Question: Natchez Junior College is part of which group of institutions of higher education found in 1964?

Context articles: Higher education in Japan
List of universities and colleges in Denmark
Historically black colleges and universities
Higher Education Commission
Natchez Junior College
Texas Southmost College
Intercultural Universities in Mexico
List of universities in Pakistan
Chief information officer (higher education)
Higher education in Portugal

Higher education in Japan is provided at universities (大学 "daigaku"), junior colleges (短期大学 "tanki daigaku"), colleges of technology (高等専門学校 "kōtō senmon gakkō") and special training schools and community colleges (専修学校 "senshū gakkō").
 Of these four types of institutions, only universities and junior colleges are strictly considered postsecondary education providers.
 The modern Japanese higher education system has undergone numerous changes since the Meiji period and was largely modeled after Western countries such as Germany, France, Britain, and the United States to create a unique Japanese model to serve its national needs.
 The Japanese higher education system differs from higher education in most other countries in many significant ways.
 Key differences include the method of acceptance, which relies almost entirely on one or two tests, as opposed to GPAs (Grade Point Average) or other methods of assessment used in Western countries.
 Because students only have one chance to take this test each year, there is an enormous amount of pressure to do well on this test, and the majority of senior high school education is dedicated to doing well on this single test.
Higher education in Denmark is offered by a range of universities, university colleges, business academies and specialised institutions.
 The national higher education system is in accordance with the Bologna process, with bachelor's degrees (first cycle, three years), master's degrees (second cycle, two years) and doctoral degrees (third cycle, three years).
 The majority of higher education institutions are the responsibility of the Ministry of Higher Education and Science (Denmark), however, some higher education institutions within the arts are the responsibility of the Ministry of Culture.
Historically black colleges and universities (HBCUs) are institutions of higher education in the United States that were established before 1964 with the intention of primarily serving the African-American community due to the overwhelming majority of predominately white institutions of higher-learning banning qualified African Americans from enrollment.
 They have always allowed admission to students of all races.
 Most were created in the aftermath of the American Civil War and are in the former slave states, although a few notable exceptions exist.
A Higher Education Commission or Commission on Higher Education is a private or government agency charged with Higher Education.
 Commissions responsibilities includes regulating Higher Education, post-secondary education institutions, Universities and other public and private higher education institutions.
 The Commission is often headed by the Minister for Education or Commissioner.
Natchez Junior College was a private junior college located in Natchez, Mississippi, United States.
 Natchez was a historically black college.
 Natchez opened in 1884 and closed in 1989.
 Natchez College was formed in 1884 by an effort of the Baptist State Missionary Convention led by George W. Gayles.
 The school was initially called Natchez College and stopped giving bachelor's degrees and became a junior college in the 1960s.
Texas Southmost College (TSC) is a public junior college located in Brownsville, Texas.
 It was the first successful institution of higher learning organized in Brownsville.
 Texas Southmost College was established in 1926 under the name of The Junior College of the Lower Rio Grande Valley and admitted its first class on September 21 of that year.
 The school was originally a subsidiary of the local school district in Brownsville.
 It has been located in Brownsville since its inception; from 1928 to 1948 it was housed with the Brownsville High School and Elementary Schools on Palm Boulevard between Washington Street and Jefferson Street.
 Despite hard times during the Great Depression the college continued to maintain nominal levels of enrollment.
 The name of the college changed in 1931 to Brownsville Junior College then again to Texas Southmost College in 1950.
 During World War II due to wartime mobilization enrollment dwindled, with the number of graduates halved from 1943–1945.
 A major improvement came in 1948 when the city of Brownsville acquired the lands formerly comprising the decommissioned army base known as Fort Brown, which had been closed in 1946.
 By 1948, when the college had an enrollment of around 1,250 students, their own campus, and a generous budget, talks had started within the school district about creating a separate district for the college.
 It was decided that the new district would cover southern Cameron County.
 In 1950, on the silver anniversary of the college, the Brownsville Independent School District handed over the deed to the college over to the newly formed Southmost Union Junior College District.
Intercultural Universities in Mexico are higher education institutions which were established in 2004 in response to the lack of enrollment of the indigenous population in Mexico.
 While an estimated 10% of the population of Mexico is indigenous, it is the least represented in higher education.
 According to estimates, only between 1% and 3% of higher education enrollment in Mexico is indigenous.
 In response to this inequality, the General Coordination for Intercultural and Bilingual Education at the Ministry of Education established Intercultural Universities with the active participation of indigenous organizations and academic institutions in each region.
 These institutions are located in densely indigenous areas and, though they allow for diversity in enrollment, they are especially intended for the indigenous population.
 Founded on the principle of intercultural education, they aim to foster dialogue between different cultures and represent a way of responding to both the historical and more recent demands of indigenous peoples.
Higher education in Pakistan is the systematic process of students continuing their education beyond secondary school, learned societies, and two-year colleges.
 The governance of higher education is maintained under the Higher Education Commission (HEC) which oversees the financial funding, research outputs, and teaching quality in the country.
 In Pakistan, the higher education system includes the public, private, military, and vocational universities, all accredited by the HEC.
 Since independence, new universities have expanded throughout the country with support provided by the University Grants Commission (UGC), which had been an autonomous institution of recognizing universities until 2002 when it was preceded by the HEC.
 Pakistan produces about 445,000 university graduates and 10,000 computer science graduates annually.
 A number of institutions of higher learning are active in the country, but the HEC recognizes 183 institutions.
 This article provides a comprehensive list of higher education institutions active in Pakistan.
A chief information officer in higher education is the senior executive who is responsible for information and communications technology in the university, college or other higher education institution.
 The position may not necessarily be called a CIO in some institutions.
 The CIO title is often coupled with Vice President/Vice Chancellor of information technology, is primarily used at doctoral/research institutions, while the titles of Director or Dean are more common at the other five types of Carnegie Classification of Institutions of Higher Education; MA I, MA II, BA Liberal Arts, BA General, and AA.
 In addition, the CIO title used at different institutions may represent unique positions with differing roles and responsibilities.
 Ultimately, there is no one definition for a CIO; it has a variety of meanings, functions, areas of purview, reporting structures, and required qualifications.
Higher education in Portugal is divided into two main subsystems: university and polytechnic education.
 It is provided in autonomous public universities, private universities, public or private university institutes, polytechnic institutions and higher education institutions of other types.
 Higher education in state-run educational establishments is provided on a competitive basis, a system of "numerus clausus" is enforced through a national database on student admissions.
 In addition, every higher education institution offers also a number of additional vacant places through other extraordinary admission processes for sportsmen, mature applicants (over 23 years old), international students, foreign students from the Lusosphere, degree owners from other institutions, students from other institutions (academic transfer), former students (readmission), and course change, which are subject to specific standards and regulations set by each institution or course department.
 Portuguese universities have existed since 1290.
 The oldest such institution, the University of Coimbra, was first established in Lisbon before moving to Coimbra.
 Historically, within the scope of the now defunct Portuguese Empire, the Portuguese founded in 1792 the oldest engineering school of Latin America (the Real Academia de Artilharia, Fortificação e Desenho), as well as the oldest medical college of Asia (the Escola Médico-Cirúrgica de Goa) in 1842.