c
Ministry of Education and Sports
Kaiser Mahal
Rationale/Background
Ministry of Education and Sports (MOES), Nepal has fully
realized the problems of students who passed ISc/PCL/+2 and
equivalent examination with biology seeking admission in
M.B.B.S. / B.D.S. Degree.
As there was no official curriculum for MBBS/ BDS entrance
exams, MOES has recently developed a curriculum in
collaboration with TU, KU and HSEB by involving a number
of concerned professors and subject specialists with a view to
cater to the needs of the said entrance exams. In the course of
developing this curriculum, MOES has made every effort to
incorporate all the essential ingredients of a fully functional
curriculum. It is, therefore, hoped that it will go a long way in
proving to be examinee friendly as well as an effective tool to
evaluate students efficiently.
Presently the students have to appear at competitive tests
conducted by different universities, institutions and the MOES
with slightly different principles to prove their merits. Different
types of syllabi exist for the same entrance tests at different
institutions and students have to focus their effort accordingly.
In order to minimize such difficulties a common principle
acceptable to all concerned institutions to hold competitive
examination with a common syllabus has been agreed upon
under the umbrella of MOES.
The test will be conducted for 2 (two) hours on a model of
Multiple Choice Question Answer (MCQA) of 100 questions
carrying 1 (one) mark each per question. (Detail given in
Appendix)
Contents
SN Subject/Topics Page
PHYSICS
Unit I. Mechanics 1-2
Unit II. Heat & Thermodynamics 2
Unit III. Waves & Optics 3-4
Unit IV. Electricity & Magnetism 4
Unit V. Modern Physics 5
CHEMISTRY
Unit I. General & Physical Chemistry 5-9
Unit II. Inorganic Chemistry 9-11
Unit III. Organic Chemistry: 11-14
BIOLOGY ( Botany and Zoology )
BOTANY
Unit I. Structure, Reproduction and Economic Importance 15
Unit II. Structure, Reproduction and Economic Importance 15
Unit III. Plant Morphology 15
Unit IV. Taxonomy of Angiosperms 15
Unit V. Plant Anatomy 16
Unit VI. Plant Physiology 16
Unit VII. Cell Biology 16
Unit VIII. Genetics: 16
Unit IX. Developmental Biology 17
Unit X. Ecology and Biodiversity Conservation 17
Unit XI. Application of Biology 17
ZOOLOGY
Unit I. Introduction 18
Unit II. Animal Diversity and Their Classification 18
Unit III. Biology of the following 18
Unit IV. Human Diseases 19
Unit V. Rabbit Bones 19
Unit VI. Endocrinology of Mammal 19
Unit VII. Animal Tissues 19
Unit VIII. Animal Behavior 20
Unit IX. Animal Adaptation 20
Unit X. Evolution 20
Unit XI. Developmental Biology 20
MODEL QUESTIONS
1 Physics 21-29
2 Chemistry 29-36
3 Biology( Botany and Zoology ) 37-46
Appendix
MBBS/BDS Entrance Examination - Curriculum
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PHYSICS
Unit I. Mechanics
1. Fundamental physical quantities, units and dimensions
vectors addition and subtraction, scalar and vector
products of two vectors.
2. Kinematics: velocity and speed, acceleration – velocity
– time graph; equation of motion with uniform
acceleration; projectile motion. Newton's laws of
motion, principle of conservation of linear momentum,
work done by constant and variable force, energy and
power, potential and kinetic energy, conservative and
non-conservative forces, conservation of energy,
renewable and non-renewable sources of energy, elastic
and inelastic collision,
3. Circular motion: Centripetal force, centrifugal force and
its applications
4. Gravitation: Newton's laws of gravitation, variation of
acceleration due to gravity, gravitational field intensity,
gravitational potential, potential energy in a gravitational
field, geostationary satellites, orbital velocity, parking
orbits, potential and kinetic energy of satellites, escape
velocity
5. Rotational motion: Kinetic energy due to rotational
motion, torque and couple, work done by a torque,
moment of inertia; angular momentum and its
conservation, K.E. of a rolling object.
6. Simple Harmonic Motion: simple pendulum, oscillating
systems, spring and mass, P.E. and K.E. in oscillating
systems.
7. Elasticity: molecular theory, stress, strain, Hook's law,
Young's, shear and bulk modulii, energy stored in a
MBBS/BDS Entrance Examination - Curriculum
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stretched wire, force in a bar due to contraction or
expansion,
8. Surface tension: molecular theory of surface tension,
surface energy, excess pressure inside a spherical liquid
surface, angle of contact and capillary action.
9. Viscosity: streamline & turbulent flows, velocity
gradient, Newton's formula, coefficient of viscosity,
Poiseuille's formula, Stoke's law, methods of
determination of coefficient of viscosity
Unit II. Heat and Thermodynamics
1. Heat and temperature: thermal equilibrium, heat
capacity, principle of calorimetry, cooling laws, latent
heat. thermal expansion of solid, liquid and gas, thermal
stress, barometric correction, absolute temperature,
kinetic theory of gasses, ideal gas equation.
2. Transmission of heat: conduction, temperature
gradient, conductivity, convection, radiation, black
body, Wien's displacement law, Stefan's law, Kirchhoff's
law.
3. Hygrometry: relative and absolute humidity, phase
diagram and triple point.
4. Thermodynamics: heat and work, internal energy, first
law of thermodynamics, heat capacities of a gas,
isothermal, isobaric, isochoric and adiabatic processes,
second law of thermodynamics, Carnot's cycles,
entropy.
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Unit III. Waves and Optics
1. Reflection at plane and curved surfaces: refraction at
plane surfaces, refractive indices, lateral shift, critical
angle, total internal reflection and its applications
including optical fiber, refraction through prism,
converging and diverging lenses, lens maker's formula
and combination of lenses, defects of vision, correcting
lenses.
2. Dispersion of light: white light spectrum, dispersive
power, chromatic aberration, achromatic combination of
lenses, optical instrument: spectrometer, visual angle,
angular magnification, simple and compound
microscope, prism binoculars, astronomical and
terrestrial telescopes,.
3. Photometry: luminous flux, luminous intensity,
illuminance, Lambert's cosine law and photometers.
4. Wave motion: free, damped and forced oscillation,
resonance, longitudinal and transverse wave motion,
Progressive wave: velocity of transverse wave in a
stretched string, velocity of a longitudinal wave in a
fluid, velocity of sound in air, Laplace’s correction,
effect of temperature, pressure and humidity on the
velocity of sound, principle of superposition; stationary
waves, waves in pipes, strings and rods, intensity and
intensity level, loudness, pitch and quality, noise
pollution; beats, Doppler's effect. electromagnetic
waves: electromagnetic spectrum, Huygen's wave
theory, reflection and refraction of light wave,
interference of light, coherent sources, optical path
difference, phase difference, constructive and
destructive interference, Young's double slits
experiment; diffraction of light: Fresnel and
Fraunhoffer diffraction, Single slit Fraunhoffer
MBBS/BDS Entrance Examination - Curriculum
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diffraction, Polarization of light; Malus’ law, Brewster's
law and Polaroid.
Unit IV. Electricity & Magnetism
1. Electrostatics: electrostatic field: Coulomb's law,
electric field, electric flux, Gauss's theorem, potential
energy, electric potential, potential gradient, action of
points, Van de Graaf's generator, capacitors,
combination of capacitors, action of dielectric, relative
permittivity and dielectric strength, energy of a charged
capacitor, charging and discharging of capacitors
2. Electric current: metallic conduction, potential
difference, Ohm's law, Ohmic and non-ohmic
conductors. resistance: resistivity, combination of
resistors, Kirchhoff's laws and its application, heating
effect of electric current, Joule's laws, thermoelectric
effect, thermocouple, chemical effect of electric current,
electrolysis, Faraday's laws
3. Magnetic field: lines of forces, magnetic field due to
current, Biot Savart law, Helmholtz coils, magnetic
moment of a current loop, Ampere's theorem, force on
conductor: force on moving charges, Hall effect,
magnetic materials, magnetization, susceptibility,
permeability, domain theory, hysteresis, dia, para and
ferro-magnetism.
4. Electromagnetic induction: self induction, mutual
induction, energy stored in magnetic field of a coil. A.C.
and D.C. generator, RMS value and peak value of the
A.C. current; A.C. through L, R and C in series; power
in A.C. circuit; transformer.
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Unit V. Modern Physics
1. Electron: Millikan’s oil drop experiment, gaseous
discharge, cathode rays; motion of electron in electric
field and magnetic field, thermionic emission of
electrons, specific charge of electron (e/m), cathode ray
oscilloscope, photons: photoelectric effect
2. Atoms: Bohrs theory of H-atom; energy levels;
excitation and ionization energies; production of laser;
its properties and uses, production of X-rays; properties
and uses of X-rays; de Broglie's wave. Nucleus: atomic
number; mass number and isotopes; mass energy
relation; mass defect and binding energy. Radioactivity:
properties of alpha, beta and gamma rays, G.M. tube;
absorption of beta particles and gamma rays; laws of
radioactive disintegration; half-life and mean-life;
artificial disintegration; nuclear reaction; nuclear fission
and fusion; radio isotopes; radiation hazards and safety
measures.
