and fees at a four-year public university. Morrill Land-Grant Act In addition to private colleges and universities, the U.S. also has a system of government funded, public universities. Many were founded under the Morrill Land-Grant Colleges Act of 1862. A movement had arisen to bring a form of more practical higher education to the masses, as "...many politicians and educators wanted to make it possible for all young Americans to receive some sort of advanced education." The Morrill Act "...made it possible for the new western states to establish colleges for the citizens." Its goal was to make higher education more easily accessible to the citizenry of the country, specifically to improve agricultural systems by providing training and scholarship in the production and sales of agricultural products, and to provide formal education in "...agriculture, home economics, mechanical arts, and other professions that seemed practical at the time."The act was eventually extended to allow all states that had remained with the Union during the American Civil War, and eventually all states, to establish such institutions. Most of the colleges established under the Morrill Act have since become full universities, and some are among the elite of the world. Benefits of college Selection of a four-year college as compared to a two-year junior college, even by marginal students such as those with a C+ grade average in high school and SAT scores in the mid 800s, increases the probability of graduation and confers substantial economic and social benefits. Asia Bangladesh In Bangladesh, educational institutions offering higher secondary (11th–12th grade) education are known as colleges. Hong Kong In Hong Kong, the term 'college' is used by tertiary institutions as either part of their names or to refer to a constituent part of the university, such as the colleges in the collegiate The Chinese University of Hong Kong; or to a residence hall of a university, such as St. John's College, University of Hong Kong. Many older secondary schools have the term 'college' as part of their names. India The modern system of education was heavily influenced by the British starting in 1835.In India, the term "college" is commonly reserved for institutions that offer high school diplomas at year 12 ("Junior College", similar to American high schools), and those that offer the bachelor's degree; some colleges, however, offer programmes up to PhD level. Generally, colleges are located in different parts of a state and all of them are affiliated to a regional university. The colleges offer programmes leading to degrees of that university. Colleges may be either Autonomous or non-autonomous. Autonomous Colleges are empowered to establish their own syllabus, and conduct and assess their own examinations; in non-autonomous colleges, examinations are conducted by the university, at the same time for all colleges under its affiliation. There are several hundred universities and each university has affiliated colleges, often a large number. The first liberal arts and sciences college in India was "Cottayam College" or the "Syrian College", Kerala in 1815. The First inter linguistic residential education institution in Asia was started at this college. At present it is a Theological seminary which is popularly known as Orthodox Theological Seminary or Old Seminary. After that, CMS College, Kottayam, established in 1817, and the Presidency College, Kolkata, also 1817, initially known as Hindu College. The first college for the study of Christian theology and ecumenical enquiry was Serampore College (1818). The first Missionary institution to impart Western style education in India was the Scottish Church College, Calcutta (1830). The first commerce and economics college in India was Sydenham College, Mumbai (1913). In India a new term has been introduced that is Autonomous Institutes & Colleges. An autonomous Colleges are colleges which need to be affiliated to a certain university. These colleges can conduct their own admission procedure, examination syllabus, fees structure etc. However, at the end of course completion, they cannot issue their own degree or diploma. The final degree or diploma is issued by the affiliated university. Also, some significant changes can pave way under the NEP (New Education Policy 2020) which may affect the present guidelines for universities and colleges. Israel In Israel, any non-university higher-learning facility is called a college. Institutions accredited by the Council for Higher Education in Israel (CHE) to confer a bachelor's degree are called "Academic Colleges" (Hebrew: מִכְלָלָה, romanized: Mikhlala; plural Hebrew: מכללות, romanized: Mikhlalot). These colleges (at least 4 for 2012) may also offer master's degrees and act as Research facilities. There are also over twenty teacher training colleges or seminaries, most of which may award only a Bachelor of Education (BEd) degree. Academic colleges: Any educational facility that had been approved to offer at least bachelor's degree is entitled by CHE to use the term academic college in its name. Engineering academic college: Any academic facility that offer at least bachelor's degree and most of it faculties are providing an Engineering degree and Engineering license. Educational academic college: After an educational facility that had been approved for "Teachers seminar" status is then approved to provide a Bachelor of Education, its name is changed to include "Educational Academic college." Technical college: A "Technical college" (מכללה טכנולוגית) is an educational facility that is approved to allow to provide P.E degree (הנדסאי) (14'th class) or technician (טכנאי) (13'th class) diploma and licenses. Training College: A "Training College" (מכללה להכשרה or מכללה מקצועית) is an educational facility that provides basic training allowing a person to receive a working permit in a field such as alternative medicine, cooking, Art, Mechanical, Electrical and other professions. A trainee could receive the right to work in certain professions as apprentice (j. mechanic, j. Electrician etc.). After working in the training field for enough time an apprentice could have a license to operate (Mechanic, Electrician). This educational facility is mostly used to provide basic training for low tech jobs and for job seekers without any training