State Library of Ohio
The State Library of Ohio is a state agency that provides services to state government and all types of libraries to ensure that all Ohio residents, rich or poor, rural or urban, receive the best possible library service and are able to engage in lifelong learning which strengthens the economic health of Ohio. The State Library is governed by a five-member board; the Board members are appointed by the State Board of Education and each member serves a five-year term of office. Under the Ohio Revised Code, section 3375.01, the State Library Board is responsible for the State Library of Ohio and a statewide program of development and coordination of library services. Governor Thomas Worthington established the State Library of Ohio in 1817 as the Ohio State Library, it was established with the purchase of 509 books. It was not used by the public but by legislators; the public was able to use the library beginning in 1853. However it was not until 1896. In June 1927, a lack of funds caused the library to close.
Due to volunteer efforts it reopened a few months but did not have state funding until the next year. In December 2000, the State Library moved from the Ohio Departments Building into the Jeffrey Mining Corporate Center, a converted factory that produced mining machinery. Today the State Library of Ohio collaborates with many state agencies and Ohio libraries to provide services. Provides work-related research and reference services to state legislators and state employees Serves as Ohio's only full regional depository for federal documents and the depository for Ohio state agency documents Provides inter-library loan services Provides meeting space for state employees Provides online & face to face Internet and Library Resource training for state employees Oversees the federal Library Services and Technology Act grant program Administers the Serving Every Ohioan Library Center & Consortium, composed of 76 library systems with more than 175 locations; the SEO Library Center houses and supports a centralized shared catalog database that includes over 6 million items with a patron database of 700,000+ borrowers.
The power of this consortium resides in resource sharing among consortia members allowing small and rural library systems to have access to millions of items for their patrons free of charge. Promotes statewide resource sharing through the Ohio Libraries Share: MORE program Collects statistics about Ohio libraries for analysis, long range planning and comparison Assists in developing programs for staff and customers Provides Mobile Training Lab for on-site Internet training. Collaborates with the Ohio Public Library Information Network and other training partners in providing online & face to face Internet and Library Resource training for library employees Coordinates the Ohio Talking Book program for Ohio's blind and physically handicapped residents Answers general reference questions Provides electronic database access ALAO INFOhio Kent State University – School of Library and Information Science OELMA Ohio Library Council Ohioana Library OhioLINK OHIONET OPLIN Ohio Library for the Blind and Physically Disabled Cleveland Public Library NEO-RLS NORWELD SERLS SWON Libraries State Library of Ohio website
A consortium is an association of two or more individuals, organizations or governments with the objective of participating in a common activity or pooling their resources for achieving a common goal. Consortium is a Latin word, meaning "partnership", "association" or "society" and derives from consors'partner', itself from con-'together' and sors'fate', meaning owner of means or comrade; the Big Ten Academic Alliance, Claremont Colleges consortium in Southern California, Five College Consortium in Massachusetts, are among the oldest and most successful higher education consortia in the United States. The Big Ten Academic Alliance known as the Committee on Institutional Cooperation, includes the members of the Big Ten athletic conference; the participants in Five Colleges, Inc. are: Amherst College, Hampshire College, Mount Holyoke College, Smith College, the University of Massachusetts Amherst. Another example of a successful consortium is the Five Colleges of Ohio of Ohio: Oberlin College, Ohio Wesleyan University, Kenyon College, College of Wooster and Denison University.
The aforementioned Claremont Consortium consists of Pomona College, Claremont Graduate University, Scripps College, Claremont McKenna College, Harvey Mudd College, Pitzer College, Keck Graduate Institute. These consortia have pooled the resources of their member colleges and the universities to share human and material assets as well as to link academic and administrative resources. An example of a non-profit consortium is the Appalachian College Association located in Richmond, Kentucky; the association consists of 35 private liberal arts colleges and universities spread across the central Appalachian mountains in Kentucky, North Carolina, Tennessee and West Virginia. Collectively these higher education institutions serve 42,500 students. Six research universities in the region are affiliated with the ACA; these institutions assist the ACA in reviewing grant and fellowship applications, conducting workshops, providing technical assistance. The ACA works to serve higher education in the rural regions of these five states.