3. Electronics: conductor, semiconductor and insulator,
junction diode, rectifier, transistor, CE amplifier
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CHEMISTRY
Unit I. General & Physical Chemistry
1. Language of Chemistry
Symbols and formulae, atoms and molecules, elements
and compounds.
2. States of Matter
Molecular interpretation of three states of matter
Gaseous state: Gas laws: Boyle's Law; Charles’ Law,
Kelvin scale of temperature; universal gas constant;
Dalton's Law of partial pressure, Graham's law of
diffusion, kinetic theory of gases (no derivation),
deviation of real gas from ideal behaviour, calculations
involving gas laws.
Liquid state: Properties of liquids, solution,
concentration of solution, concept of molarity,
solubility, effect of temperature on solubility, solubility
curve, viscosity and surface tension.
Solid state: Properties of solids, classification of solids
based on different binding forces, crystals, crystal
lattice, seven types of crystal systems.
3. Laws of Stoichiometry and Avogadro's Hypothesis
Laws of stoichiometry: Law of conservation of mass,
law of constant proportions, law of multiple proportions,
law of reciprocal proportions, Gay Lussac's law of
gaseous volumes, chemical calculations based on
stoichiometry. Atomic and molecular masses, empirical
and molecular formulae, Avogadro's hypothesis,
important deductions from Avogadro’s hypothesis,
Avogadro’s number, mole concept, determination of
chemical formulae from percent composition, problems
based on chemical equations.
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4. Atomic Structure
The subatomic particles, the electrons and nucleons (
protons and neutrons), their masses and charges, the
atomic mass unit, Dalton's atomic theory, Rutherford's
experiment, Bohr's model, interpretation of hydrogen
spectra on the basis of Bohr’s model, elementary idea of
quantum mechanical model of atom, de Broglie
relation, Heisenberg uncertainty principle, quantum
numbers, atomic orbital, shapes of s and p orbitals,
Pauli's exclusion principle, Hund's rule of maximum
multiplicity; Aufbau principle, quantum designation of
electrons, electronic configuration of atoms in the
ground state up to Z = 30, Isotopes and fractional atomic
weights, nuclear fission and fusion, radioactive
disintegration and half life.
5. Chemical Bonding
Valency, octet rule, chemical bonds and Lewis structure,
ionic bonds, covalent bond, electronegativity and ionic
character of covalent bond, coordinate covalent bond,
idea of metallic bonds, intermolecular forces, van der
Waal's forces, hydrogen bonding, importance of
hydrogen bonding, VSEPR theory and shapes of
BeF2,BF3,CH4, H2O, NH3 , PF5, and SF6.
6. Oxidation and Reduction
Electronic concept of oxidation and reduction reactions,
oxidation number, balancing redox reactions by
oxidation number and ion-electron methods.
7. Periodic Table
Mendeleev's periodic table, modern periodic law and
long form of periodic table, types of elements on the
basis of periodic table, periodic trends in ionization
MBBS/BDS Entrance Examination - Curriculum
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energy, electron affinity, atomic radii, electronegativity
and valency.
8. Acids, Bases and Salts
Classical definition, Arrhenius concept of acids, bases
and salts, Bronsted-Lowry concept, Lewis concept,
hydrogen ion concentration and pH, calculation of pH of
strong acids, neutralization, hydrolysis of salts.
9. Volumetric Analysis
Equivalent weight of elements and compounds (acids,
bases and salts), standard solution, primary and
secondary standards, different ways of expressing
concentration of solution, normality equation, titration
based on neutralization and redox reactions, indicator,
titration curve and selection of acid base indicator,
solving problems on acidimetry and alkalimetry
involving normality and molarity.
10. Electrochemistry
Electrolytic and metallic conduction, Arrhenius theory
of ionization, Faraday’s laws of electrolysis, electronic
interpretation of Faraday’s laws, mechanism of
electrolysis and criteria of product formation electrode
potential, standard electrode potential, EMF of a
galvanic cell and the use of electrode potential to predict
a chemical reaction, commercial batteries.
11. Chemical Kinetics
Rate of reaction, rate law and rate constant, order and
molecularity, half life period, factors affecting the rate
of reaction ( particle size, concentration, temperature,
and catalyst, concept of activation energy, and idea of
photochemical reaction.
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12. Chemical Equilibrium
Equilibrium in physical processes, features of dynamic
equilibrium, equilibrium constant, Kp and Kc, relation
between Kp and Kc , LeChatelier’s principle: effect of
pressure, concentration, temperature and catalyst on
chemical equilibrium), equilibrium involving ions,
ionization of weak electrolytes(Ostwald’s dilution law),
degree of ionization and ionization constant, solubility
and solubility product, common ion effect and their
applications.
13. Chemical Thermodynamics
Language of thermo-chemistry, standard heats of
formation and combustion, heat of neutralization, Hess’s
law, energy changes in chemical reactions, spontaneous
processes, second law of thermodynamics, entropy and
its physical concept, entropy and criteria of spontaneity
in terms of entropy change of universe, entropy change
in phase transformations, Gibb's free energy and the
direction of chemical change, standard free energy
change and equilibrium constant, free energy and useful
work.
Unit II. Inorganic Chemistry
1. Non-metals
Hydrogen: Unique position in periodic table, isotopes,
preparation, properties and uses.
Oxygen and ozone: Preparation, properties and uses of
oxygen, classification of oxides, preparation, properties
and uses of ozone, structure of ozone, hole in the ozone
layer.
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Water: Structure of water, solvent properties of water,
hard and soft water, detergents and water pollution,
heavy water.
Carbon: Allotropes of carbon including fullerene,
preparation, properties and uses of CO and CO2,
poisoning by CO.
Nitrogen: Nitrogen cycle, preparation, properties and
uses of nitrogen, preparation, properties and uses of
ammonia, principle of manufacture of ammonia by
Haber process, structure of ammonia, principle of
manufacture of nitric acid by Ostwald process,
properties and structure of and uses of nitric acid,
structure of oxides of nitrogen.
Sulphur: Allotropes of sulphur, preparation, properties
and uses of H2S, SO2, principle of manufacture of
sulphuric acid by contact process, properties and uses of
sulphuric acid, sulphur dioxide and air pollution, acid
rain.
Phosphorus: Allotropes of phosphorus, phosphine and
phosphate fertilizer.
Halogen and halogen acids: Preparation, properties and
uses, comparative study of HCl, HBr and HI, test of
halides and tincture of iodine
Noble gases: Introduction, isolation and uses of noble
gases, compounds of xenon – xenon fluorides.
2. Metals
Metals and metallurgy: Introduction, distinction
between metals and non-metals, metalloid,
electrochemical series and occurrence of metal,
metallurgical principle and metallurgical terms.
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Alkali and alkaline earth metals: Periodic discussion,
general characteristics of alkali and alkaline earth
metals, principle of extraction of sodium (Down’s
process), properties and uses of sodium, principle of
manufacture of sodium carbonate, sodium hydroxide,
and their properties and uses, biological importance of
sodium and potassium, preparation, properties and uses
of quicklime, plaster of Paris and bleaching powder,
chemistry of magnesium hydroxide and Epsom salt.
Coinage metals: Introduction, occurrence, extraction
and properties of copper, chemistry of compounds of
copper and silver (CuO, Cu2O, CuSO4.5H2O, AgNO3,
and AgCl), purity of gold (carats and fineness).
Heavy metals: (zinc, iron, mercury and lead) :
Occurrence, extraction and properties of zinc, iron and
mercury, manufacture of steel, heat treatment of steel,
stainless steel, rusting of iron, galvanization, chemistry
of compounds of iron, zinc and mercury and lead (FeCl3,
FeCl3,6H2O, FeSO4. 7H2O, ZnO, ZnSO4.7 H2O,
Hg2Cl2, HgCl2,PbO, and Pb3O4), Mercury pollution and
mercury poisoning.
Unit III. Organic Chemistry
1. Organic Chemistry: some basic principles
Introduction: Definition, sources and importance of
organic compounds, detection of N, S and halogens in
organic compounds.
Bonding in organic compounds: Tetracovalency of
carbon, hybridization (sp,sp2,sp3), sigma and pi- bonds.
Electronic displacement in covalent bond: inductive
effect, eletromeric effect, mesomeric effect and
resonance.
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Fission in covalent bond: Hemolytic and heterolytic
fission, electrophiles and nucleophiles, carbocation and
carbanions.
Formula of organic compounds: Empirical, molecular
and structural, functional groups, homologous series,
isomerism (structural & stereoisomerism), nomenclature
of organic compounds.
2. Hydrocarbons
Classification of hydrocarbons, sources of hydrocarbons,
nomenclature.
Alkanes: Nomenclature, preparation, properties and uses
of alkanes, octane number, preparation and properties of
methane.
Alkenes: Nomenclature, preparation, properties and uses
of alkenes, Markovnikov’s rule and peroxide effect,
preparation, properties and uses of ethene.