that are provided by the nation's Employment Service (שירות התעסוקה). Macau Following the Portuguese usage, the term "college" (colégio) in Macau has traditionally been used in the names for private (and non-governmental) pre-university educational institutions, which correspond to form one to form six level tiers. Such schools are usually run by the Roman Catholic church or missionaries in Macau. Examples include Chan Sui Ki Perpetual Help College, Yuet Wah College, and Sacred Heart Canossian College. Philippines In the Philippines, colleges usually refer to institutions of learning that grant degrees but whose scholastic fields are not as diverse as that of a university (University of Santo Tomas, University of the Philippines, Ateneo de Manila University, De La Salle University, Far Eastern University, and AMA University), such as the San Beda College which specializes in law, AMA Computer College whose campuses are spread all over the Philippines which specializes in information and computing technologies, and the Mapúa Institute of Technology which specializes in engineering, or to component units within universities that do not grant degrees but rather facilitate the instruction of a particular field, such as a College of Science and College of Engineering, among many other colleges of the University of the Philippines. A state college may not have the word "college" on its name, but may have several component colleges, or departments. Thus, the Eulogio Amang Rodriguez Institute of Science and Technology is a state college by classification. Usually, the term "college" is also thought of as a hierarchical demarcation between the term "university", and quite a number of colleges seek to be recognized as universities as a sign of improvement in academic standards (Colegio de San Juan de Letran, San Beda College), and increase in the diversity of the offered degree programs (called "courses"). For private colleges, this may be done through a survey and evaluation by the Commission on Higher Education and accrediting organizations, as was the case of Urios College which is now the Fr. Saturnino Urios University. For state colleges, it is usually done by a legislation by the Congress or Senate. In common usage, "going to college" simply means attending school for an undergraduate degree, whether it's from an institution recognized as a college or a university. When it comes to referring to the level of education, college is the term more used to be synonymous to tertiary or higher education. A student who is or has studied his/her undergraduate degree at either an institution with college or university in its name is considered to be going to or have gone to college. Singapore The term "college" in Singapore is generally only used for pre-university educational institutions called "Junior Colleges", which provide the final two years of secondary education (equivalent to sixth form in British terms or grades 11–12 in the American system). Since 1 January 2005, the term also refers to the three campuses of the Institute of Technical Education with the introduction of the "collegiate system", in which the three institutions are called ITE College East, ITE College Central, and ITE College West respectively. The term "university" is used to describe higher-education institutions offering locally conferred degrees. Institutions offering diplomas are called "polytechnics", while other institutions are often referred to as "institutes" and so forth. Sri Lanka There are several professional and vocational institutions that offer post-secondary education without granting degrees that are referred to as "colleges". This includes the Sri Lanka Law College, the many Technical Colleges and Teaching Colleges. Turkey In Turkey, the term "kolej" (college) refers to a private high school, typically preceded by one year of preparatory language education. Notable Turkish colleges include Robert College, Uskudar American Academy, American Collegiate Institute and Tarsus American College. Africa South Africa Although the term "college" is hardly used in any context at any university in South Africa, some non-university tertiary institutions call themselves colleges. These include teacher training colleges, business colleges and wildlife management colleges. See: List of universities in South Africa#Private colleges and universities; List of post secondary institutions in South Africa. Zimbabwe The term college is mainly used by private or independent secondary schools with Advanced Level (Upper 6th formers) and also Polytechnic Colleges which confer diplomas only. A student can complete secondary education (International General Certificate of Secondary Education, IGCSE) at 16 years and proceed straight to a poly-technical college or they can proceed to Advanced level (16 to 19 years) and obtain a General Certificate of Education (GCE) certificate which enables them to enroll at a university, provided they have good grades. Alternatively, with lower grades, the GCE certificate holders will have an added advantage over their GCSE counterparts if they choose to enroll at a polytechnical college. Some schools in Zimbabwe choose to offer the International Baccalaureate studies as an alternative to the IGCSE and GCE. Europe Greece Kollegio (in Greek Κολλέγιο) refers to the Centers of Post-Lyceum Education (in Greek Κέντρο Μεταλυκειακής Εκπαίδευσης, abbreviated as KEME), which are principally private and belong to the Greek post-secondary education system. Some of them have links to EU or US higher education institutions or accreditation organizations, such as the NEASC. Kollegio (or Kollegia in plural) may also refer to private non-tertiary schools, such as the Athens College. Ireland In Ireland the term "college" is normally used to describe an institution of tertiary education. University students often say they attend "college" rather than "university". Until 1989, no university provided teaching or research directly; they were formally offered by a constituent college of the university. There are number of secondary education institutions that traditionally used the word "college" in their names: these are either older, private schools (such as Belvedere College, Gonzaga College, Castleknock College, and St. Michael's College) or what were formerly a particular kind of secondary school. These