An example of a for-profit consortium is a group of banks that collaborate to make a loan—also known as a syndicate. This type of loan is more known as a syndicated loan. In England it is common for a consortium to buy out financially struggling football clubs in order to keep them out of liquidation. Hulu, the American video streaming service, is owned by a consortium of large media conglomerates including AT&T, the Walt Disney Company. Alyeska Pipeline Service Company, the company that built the Trans-Alaska Pipeline System in the 1970s was a consortium of BP, ARCO, ConocoPhillips, Mobil and Koch Alaska Pipeline Company. Airbus Industries was formed in 1970 as a consortium of aerospace manufacturers; the retention of production and engineering assets by the partner companies in effect made Airbus Industries a sales and marketing company. This arrangement led to inefficiencies due to the inherent conflicts of interest that the four partner companies faced; the companies collaborated on development of the Airbus range, but guarded the financial details of their own production activities and sought to maximize the transfer prices of their sub-assemblies.
In 2001, EADS and BAE Systems transferred their Airbus production assets to a new company, Airbus SAS. In return, they got 80% and 20% shares respectively. BAE would sell its share to EADS; the Tornado was developed and built by Panavia Aircraft GmbH, a tri-national consortium consisting of British Aerospace, MBB of West Germany, Aeritalia of Italy. It first flew on 14 August 1974 and was introduced into service in 1979–1980. Due to its multirole design, it was able to replace several different fleets of aircraft in the adopting air forces; the Royal Saudi Air Force became the only export operator of the Tornado in addition to the three original partner nations. Including all variants, 992 aircraft were built. Coopetition is a word coined from competition, it is used when companies otherwise competitors collaborate in a consortium to cooperate on areas non-strategic for their core businesses. They prefer to reduce their costs on these non-strategic areas and compete on other areas where they can differentiate better.
For example, the GENIVI Alliance is a not-for-profit consortium between different car makers in order to ease building an In-Vehicle Infotainment system. Another example is the World Wide Web Consortium, a consortium that standardizes web technologies like HTML, XML and CSS; the Institute for Food Safety and Health is a consortium consisting of the Illinois Institute of Technology, the Food and Drug Administration's Center for Food Safety and Applied Nutrition, members of the food industry. Some of the work done at the institute includes, "assessment and validation of new and novel food safety and preservation technologies and packaging systems and chemical methods, health promoting food components, risk management strategies". Joint venture This article incorporates text from a publication now in the public domain: Herbermann, Charles, ed.. "passim". Catholic Encyclopedia. New York: Robert Appleton
A student is a person enrolled in a school or other educational institution who attends classes in a course to attain the appropriate level of mastery of a subject under the guidance of an instructor and who devotes time outside class to do whatever activities the instructor assigns that are necessary either for class preparation or to submit evidence of progress towards that mastery. In the broader sense, a student is anyone who applies themselves to the intensive intellectual engagement with some matter necessary to master it as part of some practical affair in which such mastery is basic or decisive. In the United Kingdom and India, the term "student" denotes those enrolled in secondary schools and higher. In Nigeria, education is classified into four system known as a 6-3-3-4 system of education, it implies six years in primary school, three years in junior secondary, three years in senior secondary and four years in the university. However, the number of years to be spent in university is determined by the course of study.
Some courses have longer study length than others. Those in primary school are referred to as pupils; those in university, as well as those in secondary school, are being referred to as students. The Nigerian system of education has other recognized categories like the polytechnics and colleges of education; the Polytechnic gives out National Diploma and Higher National Diploma certifications after a period of two years and/or four years of study respectively. Higher National Diploma can be obtained in a different institution from where the National Diploma was obtained. However, the HND cannot be obtained without the OND certificate. On the other hand, colleges of education give out NCE after a two year period of study. In South Africa, education is divided into four bands: Foundation Phase, Intermediate Phase, Senior Phase, the Further Education and Training or FET Phase. However, because this division is newer than most schools in the country, in practice, learners progress through three different types of school: primary school, junior school, high school.
After the FET phase, learners who pursue further studies take three or four years to obtain an undergraduate degree or one or two years to achieve a vocational diploma or certificate. The number of years spent in university varies as different courses of study take different numbers of years; those in the last year of high school are referred to as'Matrics' or are in'Matric' and take the Grade 12 examinations accredited by the Umalusi Council in October and November of their Matric year. Exam papers are set and administered nationally through the National Department of Basic Education for government schools, while many private school Matrics sit for exams set by the Independent Education Board, which operates with semi-autonomy under the requirements of Umalusi.. A school year for the majority of schools in South Africa runs from January to December, with holidays dividing the year into terms. Most public or government schools are 4-term schools and most private schools are 3-term school, but the 3-term government or public schools and 4-term private schools are not rare.