Alkynes: Preparation, properties and uses of ethyne,
acidic character of ethyne.
3. Organic halogen compounds
Alkyl halides: Nomenclature, nature of C-X bond,
properties and uses of alkyl halides.
Chloroform: Preparation, properties and uses.
4. Alcohols
Classification, nomenclature, distinction between 1o, 2o
and 3o alcohols, industrial preparation of ethanol
(hydration of ethene and fermentation) properties of
alcohols.
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5. Ethers
Nomenclature, important methods of preparation of
diethyl ether, chemical and physical properties and uses
of diethyl ether.
6. Carbonyl Compounds
Structures and nomenclature, preparation, properties and
uses of formaldehyde, acetaldehyde and acetone, aldol
condensation, Cannizzaro reaction
7. Carboxylic Acids
Structures and nomenclature, preparation, properties and
uses of formic and acetic acid, derivatives of carboxylic
acid: acid chlorides, acid anhydrides, ester and amides
8. Amines
Structures, classification, nomenclature, distinction and
separation of primary, secondary and tertiary amines,
chemical and physical properties and uses of
ethylamine.
9. Aromatic Hydrocarbons
Benzene: Structure of benzene, nomenclature and
structure of substituted benzene, properties and uses of
benzene.
Aniline: Preparation, properties and uses.
Nitrobenzene: Preparation, properties and uses.
Phenol: Preparation, properties and uses.
10. Carbohydrates, Proteins, Nucleic Acids, and Lipids
Carbohydrates: Classification of carbohydrates,
structures of glucose and fructose, functions of
carbohydrates.
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Protein: Amino acids and peptide bonds, classification
of proteins, denaturation and hydrolysis of protein,
functions of proteins.
Nucleic acids: Types and constituents of nucleic acids,
functions of nucleic acids.
Lipids: Lipids and triglycerides, phospholipids.
11. Polymers, Pesticides, Dyes and Drugs
Polymers: Polymerization (addition and condensation),
classification of polymers, and some important synthetic
polymers (polyethylene, PVC, polystyrene, Teflon,
polyester, Terylene (Dacron), nylon 66
Pesticides: Introduction, DDT, Malathion and
pheromones
Dyes: Classification of dyes with examples (based on
chemical constitution and mode of application)
Drugs: General introduction to drugs: Antiseptic,
analgesic, antipyretic, antacids, and tranquilizers.
MBBS/BDS Entrance Examination - Curriculum
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BIOLOGY
( Botany and Zoology )
BOTANY
Unit I. Structure, Reproduction and Economic
Importance of
Bacteria, Virus and Lichens.
Unit II. Structure, Reproduction and Economic
Importance of
1. Algae: Nostoc and Spirogyra
2. Fungi: Mucor and Agaricus
3. Bryophyta: Marchantia and Funaria
4. Pteridophyta: Fern (Pteridium )
5. Gymnosperm: Pinus and Cycas
Unit III. Plant Morphology
1. Parts of a typical flowering plant (Mustard)
2. Leaf: morphology and modification
3. Root: Regions of root, Types and Modification
4. Stem: Types and Modification
5. Flower: Parts
6. Fruits: Types
7. Seeds: Dicot, Monocot
Unit IV. Taxonomy of Angiosperms
1. Basic concept of taxonomy and binominal nomenclature
2. Characteristics and Economic importance of the
following families:
Cruciferae, Solanaceae, Gramineae and Liliaceae
MBBS/BDS Entrance Examination - Curriculum
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Unit V. Plant Anatomy
Types of tissues, Primary internal structure of root, stem
and leaf of monocot and dicot, Secondary growth of
dicot stem
Unit VI. Plant Physiology
1. Water relations (difussion, osmosis, absorption,
transpiration and ascent of sap),
2. Photosynthesis
3. Respiration
4. Growth hormones.
Unit VII. Cell Biology
1. Cell as a unit of life, structure of prokaryotic and
eukaryotic cell, cell organelles and their function.
2. Biochemically important molecules ( carbohydrates,
proteins, amino acids, nucleic acid and lipids)
3. Cell divisions (Mitosis, meiosis and their significance)
Unit VIII. Genetics
1. Mendelism, Mendel's Laws of Inheritance
2. Concept of incomplete dominance and co-dominance
3. Genetic materials (RNA and DNA), gene pool, crossing
over, sex linked inheritance and mutation.
Unit IX. Developmental Biology
1. Reproduction and development in angiosperms
2. Vegetative propagations
MBBS/BDS Entrance Examination - Curriculum
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3. Micro and mega- sporogenesis, micro and mega-
gametogenesis
4. Pollination, fertilization and development of dicot and
monocot embryo.
Unit X. Ecology and Biodiversity Conservation
1. Plant adaptation ( hydrophytes, mesophytes and
xerophytes)
2. Types of forests in Nepal
3. Biodiversity conservation, endangered species of plants
and wildlife, causes of extinction.
4. Abiotic and biotic factors, food chain, food web, trophic
level, pond and grassland ecosystems.
5. Ecological imbalances and its consequences:
a. Green house effect
b. Depletion of ozone layer
c. Acid rain
d. Pollution: Air, water, soil, their sources of
pollution, effects and control measures
Unit XI. Application of Biology
1. Introduction to biotechnology
2. Principles of plant and animal breeding
3. Biofertilizers
4. Antibiotics, Vaccines
5. Tissue and Organ transplantation
6. Test tube baby
7. Fermentation
8. Genetic engineering and tissue culture
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ZOOLOGY
Unit I. Introduction
1. Scope and branches of biology, its relation with other
subjects
2. Life and its origin, Oparin and Halden’s theory, Miller
Urey Experiments
3. Life components (Organic and inorganic)
Unit II Animal Diversity and Their Classification
General Characteristics and its classification up to class
with examples of the following:
Protozoa, Porifera, Coelenterata, Platyhelminthes,
Aschelminthes, Annelida, Arthropoda, Mollusca,
Echinodermata and Chordata.
Unit III. Biology of the following
1. Plasmodium vivax: Habit and habitat, structure
(Sporozoite), life- cycle and control of malaria.
2. Paramecium caudatum: Habit and habitat, structure,
reproduction (Binary fission and Conjugation with its
significance).
3. Pheretima posthuma: Habit and habitat, structure,
digestive, nervous and reproductive system and
economic importance of earthworms.
4. Rana tigrina: Habit and habitat, structure, digestive,
nervous, respiratory, circulatory, excretory, and
reproductive systems. Histology of the related organs.
5. Mammal (Rabbit /Man): Skin, respiratory, digestive,
nervous, circulatory, excretory, and reproductive
MBBS/BDS Entrance Examination - Curriculum
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systems. Histology of the related organs, human blood
groups and sense organs (Eye and Ear).
Unit IV. Human Diseases
1. Socially significant : Drug abuse, Alcoholism and
Smoking.
2. Communicable: Typhoid, Tuberculosis, Ascariasis,
Girardiasis and AIDS.
3. Non-communicable: Cancer.
Unit V. Rabbit Bones
Appendicular and Axial
Unit VI. Endocrinology of Mammal
pituitary, thyroid and parathyroid, adrenal, islets of
langerhans.
Unit VII. Animal Tissues
Epithelial, Connective, Muscular and Nervous.
Unit VIII. Animal Behavior
1. Reflex action
2. Taxes
3. Leadership
4. Migration of fishes and birds: Habit and habitat,
structure, digestive, nervous and reproductive
Unit IX. Animal Adaptation
1. Aquatic.
2. Amphibians
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3. Terrestrial
4. Volant (aerial)
5. Desert and parasitic
Unit X. Evolution
1. Definition, Organic evolution
2. History, theories of organic evolution ( Lamarckism,
Darwinism, Neo-Darwinism)
3. Evidences of organic evolution (morphological,
embryological, anatomical, palentological, chemical and
genetical)
4. Human evolution.
Unit XI. Developmental Biology:
Development of frog (embryonic and post embryonic
development)
MBBS/BDS Entrance Examination – Model Question
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PHYSICS
1. A body is projected at an angle è with the vertical, with
kinetic energy, E. The potential energy at the topmost
point of the path, neglecting air resistance, is
a) zero
b) E
c) E cos2è
d) E sin2è
2. The power of a water pump is 3 kilowatt. The volume of
water it can raise in one minute to a height of 10m,
assuming g = 10ms-2, is
a) 2 m3
b) 2.4 m3
c) 4 m3
d) 1.8 m3
3. A body, attached to a string, must possess a minimum
velocity at the top of a vertical circle while moving
round without a slack in the string. Minimum velocity
will be
a) g r
b) (g r)1/2
c) 4 g r
d) (4 g r) 1/2
MBBS/BDS Entrance Examination – Model Question
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4. If the displacement of a body in simple harmonic motion
is represented by y = r sin(ùt), in an usual motion, its
maximum acceleration will be
a) r ù
b) - r ù
c) - ù2 r
d) ù2 r
5. Two masses of 1 kg and 2 kg are 9 m apart and make a
two body system. Their centre of mass from 1 kg mass
will be at
a) 6 m
b) 4 m
c) 3 m
d) 2m
6. Poise is an unit of viscosity. Dimension of the
coefficient of viscosity is
a) M-1L-1T
b) ML-1T
c) ML-1T-1
d) MLT-1
7. Two bodies, one held 1m above the other directly, are
released simultaneously and fall freely under gravity.