secondary schools, formerly known as "technical colleges," were renamed "community colleges," but remain secondary schools. The country's only ancient university is the University of Dublin. Created during the reign of Elizabeth I, it is modelled on the collegiate universities of Cambridge and Oxford. However, only one constituent college was ever founded, hence the curious position of Trinity College Dublin today; although both are usually considered one and the same, the university and college are completely distinct corporate entities with separate and parallel governing structures. Among more modern foundations, the National University of Ireland, founded in 1908, consisted of constituent colleges and recognised colleges until 1997. The former are now referred to as constituent universities – institutions that are essentially universities in their own right. The National University can trace its existence back to 1850 and the creation of the Queen's University of Ireland and the creation of the Catholic University of Ireland in 1854. From 1880, the degree awarding roles of these two universities was taken over by the Royal University of Ireland, which remained until the creation of the National University in 1908 and Queen's University Belfast. The state's two new universities, Dublin City University and University of Limerick, were initially National Institute for Higher Education institutions. These institutions offered university level academic degrees and research from the start of their existence and were awarded university status in 1989 in recognition of this. Third level technical education in the state has been carried out in the Institutes of Technology, which were established from the 1970s as Regional Technical Colleges. These institutions have delegated authority which entitles them to give degrees and diplomas from Quality and Qualifications Ireland (QQI) in their own names. A number of private colleges exist such as Dublin Business School, providing undergraduate and postgraduate courses validated by QQI and in some cases by other universities. Other types of college include colleges of education, such as the Church of Ireland College of Education. These are specialist institutions, often linked to a university, which provide both undergraduate and postgraduate academic degrees for people who want to train as teachers. A number of state-funded further education colleges exist – which offer vocational education and training in a range of areas from business studies and information and communications technology to sports injury therapy. These courses are usually one, two or less often three years in duration and are validated by QQI at Levels 5 or 6, or for the BTEC Higher National Diploma award, which is a Level 6/7 qualification, validated by Edexcel. There are numerous private colleges (particularly in Dublin and Limerick) which offer both further and higher education qualifications. These degrees and diplomas are often certified by foreign universities/international awarding bodies and are aligned to the National Framework of Qualifications at Levels 6, 7 and 8. Netherlands In the Netherlands there are 3 main educational routes after high school. MBO (middle-level applied education), which is the equivalent of junior college. Designed to prepare students for either skilled trades and technical occupations and workers in support roles in professions such as engineering, accountancy, business administration, nursing, medicine, architecture, and criminology or for additional education at another college with more advanced academic material. HBO (higher professional education), which is the equivalent of college and has a professional orientation. After HBO (typically 4–6 years), pupils can enroll in a (professional) master's program (1–2 years) or enter the job market. The HBO is taught in vocational universities (hogescholen), of which there are over 40 in the Netherlands, each of which offers a broad variety of programs, with the exception of some that specialize in arts or agriculture. Note that the hogescholen are not allowed to name themselves university in Dutch. This also stretches to English and therefore HBO institutions are known as universities of applied sciences. WO (Scientific education), which is the equivalent to university level education and has an academic orientation.HBO graduates can be awarded two titles, which are Baccalaureus (bc.) and Ingenieur (ing.). At a WO institution, many more bachelor's and master's titles can be awarded. Bachelor's degrees: Bachelor of Arts (BA), Bachelor of Science (BSc) and Bachelor of Laws (LLB). Master's degrees: Master of Arts (MA), Master of Laws (LLM) and Master of Science (MSc). The PhD title is a research degree awarded upon completion and defense of a doctoral thesis. Portugal Presently in Portugal, the term colégio (college) is normally used as a generic reference to a private (non-government) school that provides from basic to secondary education. Many of the private schools include the term colégio in their name. Some special public schools – usually of the boarding school type – also include the term in their name, with a notable example being the Colégio Militar (Military College). The term colégio interno (literally "internal college") is used specifically as a generic reference to a boarding school. Until the 19th century, a colégio was usually a secondary or pre-university school, of public or religious nature, where the students usually lived together. A model for these colleges was the Royal College of Arts and Humanities, founded in Coimbra by King John III of Portugal in 1542. United Kingdom Secondary education and further education Further education (FE) colleges and sixth form colleges are institutions providing further education to students over 16. Some of these also provide higher education courses (see below). In the context of secondary education, 'college' is used in the names of some private schools, e.g. Eton College and Winchester College. Higher education In higher education, a college is normally a provider that does not hold university status, although it can also refer to a constituent part of a collegiate or federal university or a grouping of academic faculties or departments within a university. Traditionally the distinction between colleges and universities was that