Six years of primary school education in Singapore is compulsory. Primary School Secondary School Junior College There are schools which have the integrated program, such as River Valley High School, which means they stay in the same school from Secondary 1 to Junior College 2, without having to take the "O" level examinations which most students take at the end of Secondary school. International Schools are subject to overseas curriculums, such as the British, Canadian or Australian Boards. Primary education is compulsory in Bangladesh, it is a near crime to not to send children to primary school. But it is not a punishable crime; because of the socio-economic state of Bangladesh, child labour is sometimes legal. But the guardian must ensure the primary education. Everyone, learning in any institute or online may be called a student in Bangladesh. Sometimes students taking undergraduate education are called undergraduates and students taking post-graduate education may be called post-graduates.
Education System Of Bangladesh: Education is free in Brunei. Darussalam not limited to government educational institutions but private educational institutions. There are two types of educational institutions: government or public, private institutions. Several stages have to be undergone by the prospective students leading to higher qualifications, such as Bachelor's Degree. Primary School Secondary School High School Colleges University Level It takes six and five years to complete the primary and secondary levels respectively. Upon completing these two crucial stages, students/pupils have freedom to progress to sixth-form
A community college is a type of educational institution. The term can have different meanings in different countries: many community colleges have an “open enrollment” for students who have graduated from high school; the term refers to a higher educational institution that provides workforce education and college transfer academic programs. Some institutions maintain athletic dormitories similar to their university counterparts. In Australia, the term "community college" refers to small private businesses running short courses of a self-improvement or hobbyist nature. Equivalent to the American notion of community colleges are Tertiary and Further Education colleges or TAFEs. There are an increasing number of private providers, which are colloquially called "colleges". TAFEs and other providers carry on the tradition of adult education, established in Australia around the mid-19th century, when evening classes were held to help adults enhance their numeracy and literacy skills. Most Australian universities can be traced back to such forerunners, although obtaining a university charter has always changed their nature.
In TAFEs and colleges today, courses are designed for personal development of an individual and/or for employment outcomes. Educational programs cover a variety of topics such as arts, languages and lifestyle, they are scheduled to run two, three or four days of the week, depending on the level of the course undertaken. A Certificate I may only run for 4 hours twice a week for a term of 9 weeks. A full-time Diploma course might have classes 4 days per week for a year; some courses may be offered in the weekends to accommodate people working full-time. Funding for colleges may come from government grants and course fees. Many are not-for-profit organisations; such TAFES are located in metropolitan and rural locations of Australia. Education offered by TAFEs and colleges has changed over the years. By the 1980s many colleges had recognised a community need for computer training. Since thousands of people have increased skills through IT courses; the majority of colleges by the late 20th century had become Registered Training Organisations.
They offer individuals a nurturing, non-traditional education venue to gain skills that better prepare them for the workplace and potential job openings. TAFEs and colleges have not traditionally offered bachelor's degrees, instead providing pathway arrangements with universities to continue towards degrees; the American innovation of the associate degree is being developed at some institutions. Certificate courses I to IV, diplomas and advanced diplomas are offered, the latter deemed equivalent to an undergraduate qualification, albeit in more vocational areas; some TAFE institutes have become higher education providers in their own right and are now starting to offer bachelor's degree programs. In Canada, colleges are adult educational institutions that provide higher education and tertiary education, grant certificates and diplomas; as well, in Ontario, the 24 colleges of applied arts and technology have been mandated to offer their own stand-alone degrees as well as to offer joint degrees with universities through "articulation agreements" that result in students emerging with both a diploma and a degree.
Thus, for example, the University of Guelph "twins" with Humber College and York University does the same with Seneca College. More however, colleges have been offering a variety of their own degrees in business and technical fields; the academic and economic value of the college degree is still being tested in the marketplace. Each province has its own educational system, as prescribed by the Canadian federalism model of governance. In the mid-1960s and early 1970s, most Canadian colleges began to provide practical education and training for the emerging baby boom generation, for immigrants from around the world who were entering Canada in increasing numbers at that time. A formative trend was the merging of the separate vocational training and adult education institutions. Canadian colleges are either publicly funded or private post-secondary institutions. There are 150 institutions that are equivalent to the US community college in certain contexts, they are referred to as "colleges" since in common usage a degree-granting institution is exclusively a university.