After 3 second their relative separation will be
a) 0.98 m
b) 1 m
MBBS/BDS Entrance Examination – Model Question
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c) 4.9 m
d) 9.8 m
8. If an automobile moves with constant power P, relation
between velocity and time will be
a) v á t1/2
b) v á t3/2
c) v á t2
d) v á t
9. If one mole of an ideal gas at STP is heated through 1K
the work done by the gas in heat unit will be
a) 1.98 cal
b) 8.31 cal
c) 0.831 cal
d) 83.1 cal
10. Two perfectly black bodies at Kelvin temperatures T and
T' emit the maximum wavelengths of radiation ëm and
ë'm respectively. Which of the following ratio of ëm/ë'm is
correct?
a) ëm/ë'm is directly proportional to T/T'
b) ëm/ë'm is inversely proportional to T/T'
c) ëm/ë'm is directly proportional to (T/T')4
d) ëm/ë'm is inversely proportional to (T/T')-1/4
MBBS/BDS Entrance Examination – Model Question
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11. When water is heated from 0 to 4°C
a) cp > cv
b) cp < cv
c) cp - cv = R
d) cp = cv
12. Resolving power of the human eye is nearly
a) 342
b) 1/342
c) 3420
d) 1/3420
13. An impure spectrum of Green, Blue, Orange and Yellow
is observed on a screen when light passes through a
transparent prism. The refractive index of the prism with
respect to the colours will be maximum for
a) Blue
b) Green
c) Orange
d) Yellow
14. In a diffraction experiment a plane transmission grating
having 5500 lines/cm is illuminated by a source of light
of wavelength 6000 Angstrom. Number of maxima
observed on the screen will be
a) 2
b) 3
MBBS/BDS Entrance Examination – Model Question
25
c) 5
d) 6
15. Ratio of intensities of two sound waves is 4:9. If the
waves are superimposed the maximum intensity
produced will be
a) 4 unit
b) 16 unit
c) 25 unit
d) 81 unit
16. Velocity of sound in air at STP is 330 ms-1. The distance
covered by sound in 2 seconds when atmospheric
temperature is 30°C, will nearly be
a) 0.5 km
b) 0.7 km
c) 1 km
d) 2 km
17. If R is the radius of a resonance tube, the end correction
to be applied is
a) 0.3 R
b) 0.4 R
c) 0.5 R
d) 0.6 R
MBBS/BDS Entrance Examination – Model Question
26
18. The capacitance of a spherical conductor with radius 1m
is
a) 1 microfarad
b) 9 x 109 farad
c) 1.1 x 10-10 farad
d) 9 x 10-9 farad
19. A dielectric has strength of 106 Vm-1. The minimum
voltage to be applied across a 1 mm thick specimen to
puncture it is
a) 106 V
b) 109 V
c) 103 V
d) 2 x 106 V
20. NC-1 has the same dimension as
a) Volt meter
b) farad meter
c) farad/meter
d) Volt/meter
21. The flow of 6.25 x 1012 electrons per second from a wire
constitutes current equal to
a) µA
b) mA
c) 1A
d) 1nA
MBBS/BDS Entrance Examination – Model Question
27
22. In order that Ohm's law is obeyed, which of the
following is correct if v is drift velocity on electric field
E?
a) v á E2
b) v á E1/2
c) v = constant
d) v á E
23. Material A is used as a permanent magnet. It means
a) A has high coercivity
b) A has high retentivity
c) A has low coercivity
d) A has low retentivity
24. Two wires of the same mass and material are drawn
1mm and 2mm thick. They are connected in series and a
current is sent through them. The heat produced will be
in the ratio
a) 1:16
b) 16:1
c) 4:1
d) 2:1
25. The kinetic energy of a proton accelerated by 1V is
a) 1/1840 eV
b) 1840 eV
c) 1 eV
d) (1840)1/2 eV
MBBS/BDS Entrance Examination – Model Question
28
26. The ratio of wavelength of first line of Lyman series to
first line of Balmer series is
a) 1:4
b) 5:27
c) 27:20
d) 20:27
27. When an electron moves through a uniform magnetic
field, its speed
a) increases
b) decreases
c) remains constant
d) depends on field
28. A radioactive material of mass 1 kg has half life of 10
days. What mass of the sample will be left after 30 days?
a) 62.5 gm
b) 125 gm
c) 250 gm
d) 500 gm
29. The radius of Al27 nucleus, in fermi, is nearly
a) 1.5
b) 2.5
c) 4.5
d) 13.5
MBBS/BDS Entrance Examination – Model Question
29
30. The energy gap between the conduction band and the
valance band of certain material is 0.7 eV. The material
is
a) an insulator
b) a conductor
c) semiconductor
d) semimetal
CHEMISTRY
1. The presence of three unpaired electrons in nitrogen
atom can be explained by
a) Pauli’s exclusion principle
b) Aufbau principle
c) uncertainty principle
d) Hund’s rule.
2. Two elements A and B of electronic configuration 2,8.2
and 2,8,7 react with each other to form an ionic
compound of formula
a) A2B
b) AB2
c) A2B3
d) AB
MBBS/BDS Entrance Examination – Model Question
30
3. Gas A diffuses five time faster than gas B. The ratio of
the densities of gases A and B is
a) 1/5
b) 1/10
c) 1/20
d) 1/25
4. The number of coulombs of electricity required to
deposit 0.3 mole of Cu++ is
a) 9650
b) 2x9650
c) 4x9650
d) 6x9650
5. A balance equation is in accordance with
a) law of gaseous volume
b) Avogadro’s law
c) law of constant proportion
d) law of conservation of mass
6. Oxidation is associated with
a) change in atomic weight
b) loss of electrons
c) gain of electrons
d) evolution of gas
MBBS/BDS Entrance Examination – Model Question
31
7. The number of milli-moles of HCl required to neutralize
10 ml of 0.2 M Na2CO3 is
a) 2.0 m mole
b) 4.0 m mole
c) 0.2 m mole
d) 0.4 m mole
8. A chemical reaction will be spontaneous if
a) activation energy for the reaction is low
b) entropy decreases during a reaction
c) free energy decreases
d) free energy increases
9. A catalyst increases the rate of a chemical reaction by
a) decreasing the free energy
b) decreasing the heat of reaction
c) decreasing the activation energy
d) increasing the average speed of the reacting
molecules
10. The number of grams of oxygen required for complete
combustion of one mole of butane gas is
a) 416 gm
b) 208 gm
c) 13 gm
d) 6.5 gm
MBBS/BDS Entrance Examination – Model Question
32
11. The degree of dissociation of an electrolyte
a) decreases with dilution
b) increases with dilution
c) may increase or decrease with dilution
d) is not affected by dilution
12. For the reaction N2 + O2 . 2 NO, the equilibrium
constant Kp changes with the change in
a) total pressure
b) amount of NO
c) amount of N2 and O2
d) temperature
13. In the reaction NH3 + H2O . NH4
+ + OH-, which of
the following constitutes conjugate acid base pair
a) NH3 and H2O
b) NH4
+ and OH-
c) H2O and OH-
d) NH3 and OH-
14. 100 ml of 0.5 M H2SO4 solution and 0.1 litre of 1 M
HCl were mixed. The normality of the resulting solution
will be
a) 1.5 N
b) 0.75 N
c) 2.0 N
d) 1 N
MBBS/BDS Entrance Examination – Model Question
33
15. The pH of 10-12 M HCl is
a) 12.0
b) 2.0
c) 7.0
d) -12
16. Which of the following oxide is neutral
a) CO
b) SnO2
c) ZnO
d) SiO2
17. Aqua regia is a mixture of
a) HNO3 and HCl
b) H2SO4 and HCl
c) HNO3 and HCl
d) HNO3, HCl and H2SO4
18. When ammonia gas is passed over heated CuO,
ammonia is oxidized to
a) NO2
b) N2O
c) HNO2
d) N2
MBBS/BDS Entrance Examination – Model Question
34
19. Alkaline earth metals are
a) Na and K
b) Mg and Ca
c) Cu and Ag
d) Al and Fe
20. The function of lime stone in the extraction of iron in
blast furnace is to act as
a) an oxidizing agent
b) a reducing agent
c) flux
d) slag
21. The fineness of gold in 18 carats gold is
a) 18
b) 750
c) 888
d) 999
22. When nitrobenzene is treated with zinc dust and
ammonium chloride, we get
a) aniline
b) phenyl hydroxylamine
c) azoxybenzene
d) hydrazobenzene
MBBS/BDS Entrance Examination – Model Question
35
23. Which of the following is the strongest acid?
a) FCH2COOH
b) ClCH2COOH
c) BrCH2COOH
d) ICH2COOH
24. Which statement explains why the element carbon forms
many compounds?