colleges did not award degrees while universities did, but this is no longer the case with NCG having gained taught degree awarding powers (the same as some universities) on behalf of its colleges, and many of the colleges of the University of London holding full degree awarding powers and being effectively universities. Most colleges, however, do not hold their own degree awarding powers and continue to offer higher education courses that are validated by universities or other institutions that can award degrees. In England, as of August 2016, over 60% of the higher education providers directly funded by HEFCE (208/340) are sixth-form or further education colleges, often termed colleges of further and higher education, along with 17 colleges of the University of London, one university college, 100 universities, and 14 other providers (six of which use 'college' in their name). Overall, this means over two-thirds of state-supported higher education providers in England are colleges of one form or another. Many private providers are also called colleges, e.g. the New College of the Humanities and St Patrick's College, London. Colleges within universities vary immensely in their responsibilities. The large constituent colleges of the University of London are effectively universities in their own right; colleges in some universities, including those of the University of the Arts London and smaller colleges of the University of London, run their own degree courses but do not award degrees; those at the University of Roehampton provide accommodation and pastoral care as well as delivering the teaching on university courses; those at Oxford and Cambridge deliver some teaching on university courses as well as providing accommodation and pastoral care; and those in Durham, Kent, Lancaster and York provide accommodation and pastoral care but do not normally participate in formal teaching. The legal status of these colleges also varies widely, with University of London colleges being independent corporations and recognised bodies, Oxbridge colleges, colleges of the University of the Highlands and Islands (UHI) and some Durham colleges being independent corporations and listed bodies, most Durham colleges being owned by the university but still listed bodies, and those of other collegiate universities not having formal recognition. When applying for undergraduate courses through UCAS, University of London colleges are treated as independent providers, colleges of Oxford, Cambridge, Durham and UHI are treated as locations within the universities that can be selected by specifying a 'campus code' in addition to selecting the university, and colleges of other universities are not recognised.The UHI and the University of Wales Trinity Saint David (UWTSD) both include further education colleges. However, while the UHI colleges integrate FE and HE provision, UWTSD maintains a separation between the university campuses (Lampeter, Carmarthen and Swansea) and the two colleges (Coleg Sir Gâr and Coleg Ceredigion; n.b. coleg is Welsh for college), which although part of the same group are treated as separate institutions rather than colleges within the university.A university college is an independent institution with the power to award taught degrees, but which has not been granted university status. University College is a protected title that can only be used with permission, although note that University College London, University College, Oxford and University College, Durham are colleges within their respective universities and not university colleges (in the case of UCL holding full degree awarding powers that set it above a university college), while University College Birmingham is a university in its own right and also not a university college. Oceania Australia In Australia a college may be an institution of tertiary education that is smaller than a university, run independently or as part of a university. Following a reform in the 1980s many of the formerly independent colleges now belong to a larger universities. Referring to parts of a university, there are residential colleges which provide residence for students, both undergraduate and postgraduate, called university colleges. These colleges often provide additional tutorial assistance, and some host theological study. Many colleges have strong traditions and rituals, so are a combination of dormitory style accommodation and fraternity or sorority culture. Most technical and further education institutions (TAFEs), which offer certificate and diploma vocational courses, are styled "TAFE colleges" or "Colleges of TAFE". In some places, such as Tasmania, college refers to a type of school for Year 11 and 12 students, e.g. Don College. New Zealand The constituent colleges of the former University of New Zealand (such as Canterbury University College) have become independent universities. Some halls of residence associated with New Zealand universities retain the name of "college", particularly at the University of Otago (which although brought under the umbrella of the University of New Zealand, already possessed university status and degree awarding powers). The institutions formerly known as "Teacher-training colleges" now style themselves "College of education". Some universities, such as the University of Canterbury, have divided their university into constituent administrative "Colleges" – the College of Arts containing departments that teach Arts, Humanities and Social Sciences, College of Science containing Science departments, and so on. This is largely modelled on the Cambridge model, discussed above. Like the United Kingdom some professional bodies in New Zealand style themselves as "colleges", for example, the Royal Australasian College of Surgeons, the Royal Australasian College of Physicians. In some parts of the country, secondary school is often referred to as college and the term is used interchangeably with high school. This sometimes confuses people from other parts of New Zealand. But in all parts of the country many secondary schools have "College" in their name, such as Rangitoto College, New Zealand's largest secondary. Notes References External links See also Community college Residential college University college Vocational university Madrasa Ashrama (stage)

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