In addition to graduate degrees, universities grant Associate's degrees and Bachelor's degrees, but in some regions and/or courses of study and universities collaborate so college students can earn transfer credits toward undergraduate university degrees. University degrees are attained through four years of study; the term associate degree is used in western Canada to refer to a two-year college arts or science degree, similar to how the term is used in the United States. In other parts of Canada the term advanced degree is used to indicate a 3- or 4-year college program. In the province of Quebec, three years is the norm for a university degree because a year of credit is earned in the CEGEP system; when speaking in English, people refer to all colleges as Cégeps, however the term is an acronym more applied to the French-language public system: Collège d'enseignement général et professionnel. The word College can refer to a private High School in Quebec. Canadian community college systemsList of colleges in Canada Colleges and Institutes Can
OCLC Online Computer Library Center, Incorporated d/b/a OCLC is an American nonprofit cooperative organization "dedicated to the public purposes of furthering access to the world's information and reducing information costs". It was founded in 1967 as the Ohio College Library Center. OCLC and its member libraries cooperatively produce and maintain WorldCat, the largest online public access catalog in the world. OCLC is funded by the fees that libraries have to pay for its services. OCLC maintains the Dewey Decimal Classification system. OCLC began in 1967, as the Ohio College Library Center, through a collaboration of university presidents, vice presidents, library directors who wanted to create a cooperative computerized network for libraries in the state of Ohio; the group first met on July 5, 1967 on the campus of the Ohio State University to sign the articles of incorporation for the nonprofit organization, hired Frederick G. Kilgour, a former Yale University medical school librarian, to design the shared cataloging system.
Kilgour wished to merge the latest information storage and retrieval system of the time, the computer, with the oldest, the library. The plan was to merge the catalogs of Ohio libraries electronically through a computer network and database to streamline operations, control costs, increase efficiency in library management, bringing libraries together to cooperatively keep track of the world's information in order to best serve researchers and scholars; the first library to do online cataloging through OCLC was the Alden Library at Ohio University on August 26, 1971. This was the first online cataloging by any library worldwide. Membership in OCLC is based on use of services and contribution of data. Between 1967 and 1977, OCLC membership was limited to institutions in Ohio, but in 1978, a new governance structure was established that allowed institutions from other states to join. In 2002, the governance structure was again modified to accommodate participation from outside the United States.
As OCLC expanded services in the United States outside Ohio, it relied on establishing strategic partnerships with "networks", organizations that provided training and marketing services. By 2008, there were 15 independent United States regional service providers. OCLC networks played a key role in OCLC governance, with networks electing delegates to serve on the OCLC Members Council. During 2008, OCLC commissioned two studies to look at distribution channels. In early 2009, OCLC negotiated new contracts with the former networks and opened a centralized support center. OCLC provides bibliographic and full-text information to anyone. OCLC and its member libraries cooperatively produce and maintain WorldCat—the OCLC Online Union Catalog, the largest online public access catalog in the world. WorldCat has holding records from private libraries worldwide; the Open WorldCat program, launched in late 2003, exposed a subset of WorldCat records to Web users via popular Internet search and bookselling sites.
In October 2005, the OCLC technical staff began a wiki project, WikiD, allowing readers to add commentary and structured-field information associated with any WorldCat record. WikiD was phased out; the Online Computer Library Center acquired the trademark and copyrights associated with the Dewey Decimal Classification System when it bought Forest Press in 1988. A browser for books with their Dewey Decimal Classifications was available until July 2013; until August 2009, when it was sold to Backstage Library Works, OCLC owned a preservation microfilm and digitization operation called the OCLC Preservation Service Center, with its principal office in Bethlehem, Pennsylvania. The reference management service QuestionPoint provides libraries with tools to communicate with users; this around-the-clock reference service is provided by a cooperative of participating global libraries. Starting in 1971, OCLC produced catalog cards for members alongside its shared online catalog. OCLC commercially sells software, such as CONTENTdm for managing digital collections.
