Arrondissement of Mouscron
The Arrondissement of Mouscron (; ) is a former arrondissement in the Walloon province of Hainaut, Belgium. It is not a judicial arrondissement. Its municipalities are a part of the Judicial Arrondissement of Tournai.
The arrondissement was created in 1963 after several municipalities were transferred from the Dutch-speaking province of West Flanders to French-speaking Hainaut following the language laws of 1962. In 2019 it was merged into the new Arrondissement of Tournai-Mouscron.
Municipalities.
The Administrative Arrondissement of Mouscron consists of the following municipalities and former municipalities (with their Dutch name):
References.
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Institute of technology
Type of institution offering tertiary education
An institute of technology (also referred to as technological university, technical university, university of technology, polytechnic university) is an institution of tertiary education that specializes in engineering, technology, applied science, and natural sciences.
Institutes of technology versus polytechnics.
The institutes of technology and polytechnics have been in existence since at least the 18th century, but became popular after World War II with the expansion of engineering and applied science education, associated with the new needs created by industrialization. The world's first institution of technology, the Berg-Schola (today its legal successor is the University of Miskolc), was founded by the Court Chamber of Vienna in Selmecbánya, Kingdom of Hungary (now Banská Štiavnica, Slovakia), in 1735 in order to train specialists of precious metal and copper mining according to the requirements of the industrial revolution in Hungary. The oldest German Institute of Technology is the Braunschweig University of Technology, founded in 1745 as "Collegium Carolinum". The French "École Polytechnique" was founded in 1794. In some cases, polytechnics or institutes of technology are engineering schools or technical colleges.
In several countries, like Germany, the Netherlands, Switzerland, Turkey and Taiwan, institutes of technology are institutions of higher education and have been accredited to award academic degrees and doctorates. Famous examples are the Istanbul Technical University, ETH Zurich, Delft University of Technology, RWTH Aachen and National Taiwan University of Science and Technology all considered universities.
In countries like Iran, Finland, Malaysia, Portugal, Singapore or the United Kingdom, there is often a significant and confused distinction between polytechnics and universities. In the UK, a binary system of higher education emerged consisting of universities (research orientation) and polytechnics (engineering and applied science and professional practice orientation). Polytechnics offered university equivalent degrees mainly in STEM subjects from bachelor's, master's and PhD that were validated and governed at the national level by the independent UK Council for National Academic Awards. In 1992, UK polytechnics were designated as universities which meant they could award their own degrees. The CNAA was disbanded. The UK's first polytechnic, the Royal Polytechnic Institution (now the University of Westminster), was founded in 1838 in Regent Street, London. In Ireland the term "institute of technology" is the more favored synonym of a "regional technical college" though the latter is the legally correct term; however, Dublin Institute of Technology was a university in all but name as it can confer degrees in accordance with law; Cork Institute of Technology and other Institutes of Technology have delegated authority from HETAC to make awards to and including master's degree level—Level 9 of Ireland's National Framework for Qualifications (NFQ)—for all areas of study and Doctorate level in a number of others. In 2018, Ireland passed the Technological Universities Act, which allowed a number of Institutes of Technology to transform into Technological Universities.
In a number of countries, although being today generally considered similar institutions of higher learning across many countries, polytechnics and institutes of technology used to have a quite different statute among each other, its teaching competences and organizational history. In many cases, "polytechnic" were elite technological universities concentrating on applied science and engineering and may also be a former designation for a vocational institution, before it has been granted the exclusive right to award academic degrees and can be truly called an "institute of technology". A number of polytechnics providing higher education is simply a result of a formal upgrading from their original and historical role as intermediate technical education schools. In some situations, former polytechnics or other non-university institutions have emerged solely through an administrative change of statutes, which often included a name change with the introduction of new designations like "institute of technology", "polytechnic university", "university of applied sciences" or "university of technology" for marketing purposes. Such emergence of so many upgraded polytechnics, former vocational education and technical schools converted into more university-like institutions has caused concern where the lack of specialized intermediate technical professionals lead to industrial skill shortages in some fields, being also associated to an increase of the graduate unemployment rate. This is mostly the case in those countries, where the education system is not controlled by the state and any institution can grant degrees. Evidence have also shown a decline in the general quality of teaching and graduate's preparation for the workplace, due to the fast-paced conversion of that technical institutions to more advanced higher level institutions. Mentz, Kotze and Van der Merwe argue that all the tools are in place to promote the debate on the place of technology in higher education in general and in universities of technology specifically and they posit several questions for the debate.
Institutes by country.
Argentina.
In Argentina, the main higher institution devoted to the study of technology is the National Technological University which has "Regional Faculties" throughout Argentina. The Buenos Aires Institute of Technology (ITBA) and Balseiro Institute are other recognized institutes of technology.