a) carbon combines readily with oxygen
b) carbon have high electronegativity
c) carbon readily forms ionic bond
d) carbon readily forms covalent bonds with other
carbon atoms
25. The number of dichlorinated isomers that can be formed
by the halogenations of CH3CH2CH2CH3 is
a) 2
b) 3
c) 5
d) 6
26. The compound that undergoes Cannizzaro reaction is
a) CH3COOH
b) C2H5CHO
c) HCHO
d) CH3OCH3
MBBS/BDS Entrance Examination – Model Question
36
27. The compound that gives positive carbylamine reaction
is
a) (CH3)2NH
b) (CH3)3N
c) (CH3)4N+
d) CH3NH2
28. PVC is a
a) condensation polymer
b) addition polymer
c) copolymer
d) thermosetting polymer
29. Hydrolysis of table sugar produces
a) two molecules of glucose
b) glucose and fructose
c) glucose and galactose
d) glucose and lactose
30. The gas obtained by adding water on aluminum carbide
is
a) ethyne
b) ethane
c) methane
d) ethane
MBBS/BDS Entrance Examination – Model Question
37
BIOLOGY
(Botany and Zoology)
BOTANY
1. Founder of binomial nomenclature was:
a) Carolus Linnaeus
b) Engler
c) Darwin
d) Bentham
2. Lichens are ecologically important because they:
a) are associated with mycorrhizal roots
b) are associated with Algae and Fungi
c) are earliest settlers of barren rocks
d) can grow in polluted areas
3. On germination each Zygospore of Spirogyra gives rise to
a) Four plants
b) Three plants
c) Two plants
d) One plant
4 Which one is an edible fungus?
a) Penicillium
MBBS/BDS Entrance Examination – Model Question
38
b) Rhizopus
c) Mucor
d) Agaricus
5 Which one of the following plants are amphibians?
a) Algae
b) Bryophytes
c) Ferns
d) Gymnosperms
6. The protonema of the moss is:
a) Haploid
b) Diploid
c) Sporophyte
d) Sporophyll
7. Pollination in Cycas is carried out by:
a) wind
b) water
c) insect
d) man
8. Fruit is developed from
a) Stigma
b) Ovary
c) Anther
MBBS/BDS Entrance Examination – Model Question
39
d) Calyx
9. Climbing roots are found in
a) Asparagus
b) Betel
c) Brassica
d) Orchids
10. The family cruciferae is represented by the floral
formula
a) P 3 + 3, G 3
b) K 2+2, C4, A 2+4, G (2)
c) K 4-5, C 4-5, A 10, G 1
d) K (5), C (5), A 5, G (2)
11. Annual rings in stems determine:
a) Number of branches
b) Height of a plant
c) Thickness of the trunk
d) Age of a plant
12. An organelle in which respiration occurs is:
a) Golgi bodies
b) Ribosomes
c) Mitochondria
d) Chloroplast
MBBS/BDS Entrance Examination – Model Question
40
13. Which one of the following is not a dividing stage?
a) Prophase
b) Interphase
c) Metaphase
d) Telophase
14. Watson and Krick are known for their contributions in
discovering:
a) One-gene one-enzyme hypothesis
b) Double helix structure of DNA
c) Ascent of sap
d) C3 and C4 plants
15. Which one of the following is not found in DNA?
a) Cytocine
b) Guanine
c) Adenine
d) Uracil
16. Mendelian recombination is due to
a) Independent assortment of genes
b) Linkage of genes
c) Mutation
d) Dominance
MBBS/BDS Entrance Examination – Model Question
41
17. Which one of the following is not listed as an
endangered animal in Nepal?
a) Tiger
b) Elephant
c) Crocodile
d) Yak
18. Endosperm in angiosperm is
a) Haploid
b) Diploid
c) Triploid
d) Tetraploid
19. The concept of the ecosystem was first given by
a) E. P. Odum
b) Carl Linnaeus
c) Charles Darwin
d) A. G. Tansley
20. Ability of a plant or animal cell to repeatedly divide and
differentiate into a complete organism is
a) Cloning
b) Breeding
c) Cellular totipotency
d) Mitosis
MBBS/BDS Entrance Examination – Model Question
42
ZOOLOGY
1. For origin of life most important condition is the
presence of
a) Water
b) Carbon
c) Oxygen
d) Nitrogen
2. Classification of Porifera is based on
a) Branching
b) Spicules
c) Reproduction
d) Symmetry
3. The common feature of Plasmodium and Paramecium is
the
a) Mode of nutrition
b) Locomotary organ
c) Reproduction by fission
d) Habit
4. In Pheretima posthuma the setae are absent in
a) 14 to 16th
b) 10th to 14th
c) 2nd to 5th
MBBS/BDS Entrance Examination – Model Question
43
d) 10th to14 th
5. Innominate vein in frog collects the blood from
a) Fore limbs
b) Jaws and tongue
c) Brain and eye
d) Muscles of the trunk
6. Condyle process of the mammalian lower jaw is
articulated with the
a) Glenoid fossa of squamosal
b) Zygomatic process of upper jaw
c) Zygomatic process of the upper jaw
d) Basioccipital region of skull
7. Mammalian pictorial girdle has reduced
a) Clavicle
b) Scapula
c) Glenoid cavity
d) Coracoid
8. Which one is the dividing layer of the mammalian skin?
a) Stratum corneum
b) Stratum spongiosum
c) Stratum malpighii
d) Stratum lucidum
MBBS/BDS Entrance Examination – Model Question
44
9. Breaking of mammalian RBC is due to
a) Lacking of nucleus
b) lacking of mitochondria and endoplasm reticulum
c) Presence of haemoglobin
d) Presence of Na + in it.
10. Science related to mental disorder is
a) Psychology
b) Neurology
c) Psychiatry
d) Physiotherapy
11. Anti-blood cloating protein in the blood is the
a) Histamine
b) Heparin
c) Colagen
d) Elastin
12. Thermoregulatory centre lie in
a) Optic lobe
b) Cerebellum
c) Cerebrum
d) Diencephalon
13. Hormone responsible for milk secretion in mammals is
a) Vasopressin
MBBS/BDS Entrance Examination – Model Question
45
b) Thyroxine
c) Adrenalin
d) Luteotropic
14. Histological structure of mammalian and amphibian
kidneys differ in the
a) Distribution of blood vessels
b) Distribution of Malphigian Body (MB)
c) Structure of the MB
d) Structure of the potential cover
15. Bruner’s gland in the mammalian gut are present in the
submucosa of
a) Stomach wall
b) Ileum
c) Duodenal wall
d) Oesophagus wall
16. Bohr’s effect is the
a) Mass movement of Na + ions from the axoplasm to
the surrounding interstitial fluid
b) Dissociation of oxy-haemoglobin in the blood
capillaries due to the effect of CO2 concentration in
the body cells
c) Exchanging between HCO3 of the RBC and Cl – of
the blood plasma
d) Effect of Neurohumors on pace-maker for heart
beating.
MBBS/BDS Entrance Examination – Model Question
46
17. Progesterone hormone in Graffian follicle of mammals
is produced by the
a) Discus proligens
b) Membrana
c) Zona pellucida
d) Zona radiate
18. Which of the following organs do not indicate the
common ancestry?
a) Homologous organs
b) Analogous organs
c) Vestigial organs
d) Atavistic organs
19. Pneumatic bones are the characteristics of
a) Amphibians
b) Aquatic forms
c) Volants
d) Arboreal forms
20. Archenteron in frog gastrula is formed by the process
called
a) Epiboly
b) Emboly
c) Migration of central micromeres
d) Formation of yolk plug
MBBS/BDS Entrance Examination - Curriculum
:Appendix :
SN Subject / Topics Marks
PHYSICS 30
Unit I. Mechanics 8
Unit II. Heat & Thermodynamics 3
Unit III. Waves & Optics 6
Unit IV. Electricity & Magnetism 7
Unit V. Modern Physics 6
CHEMISTRY 30
Unit I. General & Physical Chemistry 15
Unit II. Inorganic Chemistry 6
Unit III. Organic Chemistry: 9
BIOLOGY ( Botany and Zoology ) 40
BOTANY 20
Unit I. Structure, Reproduction and Economic Importance 1
Unit II. Structure, Reproduction and Economic Importance 4
Unit III. Plant Morphology 2
Unit IV. Taxonomy of Angiosperms 1
Unit V. Plant Anatomy 1
Unit VI. Plant Physiology 2
Unit VII. Cell Biology 2
Unit VIII. Genetics: 1
Unit IX. Developmental Biology 3
Unit X. Ecology and Biodiversity Conservation 1
Unit XI. Application of Biology 2
ZOOLOGY 20
Unit I. Introduction 1
Unit II. Animal Diversity and Their Classification 1
Unit III. Biology of the following 8
Unit IV. Human Diseases 1
Unit V. Rabbit Bones 2
Unit VI. Endocrinology of Mammal 1
Unit VII. Animal Tissues 1
Unit VIII. Animal Behavior 1
Unit IX. Animal Adaptation 1
Unit X. Evolution 2
Unit XI. Developmental Biology 1
Thursday, July 31, 2008
Education for all Unesco
Education For All is a global movement led by UNESCO, aiming to meet the learning needs of all children, youth and adults by 2015. The movement was launched in 1990 at the World Conference on Education for All in Jomtien, Thailand. There, representatives of the international community (155 countries, as well as representatives from some 150 organizations) agreed to "universalize primary education and massively reduce illiteracy by the end of the decade". In 2000, ten years later, the international community met again in Dakar, Senegal, and took stock of many countries being far from having reached this goal. They affirmed their commitment to achieving Education for All by the year 2015, and identified six key measurable education goals which aim to meet the learning needs of all children, youth and adults by 2015.