It offers the bibliographic discovery system WorldCat Discovery, which allows for library patrons to use a single search interface to access an institution's catalog, database subscriptions and more. OCLC has been conducting research for the library community for more than 30 years. In accordance with its mission, OCLC makes its research outcomes known through various publications; these publications, including journal articles, reports and presentations, are available through the organization's website. OCLC Publications – Research articles from various journals including Code4Lib Journal, OCLC Research, Reference & User Services Quarterly, College & Research Libraries News, Art Libraries Journal, National Education Association Newsletter; the most recent publications are displayed first, all archived resources, starting in 1970, are available. Membership Reports – A number of significant reports on topics ranging from virtual reference in libraries to perceptions about library funding. Newsletters – Current and archived newsletters for the library and archive community.
Presentations – Presentations from both guest speakers and OCLC research from conferences and other events. The presentations are organized into five categories: Conference presentations, Dewey presentations, Distinguished Seminar Series, Guest presentations, Research staff
A university is an institution of higher education and research which awards academic degrees in various academic disciplines. Universities provide undergraduate education and postgraduate education; the word university is derived from the Latin universitas magistrorum et scholarium, which means "community of teachers and scholars". While antecedents had existed in Asia and Africa, the modern university system has roots in the European medieval university, created in Italy and evolved from cathedral schools for the clergy during the High Middle Ages; the original Latin word universitas refers in general to "a number of persons associated into one body, a society, community, corporation, etc". At the time of the emergence of urban town life and medieval guilds, specialized "associations of students and teachers with collective legal rights guaranteed by charters issued by princes, prelates, or the towns in which they were located" came to be denominated by this general term. Like other guilds, they were self-regulating and determined the qualifications of their members.
In modern usage the word has come to mean "An institution of higher education offering tuition in non-vocational subjects and having the power to confer degrees," with the earlier emphasis on its corporate organization considered as applying to Medieval universities. The original Latin word referred to degree-awarding institutions of learning in Western and Central Europe, where this form of legal organisation was prevalent, from where the institution spread around the world. An important idea in the definition of a university is the notion of academic freedom; the first documentary evidence of this comes from early in the life of the University of Bologna, which adopted an academic charter, the Constitutio Habita, in 1158 or 1155, which guaranteed the right of a traveling scholar to unhindered passage in the interests of education. Today this is claimed as the origin of "academic freedom"; this is now recognised internationally - on 18 September 1988, 430 university rectors signed the Magna Charta Universitatum, marking the 900th anniversary of Bologna's foundation.
The number of universities signing the Magna Charta Universitatum continues to grow, drawing from all parts of the world. According to Encyclopædia Britannica, the earliest universities were founded in Asia and Africa, predating the first European medieval universities; the University of Al Quaraouiyine, founded in Morocco by Fatima al-Fihri in 859, is considered by some to be the oldest degree-granting university. Their endowment by a prince or monarch and their role in training government officials made early Mediterranean universities similar to Islamic madrasas, although madrasas were smaller, individual teachers, rather than the madrasa itself, granted the license or degree. Scholars like Arnold H. Green and Hossein Nasr have argued that starting in the 10th century, some medieval Islamic madrasas became universities. However, scholars like George Makdisi, Toby Huff and Norman Daniel argue that the European university has no parallel in the medieval Islamic world. Several other scholars consider the university as uniquely European in origin and characteristics.
Darleen Pryds questions this view, pointing out that madaris and European universities in the Mediterranean region shared similar foundations by princely patrons and were intended to provide loyal administrators to further the rulers' agenda. Some scholars, including Makdisi, have argued that early medieval universities were influenced by the madrasas in Al-Andalus, the Emirate of Sicily, the Middle East during the Crusades. Norman Daniel, views this argument as overstated. Roy Lowe and Yoshihito Yasuhara have drawn on the well-documented influences of scholarship from the Islamic world on the universities of Western Europe to call for a reconsideration of the development of higher education, turning away from a concern with local institutional structures to a broader consideration within a global context; the university is regarded as a formal institution that has its origin in the Medieval Christian tradition. European higher education took place for hundreds of years in cathedral schools or monastic schools, in which monks and nuns taught classes.
The earliest universities were developed under the aegis of the Latin Church by papal bull as studia generalia and from cathedral schools. It is possible, that the development of cathedral schools into universities was quite rare, with the University of Paris being an exception, they were founded by Kings or municipal administrations. In the early medieval period, most new universities were founded from pre-existing schools when these schools were deemed to have become sites of higher education. Many historians state that universities and cathedral schools were a continuation of the interest in learning promoted by The residence of a religious community. Pope Gregory VII was critical in promoting and regulating the concept of modern university as his 1079 Papal Decree ordered the regulated establishment of cathedral schools that transformed themselves into the first European universities; the first universities in Europe with a form of corporate/guild structure were the University of Bologna, the University of Paris, the University of Oxford.