Australia.
During the 1970s to early 1990s, the term was used to describe state owned and funded technical schools that offered both vocational and higher education. They were part of the College of Advanced Education system. In the 1990s most of these merged with existing universities or formed new ones of their own. These new universities often took the title University of Technology, for marketing rather than legal purposes. AVCC report The most prominent such university in each state founded the Australian Technology Network a few years later.
Since the mid-1990s, the term has been applied to some technically minded technical and further education (TAFE) institutes. A recent example is the Melbourne Polytechnic rebranding and repositioning in 2014 from Northern Melbourne Institute of TAFE. These primarily offer vocational education, although some like Melbourne Polytechnic are expanding into higher education offering vocationally oriented applied bachelor's degrees. This usage of the term is most prevalent historically in NSW and the ACT. The new terminology is apt given that this category of institution are becoming very much like the institutes of the 1970s–1990s period.
In 2009, the old college system in Tasmania and TAFE Tasmania have started a 3-year restructure to become the Tasmanian Polytechnic www.polytechnic.tas.edu.au, Tasmanian Skills Institute www.skillsinstitute.tas.edu.au and Tasmanian Academy www.academy.tas.edu.au
In the higher education sector, there are seven designated universities of technology in Australia (though, note, not all use the phrase "university of technology", such as the Universities of Canberra and South Australia, which used to be Colleges of Advanced Education before transitioning into fully-fledged universities with the ability – most important of all – to confer doctorates):
Austria.
These institutions are entitled to confer habilitation and doctoral degrees and focus on research.
These institutions focus only on research.
Several universities have faculties of technology that are entitled to confer habilitation and doctoral degrees and which focus on research.
Fachhochschule is a German type of tertiary education institution and adopted later in Austria and Switzerland. They do not focus exclusively on technology, but may also offer courses in social science, medicine, business and design. They grant bachelor's degrees and master's degrees and focus more on teaching than research and more on specific professions than on science.
In 2010, there were 20 in Austria
Bangladesh.
There are some public engineering universities in Bangladesh:
There are some general, technological and specialized universities in Bangladesh offer engineering programs:
There are some private engineering universities in Bangladesh:
There is only one international engineering university in Bangladesh:
There are numerous private and other universities as well as science and technology universities providing engineering education. Most prominent are:
There are numerous government-funded as well as private polytechnic institutes, engineering colleges and science and technology institutes providing engineering education. Most prominent are:
Belgium and the Netherlands.
In the Netherlands, there are four universities of technology, jointly known as 4TU:
In Belgium and in the Netherlands, "Hogescholen" or "Hautes écoles" (also translated into "colleges", "university colleges" or "universities of applied science") are applied institutes of higher education that do not award doctorates. They are generally limited to Bachelor-level education, with degrees called professional bachelors, and only minor Master's programmes. The hogeschool thus has many similarities to the "Fachhochschule" in the German language areas and to the "ammattikorkeakoulu" in Finland. A list of all "hogescholen" in the Netherlands, including some which might be called polytechnics, can be found at the end of this list.
Brazil.
"Federal:"
"Service academy:"
"Private:"
"State:"
Cambodia.
In Cambodia, there are institutes of technology/polytechnic institutes and Universities that offer instruction in a variety of programs that can lead to: certificates, diplomas and degrees. Institutes of technology/polytechnic institutes and universities tend to be independent institutions.
Canada.
In Canada, there are affiliate schools, colleges, and institutes of technology/polytechnic institutes that offer instruction in a variety of programs that can lead to the bestowment of apprenticeships, citations, certificates, diplomas, and associate's degrees upon successful completion. Affiliate schools are polytechnic divisions attached to a national university and offer select technical and engineering transfer programs. Colleges, institutes of technology/polytechnic institutes, and universities tend to be independent institutions.
Credentials are typically conferred at the undergraduate level; however, university-affiliated schools like the École de technologie supérieure and the École Polytechnique de Montréal (both of which are located in Quebec), also offer graduate and postgraduate programs, in accordance with provincial higher education guidelines. Canadian higher education institutions, at all levels, undertake directed and applied research with financing allocated through public funding, private equity, or industry sources.
Some of Canada's most well-known colleges and polytechnic institutions also partake in collaborative institute-industry projects, leading to technology commercialization, made possible through the scope of Polytechnics Canada, a national alliance of eleven leading research-intensive colleges and institutes of technology.
China.
China's modern higher education began in 1895 with the Imperial Tientsin University which was a polytechnic plus a law department. Liberal arts were not offered until three years later at Capital University. To this day, about half of China's elite universities remain essentially polytechnical. Harbin Institute of Technology is among the best engineering school in China and the world.