The six goals are:
Goal 1: Expand early childhood care and education
Goal 2: Provide free and compulsory primary education for all
Goal 3: Promote learning and life skills for young people and adults
Goal 4: Increase adult literacy by 50 per cent
Goal 5: Achieve gender parity by 2005, gender equality by 2015
Goal 6: Improve the quality of education
UNESCO has been mandated to lead the movement and coordinate the international efforts to reach Education for All. Governments, development agencies, civil society, non-government organizations and the media are but some of the partners working toward reaching these goals.
The EFA goals also contribute to the global pursuit of the eight Millennium Development Goals (MDGs), especially MDG 2 on universal primary education and MDG 3 on gender equality in education, by 2015.
The Fast Track Initiative was set up to implement the EFA movement, aiming at "accelerating progress towards quality universal primary education".
The six goals are:
Goal 1: Expand early childhood care and education
Goal 2: Provide free and compulsory primary education for all
Goal 3: Promote learning and life skills for young people and adults
Goal 4: Increase adult literacy by 50 per cent
Goal 5: Achieve gender parity by 2005, gender equality by 2015
Goal 6: Improve the quality of education
UNESCO has been mandated to lead the movement and coordinate the international efforts to reach Education for All. Governments, development agencies, civil society, non-government organizations and the media are but some of the partners working toward reaching these goals.
The EFA goals also contribute to the global pursuit of the eight Millennium Development Goals (MDGs), especially MDG 2 on universal primary education and MDG 3 on gender equality in education, by 2015.
The Fast Track Initiative was set up to implement the EFA movement, aiming at "accelerating progress towards quality universal primary education".
ministry of education Nepal
The Ministry of Education and Sports (MOES) was first created in 1951. As an apex educational body in the country, the task of initiating and systematizing educational activities across Nepal lies with this Ministry. The MOES is thus responsible for taking care of planning, management and service delivery systems in the education sector across the country. All the functional units of the MOES and other constituent and autonomous bodies within the framework of the Ministry are parts of the organization structure geared for achieving the goals and carrying out functions of the MOES. These specialized functional units are established in order to perform and oversee specialized technical activities of educational development. In order to bring educational administration more close to the people so that a conducive environment for people's participation in educational decision-making and management process could be developed the government has established regional and district level educational offices. The central office of the Ministry is responsible for overall policy development, planning, monitoring and evaluation, regional offices are seen as coordinating and monitoring agencies and the district education offices are the main implementing agencies. The Minister of Education, assisted by the State/Assistant Minister, provides political leadership to the Ministry. Organizational structure and main functions of the MOES The Ministry, as a part of the government bureaucracy, is headed by the Secretary of Education. The MOES (Organizational Structure) comprises Central Offices composed of the following four divisions, each headed by a Joint Secretary: Administration and Sports Division Higher Education and Educational Management Division Planning Division Monitoring, Evaluation and Inspection Division
Education in nepal
About MOEThe Ministry of Education and Sports (MOES) was first created in 1951. As an apex educational body in the country, the task of initiating and systematizing educational activities across Nepal lies with this Ministry. The MOES is thus responsible for taking care of planning, management and service delivery systems in the education sector across the country. more......
Central offices under the Ministry of Education and Sports
Various functional offices under the Ministry of Education and Sports have been instrumental in achieving the educational goals set by the country. These offices are established in order to institutionalise the specialized technical functions of education development as well as to ensure efficiency in educational development in the country. These constituent offices, functioning as the technical wings of the Ministry are:
Department of Education
Curriculum Development Centre
National Centre for Educational Development
Non-formal Education Centre
Office of the Controller of Examinations
Teacher Records Office
Food for Education
Nepal National Library
Kaiser Library
Dilli Raman Liabrary
Higher Secondary Education Board
Council for Technical Educatioins and Vacational Traning
Janak Education Materials center More...........
Pradip NepalHon'ble Minister
Mohan Singh RathaurHon'ble State Minister
Balananda PoudelSecretary(Education)
Shankar PandeySecretary (Sports)
SLC RESULT 2064
Regular
Exempted
Distinction
First Division
Second Division
Third Division
Withheld
First Division
Second Division
Third Division
Withheld
;"rgfsf] xs ;DjGwL P]g @)^$
Message From Hon'ble Minister
Download Nepali Fonts
Message From State Minister
What’s New ?
Central offices under the Ministry of Education and Sports
Various functional offices under the Ministry of Education and Sports have been instrumental in achieving the educational goals set by the country. These offices are established in order to institutionalise the specialized technical functions of education development as well as to ensure efficiency in educational development in the country. These constituent offices, functioning as the technical wings of the Ministry are:
Department of Education
Curriculum Development Centre
National Centre for Educational Development
Non-formal Education Centre
Office of the Controller of Examinations
Teacher Records Office
Food for Education
Nepal National Library
Kaiser Library
Dilli Raman Liabrary
Higher Secondary Education Board
Council for Technical Educatioins and Vacational Traning
Janak Education Materials center More...........
Pradip NepalHon'ble Minister
Mohan Singh RathaurHon'ble State Minister
Balananda PoudelSecretary(Education)
Shankar PandeySecretary (Sports)
SLC RESULT 2064
Regular
Exempted
Distinction
First Division
Second Division
Third Division
Withheld
First Division
Second Division
Third Division
Withheld
;"rgfsf] xs ;DjGwL P]g @)^$
Message From Hon'ble Minister
Download Nepali Fonts
Message From State Minister
What’s New ?
Education path in singapore
Educational Pathways for Children with Special Needs Printable Version (95kb .pdf)
Pupils who are able, sit for the Primary School Leaving Examination (PSLE). If successful, they leave SPED schools to continue their education in mainstream secondary schools. These pupils attend regular classes and follow the curriculum of mainstream schools. Special resource teachers are deployed to designated mainstream secondary schools to assist these pupils.
Hearing Impaired (HI) pupils who communicate using sign language, can opt to attend one of 2 designated secondary schools:
Balestier Hill Secondary School
Boon Lay Secondary School
Visually Handicapped (VH) pupils from the Singapore School for the Visually Handicapped (SSVH) who pass the PSLE can choose to attend one of the designated schools for the visually handicapped as listed below:
Ahmad Ibrahim Secondary School
Bedok South Secondary School
Clementi Woods Secondary School
Dunearn Secondary School
The above schools have additional support including resource teachers to help visually handicapped pupils cope with the curriculum.
Pupils who are unable to continue their education in secondary schools will proceed to one of the training centres or workshops run by VWOs. Such training equips them with the necessary skills for employment. Those who are able are placed in open employment whilst those who require more supervision attend production sheltered workshops or work activity centres.
Special Education Links
Special Education - Home
Education Path
List of SPED Schools
Teaching in SPED Schools SPED Teacher Award 2008
SPED Teacher Award Homepage
Online Nomination Forms
Outstanding SPED Teacher Award Nomination Form
Innovation Award Nomination Form
Hardcopy Nomination Forms for Download (192kb .pdf)
-->
Copyright ©2008 Ministry of Education, Singapore. All rights reserved.Privacy Statement, Terms of Use
Education system in singapore
Introduction
The education of children with disabilities is provided in special education (SPED) schools. As at January 2006, there are 21 SPED schools run by Voluntary Welfare Organisations (VWOs) receiving funding from the Ministry of Education (MOE) and the National Council of Social Service (NCSS). The SPED schools run different programmes catering to distinct disability groups of children who are unable to benefit from mainstream schooling.
Special education is also available at other privately run schools such as Genesis School for Special Education, Kits4Kids Special School, Divinity Especial Needs Intervention Centre; and foreign system school such as Dover Court Preparatory School.
Aims
SPED schools provide customised educational programmes and training for different disability groups. The programmes are aimed at developing the potential of pupils and helping them to be independent, self-supporting and contributing members of society. Individualised Educational Plans (IEPs) are drawn up for all pupils. Besides receiving classroom instructions conducted by their teachers, pupils also receive help and training from paramedical professionals such as psychologists, speech therapists, occupational therapists, physiotherapists and social workers.
The general mission of SPED schools is to provide the best possible education and training to children with special needs so as to enable them to function optimally and integrate well into society.