The University of Bologna began as a law school teach
A public university is a university, publicly owned or receives significant public funds through a national or subnational government, as opposed to a private university. Whether a national university is considered public varies from one country to another depending on the specific education landscape. In Egypt, Al-Azhar University was founded in 970 AD as a madrassa, making it one of the oldest institutions of higher education in the world, formally becoming a university in 1961, it was followed by a lot of universities opened as public universities in the 20th century such as Cairo University, Alexandria University, Assiut University, Ain Shams University, Helwan University, Beni-Suef University, Benha University, Zagazig University, Suez Canal University, where tuition fees are subsidized by the government. In Kenya, the Ministry of Education controls all of the public universities. Students are enrolled after completing the 8-4-4 system of education and attaining a mark of C+ or above. Students who meet the criteria determined annually by the Kenya Universities and Colleges Central Placement Service receive government sponsorship, as part of their university or college fee is catered for by the government.
They are eligible for a low interest loan from the Higher Education Loan Board. They are expected to pay back the loan after completing higher education. In Nigeria public universities can be established by both the federal government and by state governments. Examples include the University of Lagos, Obafemi Awolowo University, University of Ibadan, University of Benin, University of Nigeria, Ahmadu Bello University, Abia State University, Abubakar Tafawa Balewa University, Gombe State University, Nnamdi Azikiwe University, Federal University of Technology Yola, University of Maiduguri, Usmanu Danfodiyo University, University of Jos, Ladoke Akintola University of Technology, University of Ilorin, Chukwuemeka Odumegwu Ojukwu University South Africa has 23 public tertiary educational institutions, either categorised as a traditional university or a comprehensive university. Prominent public South African universities include the University of Johannesburg, University of Cape Town, Nelson Mandela University, North-west University, University of KwaZulu-Natal, University of Pretoria, University of Stellenbosch, University of Witwatersrand, Rhodes University and the University of South Africa.
In Tunisia, the Ministry of Higher Education and Scientific Research controls all of the public universities. For some universities, the ministry of higher education coordinates with other ministries like: the Ministry of Public health or the Ministry of Information and Communication Technologies. Admission in a public university in Tunisia is assured after succeeding in the Tunisian Baccalaureate: Students are classified according to a Formula score based on their results in the Baccalaureate; the students make a wishlist with the universities they want to attend on a state website dedicated for orientation. Thus, the high-ranking-students get priority to choose. Examples of Tunisian public universities: Carthage University, Carthage Ez-Zitouna University, Tunis Manouba University, Manouba Tunis El Manar University, Tunis Tunis University, Tunis Université Tunis Carthage University of Gabès, Gabès University of Gafsa, Gafsa University of Jendouba, Jendouba University of Kairouan, Kairouan University of Monastir, Monastir University of Sfax, Sfax University of Sousse, Sousse There are 40 public universities in Bangladesh.
The universities do not deal directly with the government, but with the University Grants Commission, which in turn deals with the government. Many private universities are established under the Private University Act of 1992. All universities in Brunei are public universities; these are major universities in Brunei: University of Brunei Darussalam Brunei Technological University Sultan Sharif Ali Islamic University In mainland China, nearly all universities and research institutions are public and all important and significant centers for higher education in the country are publicly administered. The public universities are run by the provincial governments; some public universities are national. Private undergraduate colleges do exist, which are vocational colleges sponsored by private enterprises; the majority of such universities are not entitled to award bachelor's degrees. Public universities enjoy higher reputation domestically. Eight institutions are funded by the University Grants Committee.
The Academy for Performing Arts receives funding from the government. The Open University of Hong Kong is a public university, but it is self-financed; the Shue Yan University is the only private institution with the status of a university, but it receives some financial support from the government since it was granted university status. In India, most universities and nearly all research institutions are public. There are some private undergraduate colleges engineering schools, but a majority of these are affiliated to public universities; some of these private schools are partially aided by the national or state governments. India has an "open" public university, the Indira Gandhi National Open University, which offers distance education, in terms of the number of enrolled students is now the largest university in the world with over 4 million students. There are private educational institutes in Indonesia; the government (Ministry of Re