Contact Information
If you have any feedback or enquiries, please direct them to:
Tan Kok WahEmail: tan_kok_wah@moe.gov.sgTel: (+65) 6838 730851 Grange Road, Blk 1 #04-06
The education of children with disabilities is provided in special education (SPED) schools. As at January 2006, there are 21 SPED schools run by Voluntary Welfare Organisations (VWOs) receiving funding from the Ministry of Education (MOE) and the National Council of Social Service (NCSS). The SPED schools run different programmes catering to distinct disability groups of children who are unable to benefit from mainstream schooling.
Special education is also available at other privately run schools such as Genesis School for Special Education, Kits4Kids Special School, Divinity Especial Needs Intervention Centre; and foreign system school such as Dover Court Preparatory School.
Aims
SPED schools provide customised educational programmes and training for different disability groups. The programmes are aimed at developing the potential of pupils and helping them to be independent, self-supporting and contributing members of society. Individualised Educational Plans (IEPs) are drawn up for all pupils. Besides receiving classroom instructions conducted by their teachers, pupils also receive help and training from paramedical professionals such as psychologists, speech therapists, occupational therapists, physiotherapists and social workers.
The general mission of SPED schools is to provide the best possible education and training to children with special needs so as to enable them to function optimally and integrate well into society.
Contact Information
If you have any feedback or enquiries, please direct them to:
Tan Kok WahEmail: tan_kok_wah@moe.gov.sgTel: (+65) 6838 730851 Grange Road, Blk 1 #04-06
Wednesday, July 30, 2008
on line education
Learn about online college degrees and schools here!Online education: your ticket to a successful career. Whether you've just graduated from high school, are returning to college after a few years in the workplace, or simply want to continue your education while working a full-time job, Online-Education.net is a great resource to begin researching your educational options. Search over 600+ online education courses in our online course catalog, and study at home, on your own schedule. Online-Education.net offers listings of over 2,200 online and campus-based colleges and universities that can be easily found with our Campus Finder. Or find a degree among over 200 different online degrees listed. Online-Education.net offers information on each US state, Puerto Rico, and international opportunities in Canada, Mexico, Australia, Europe, the UK, and Asia.
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Federal Financing for Your Online EducationThe federal government can provide loans and grants to distance learning students. Find out how to make funding work for you.May 5, 2008-->
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Why is accredited online education important today?
As technology changes and the workplace evolves, there is a need for more formal education to get the jobs most desired in today's job market. Fortunately, getting a degree or continuing your education has never been easier. Getting information online is easy and allows you to contact several e-learning universities or schools to find the best one for you. Distance learning colleges and schools listed on Online-Education.net have been researched and screened by us in order to ensure they meet the standard of quality one would expect from a traditional accredited or state approved campus-based school.
Connecting You With Hundreds of Online Courses and Online Degree Programs
Home
Online Courses
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Accreditation
e-Learning Library
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Home
View Online Degrees by Subject
Online Degrees
High School Diploma
Associate's Degree
Bachelor Degree
Masters Degree
Doctorate Degree
Business and MBA
All Online Business Degrees
Online MBA
Marketing and Sales Degrees
Administrative Assistant Courses
Customer Service Courses
Financial Planning Courses
Office Procedures
Small Business Marketing Courses
Small Business Management Courses
Computers and IT
All Information Technology
Computer Programming
Computer Science
Computer Technician
Computer Training Courses
Telecommunications
Career Training
Animal Care Courses
Appliance/TV Repair Courses
Art
AutoCAD/Drafting
Auto Mechanics Courses
Bridal Consultant Courses
Carpentry Courses
Child Day Care Courses
Child Psychology
Children's Book Writing Courses
Conservation Courses
Construction Management
Continuing Education Courses
Cooking Courses
Cosmetology
Counseling
Electrician Courses
Electronics Courses
Floral Design Courses
Gunsmithing Courses
Heating and Air Conditioning Courses
Home Remodeling and Repair Courses
Jewelry Design Courses
Landscape Design Courses
Locksmithing Courses
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Plumbing Courses
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Writing Courses
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Interior Design Courses
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Teacher Assistant Courses
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English as a Second Language
ESL Courses
Educacion a Distancia
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All Online Health Care Degrees
HIPAA (Privacy and Security) Courses
Medical Billing and Coding
Medical Transcription Courses
Nursing Degree
Legal & Criminal Justice
Criminal Justice Degrees
Court Reporter Courses
Forensic Science and Crime Scene Investigation Courses
Legal Secretary
Paralegal Degrees
Online Law Degrees
Private Investigation Courses
Security Courses
Music
Guitar Courses
Music Arranging Courses
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Music Performance Courses
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Real Estate License Course
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Featured Online Schools
AIU Online
Kaplan University
Penn Foster Career School
Jones International University
Search Online Education.net
If you are having trouble locating a particular online course, try searching the website.
101 Top Careers You Can Train For Online
Check out our list of the 101 best careers to train for online, in healthcare, business and more. Is your future job in there?
See 101 Top Careers
Get Free Career Advice
Candice Mancini provides career and education advice to those who seek it.
Get Free Career Advice
Exploring new health care careers
Beginning a Human Services Career
Career Change: From Business to Architecture
Exclusive Online Education.net Articles
Career of the Week
Federal Financing for Your Online EducationThe federal government can provide loans and grants to distance learning students. Find out how to make funding work for you.May 5, 2008-->
Online Degree of the Week
California Contractor LicenseOnline California contractor license programs help apprentices and journeymen qualify for the state's mandatory examinations.May 5, 2008-->
Online Education Shortcuts
Online Degrees
Associate Degrees
Bachelor Degrees
Masters Degrees
Doctorate Degrees
High School Diploma Courses
Online Business Schools
Accounting Degrees
Human Resources (HR) Degrees
Online MBA Degrees
All Online Business Schools
Online Healthcare Schools
Medical and Dental Assisting Courses
Medical Billing Training
All Online Healthcare Schools
Real Estate Training
California Real Estate License
Florida Real Estate License
All Real Estate License Programs
Fashion Design Schools
New York City
Los Angeles
All Fashion Design Schools
General Information
College Cost Calculator
Financial Aid Information
Military Benefits
Student Loan Consolidation
Poll of the Day
What best describes you?
Why is accredited online education important today?
As technology changes and the workplace evolves, there is a need for more formal education to get the jobs most desired in today's job market. Fortunately, getting a degree or continuing your education has never been easier. Getting information online is easy and allows you to contact several e-learning universities or schools to find the best one for you. Distance learning colleges and schools listed on Online-Education.net have been researched and screened by us in order to ensure they meet the standard of quality one would expect from a traditional accredited or state approved campus-based school.
Connecting You With Hundreds of Online Courses and Online Degree Programs
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Tuesday, July 29, 2008
Monday, July 28, 2008
The rise in initiatives aimed at promoting the internationalization and globalization of higher education, in particular the rapid development of crossborder higher education have underlined an increasingly urgent need to establish robust frameworks for quality assurance and the recognition of qualifications. UNESCO’s actions in this area focus on providing information and capacity to empower higher education stakeholders for better-informed decision-making in the new world of higher education.
This initiative aims to provide information to protect students from inadequate learning resources, low-quality provisions. It also aims to provide decision-makers at the governmental and institutional level with information and skills necessary to better navigate in the new higher education space.
Quality assurance is the systematic review of educational programmes to ensure that acceptable standards of education, scholarship and infrastructure are being maintained. Recognition refers to the acceptance of a foreign certificate, diploma or degree of higher education as a valid credential by the competent authorities and the granting to its holder the same rights enjoyed by persons who possess a national qualification which the foreign is assessed as comparable.
The Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications is key in UNESCO intitiatives in this area. The Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualification was launched to serve as a platform for exchange between the various partners and stakeholders in international and crossborder higher education and to address the social, political, economic and cultural dimensions underpinning globalization and higher education.
This forum is designed to work in a complementary fashion with other UNESCO initiatives of the Medium-Term Plan 2002-2007.
Related links:
UNESCO Conventions on the Recognition of Qualifications
International Network for Quality Assurance Agencies in Higher Education (INQAAHE)
UNESCO Chair in Quality Assurance of Transnational Higher Education in Mexico
Alert: Misuse of UNESCO Name by Bogus Institutions
News
--------------------------------------------------------------------------------
Launch of the Mediterranean Network for Higher Education Recognition
-
A workshop is being held on 5 December for participants in a MERIC distance learning training course.
More
UNESCO and Higher Education
Mission & Strategy
Who's who?
Partners
Features
Guidelines Cross-border Higher Education
Milestones
World Conference on Higher Education
© UNESCO 2005
Contact
This initiative aims to provide information to protect students from inadequate learning resources, low-quality provisions. It also aims to provide decision-makers at the governmental and institutional level with information and skills necessary to better navigate in the new higher education space.
Quality assurance is the systematic review of educational programmes to ensure that acceptable standards of education, scholarship and infrastructure are being maintained. Recognition refers to the acceptance of a foreign certificate, diploma or degree of higher education as a valid credential by the competent authorities and the granting to its holder the same rights enjoyed by persons who possess a national qualification which the foreign is assessed as comparable.
The Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualifications is key in UNESCO intitiatives in this area. The Global Forum on International Quality Assurance, Accreditation and the Recognition of Qualification was launched to serve as a platform for exchange between the various partners and stakeholders in international and crossborder higher education and to address the social, political, economic and cultural dimensions underpinning globalization and higher education.
This forum is designed to work in a complementary fashion with other UNESCO initiatives of the Medium-Term Plan 2002-2007.
Related links:
UNESCO Conventions on the Recognition of Qualifications
International Network for Quality Assurance Agencies in Higher Education (INQAAHE)
UNESCO Chair in Quality Assurance of Transnational Higher Education in Mexico
Alert: Misuse of UNESCO Name by Bogus Institutions
News
--------------------------------------------------------------------------------
Launch of the Mediterranean Network for Higher Education Recognition
-
A workshop is being held on 5 December for participants in a MERIC distance learning training course.
More
UNESCO and Higher Education
Mission & Strategy
Who's who?
Partners
Features
Guidelines Cross-border Higher Education
Milestones
World Conference on Higher Education
© UNESCO 2005
Contact
computer
COMPUTER
concerned with teaching some basic points about how to use personal computers and how they and their Windows operating systems workUnderstanding and Using Personal Computers
The site includes material on the Windows operating system for both novices and more advanced PC users. There are interactive tutorials for beginners on very basic subjects and numerous articles at a variety of levels. Topics include system configuration and tweaks, file management, computer maintenance, security and fundamentals of using PCs. There is a separate section covering the Internet. There are also a number of PowerPoint™ presentations that are available for downloading. All material is copyrighted. Reproduction on another site is prohibited without permission of the author.
A site with tutorials for beginners and average PC users
I have completely revamped the sister site Windows for Beginners and added much additional material.
A site on the command line in Windows
Windows may be a graphical user interface but the command line can be a very useful and powerful adjunct. I have created a site where many of the command line tools are discussed. Both the Command Prompt and the Run line are covered. Pages from the present site covering these topics have been updated and moved and new pages have been added.
Windows Vista
This separate site covers what the average PC user needs to know about the new operating system. System requirements, what's new, and tips for its use are among the topics.
A site demystifying the Registry
The Windows Registry is not as mysterious as it's made out to be. This site explains what everyone should know about the Registry and how even home PC users can make changes in the Registry.
concerned with teaching some basic points about how to use personal computers and how they and their Windows operating systems workUnderstanding and Using Personal Computers
The site includes material on the Windows operating system for both novices and more advanced PC users. There are interactive tutorials for beginners on very basic subjects and numerous articles at a variety of levels. Topics include system configuration and tweaks, file management, computer maintenance, security and fundamentals of using PCs. There is a separate section covering the Internet. There are also a number of PowerPoint™ presentations that are available for downloading. All material is copyrighted. Reproduction on another site is prohibited without permission of the author.
A site with tutorials for beginners and average PC users
I have completely revamped the sister site Windows for Beginners and added much additional material.
A site on the command line in Windows
Windows may be a graphical user interface but the command line can be a very useful and powerful adjunct. I have created a site where many of the command line tools are discussed. Both the Command Prompt and the Run line are covered. Pages from the present site covering these topics have been updated and moved and new pages have been added.
Windows Vista
This separate site covers what the average PC user needs to know about the new operating system. System requirements, what's new, and tips for its use are among the topics.
A site demystifying the Registry
The Windows Registry is not as mysterious as it's made out to be. This site explains what everyone should know about the Registry and how even home PC users can make changes in the Registry.
Dzialanie Systemow Linkowych
Istotnym elementem utrzymania wysokiej pozycji strony we wszystkich liczących się wyszukiwarkach, jest posiadanie odpowiedniej ilości linków prowadzących do strony www (ang. Link Popularity). Każdy link prowadzący do Twojego serwisu możemy porównać do głosu oddanego na Twoją stronę. Odpowiednia ilość głosów ma znaczący wpływ na pozycję serwisu w wyszukiwarce. Twoja strona w momencie przyłączenia jej do projektu zaczyna być wspierana przez inne należące do rodziny serwisy www, sama również udziela wsparcia innym. Wymierną korzyścią uzyskaną dzięki takiemu wsparciu jest (często spektakularny) wzrost pozycji w wynikach prezentowanych przez internetowe wyszukiwarki. Model wzajemnej współpracy dla osiągnięcia wspólnego celu wydaje się być bardzo szczęśliwym rozwiązaniem. Linkor jest systemem, który umożliwia zdobycie dużej ilości linków (głosów na Twój serwis) w kr ótkim czasie. Mechanizm wymiany linków jest cały czas udoskonalany i modyfikowany w zależności od istniejących okoliczności np. zmiany algorytmów oceny stron przez wyszukiwarki.
THE ITALIAN EDUCATION PROFILE
Economic and political backgroundUntil April 1996 the Ministry of Education (MPI) and the Ministry for Universities, Scientific and Technological Research (MURST - created eight years previously) were separated entities, but under the new cabinet appointments of Prodi's Government (April 1996), Luigi Berlinguer, a professor of law and ex-Rector of the University of Siena and member of the left-wing PDS, became Minister for Education and Research, echoing a similar merger which took place in Germany two years previously. The new Government led by Massimo D'Alema (October 1998) split the ministries again, with Berlinguer remaining in the cabinet but heading only the MPI. Ortensio Zecchino, a lawyer and a member of the PPI, was appointed the new minister of MURST. The present Government led by Giuliano Amato (April 2000) has reconfirmed Zecchino's position, but the MPI has a new Minister, Tullio De Mauro. He is one of the most important scholars of the Italian language and was a member of Berlinguer's commission for school reform.Specific LegislationThe Constitution of the Republic of Italy in 1947 established the principle that "art and science are free and the teaching of them is free".Brief post-secondary training courses have their juridical foundation in law 845 of 1978 which entrusts the management of professional training courses to local offices, professional associations and labour unions.Non-university institutes of higher education have been instituted by individual decrees that determine the number of courses and type of teaching, and their administrative autonomy is reconfirmed in part by Presidential Decree no. 416 of 1974.Higher education in universities has, however, gone through a more complex series of stages the main ones being:
Law no. 168 of 9 May 1989 resulting in the institution of MURST to enlarge the organisational, didactic and financial autonomy of universities;
Law no. 341 of 19 November 1990 which reformed the structure of university teaching by introducing the University Diploma of first level (diploma universitario di primo livello)
Law no. 127 of 15 May 1997 which sanctioned universities full teaching autonomy, entrusting them the power and responsibility for defining methods of study, but still within centrally defined outlines. Other regulations concerned the planning of the university system i.e., the decongestion of the more crowded universities to improve the quality of teaching and services offered to students.
Law no. 210 of 3 July 1998 established new rules about the recruitment of university teachers with tenure and researchers.FundingEuropean Union nations in 1995 spent an average of 5.2 percent of the GDP to educate students from the elementary through the university level*. Nations in northern Europe spent the most on their students, Sweden earmarked 7.8 percent of its GDP, while countries in the south were the least generous with Greece in last place for spending only 2.9 percent. Italy was in the middle, dedicating 4.7 percent of GDP to education. However, it dropped to the bottom of the list for the amount given for merit scholarships, which represented only 1.2 percent of the total amount spent on education. The only nation below Italy was Greece at 0.4 percent, while Denmark allocated 16.4 percent of its education budget to scholarships.The largest share of Italian education spending, 73 percent, went for personnel salaries. In 1995, the last data available, the average cost per student was 3,324 European currency units (ECU), 4,975 ECU in Italy, for the years of compulsory education and 6,249 ECU for the university level, 4,751 ECU in Italy
Law no. 168 of 9 May 1989 resulting in the institution of MURST to enlarge the organisational, didactic and financial autonomy of universities;
Law no. 341 of 19 November 1990 which reformed the structure of university teaching by introducing the University Diploma of first level (diploma universitario di primo livello)
Law no. 127 of 15 May 1997 which sanctioned universities full teaching autonomy, entrusting them the power and responsibility for defining methods of study, but still within centrally defined outlines. Other regulations concerned the planning of the university system i.e., the decongestion of the more crowded universities to improve the quality of teaching and services offered to students.
Law no. 210 of 3 July 1998 established new rules about the recruitment of university teachers with tenure and researchers.FundingEuropean Union nations in 1995 spent an average of 5.2 percent of the GDP to educate students from the elementary through the university level*. Nations in northern Europe spent the most on their students, Sweden earmarked 7.8 percent of its GDP, while countries in the south were the least generous with Greece in last place for spending only 2.9 percent. Italy was in the middle, dedicating 4.7 percent of GDP to education. However, it dropped to the bottom of the list for the amount given for merit scholarships, which represented only 1.2 percent of the total amount spent on education. The only nation below Italy was Greece at 0.4 percent, while Denmark allocated 16.4 percent of its education budget to scholarships.The largest share of Italian education spending, 73 percent, went for personnel salaries. In 1995, the last data available, the average cost per student was 3,324 European currency units (ECU), 4,975 ECU in Italy, for the years of compulsory education and 6,249 ECU for the university level, 4,751 ECU in Italy
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