Croatia.
In Croatia there are many polytechnic institutes and colleges that offer a polytechnic education. The law about polytechnic education in Croatia was passed in 1997.
Ecuador.
EPN is known for research and education in the applied science, astronomy, atmospheric physics, engineering and physical sciences. The Geophysics Institute monitors the country's seismic, tectonic and volcanic activity in the continental territory and in the Galápagos Islands.
One of the oldest observatories in South America is the Quito Astronomical Observatory. It was founded in 1873 and is located 12 minutes south of the Equator in Quito, Ecuador. The Quito Astronomical Observatory is the National Observatory of Ecuador and is located in the Historic Center of Quito and is managed by the National Polytechnic School.
The Nuclear Science Department at EPN is the only one in Ecuador and has the large infrastructure, related to irradiation facilities like cobalt-60 source and electron beam processing.
Finland.
Universities of technology are categorised as universities, are allowed to grant B.Sc. (Tech.), Diplomi-insinööri M.Sc. (Tech.), Lic.Sc. (Tech.), Ph.D. and D.Sc. (Tech.) degrees and roughly correspond to Instituts de technologie of French-speaking areas and Technische Universität of Germany in prestige. In addition to universities of technology, some universities, e.g. University of Oulu and Åbo Akademi University, are allowed to grant the B.Sc. (tech.), M.Sc. (tech.) and D.Sc. (Tech.) degrees.
Universities of technology are academically similar to other (non-polytechnic) universities. Prior to Bologna process, M.Sc. (Tech.) required 180 credits, whereas M.Sc. from a normal university required 160 credits. The credits between universities of technology and normal universities are comparable.
Some Finnish universities of technology are:
Polytechnic schools are distinct from academic universities in Finland. "Ammattikorkeakoulu" is the common term in Finland, as is the Swedish alternative "yrkeshögskola" – their focus is on studies leading to a degree (for instance "insinööri", engineer; in international use, Bachelor of Engineering) in kind different from but in level comparable to an academic bachelor's degree awarded by a university. Since 2006 the polytechnics have offered studies leading to master's degrees (Master of Engineering). After January 1, 2006, some Finnish ammattikorkeakoulus switched the English term "polytechnic" to the term "university of applied sciences" in the English translations of their legal names. The ammattikorkeakoulu has many similarities to the "hogeschool" in Belgium and in the Netherlands and to the "Fachhochschule" in the German language areas.
Some recognized Finnish polytechnics are:
A complete list may be found in List of polytechnics in Finland.
France and Francophone regions.
Collegiate universities grouping several engineering schools or multi-site clusters of French grandes écoles provide sciences and technology curricula as autonomous higher education engineering institutes. They include:
They provide science and technology master's degrees and doctoral degrees.
The universities of technology () are public institutions awarding degrees and diplomas that are accredited by the French Ministry of Higher Education and Research. Although called "universities", the universities of technology are in fact non-university institutes ("écoles extérieures aux universités"), as defined by Chapter I, Section II (Articles 34 through 36) of French law 84-52 of 26 January 1984 regarding higher education (the "loi Savary").
They possess the advantage of combining all the assets of the engineering "Grandes Écoles" and those of universities as they develop simultaneously and coherently three missions: Education, Research, Transfer of technology.
They maintain close links with the industrial world both on national and international levels and they are reputed for their ability to innovate, adapt and provide an education that matches the ever-changing demands of industry.
This network includes three institutions:
'Polytech institutes', embedded as a part of eleven French universities provide both undergraduate and graduate engineering curricula.
In the French-speaking part of Switzerland exists also the term "haute école specialisée" for a type of institution called "Fachhochschule" in the German-speaking part of the country. (see below).
Higher education systems, that are influenced by the French education system set at the end of the 18th century, use a terminology derived by reference to the French "École polytechnique". Such terms include "Écoles Polytechniques" (Algeria, Belgium, Canada, France, Switzerland, Tunisia), Escola Politécnica (Brasil, Spain), Polytechnicum (Eastern Europe).
In French language, higher education refers to "écoles polytechniques", providing science and engineering curricula:
Germany.
 were first founded in the early 1970s. They do not focus exclusively on technology, but may also offer courses in social science, medicine, business and design. They grant bachelor's degrees and master's degrees and focus more on teaching than research and more on specific professions than on science.
In 2009/10, there existed about 200 in Germany. See the for a list.
"Technische Universität" (abbreviation: "TU") is the common term for universities of technology. These institutions can grant habilitation and doctoral degrees and focus on research.
The nine largest and most renowned "Technische Universitäten" in Germany have formed TU9 German Institutes of Technology as community of interests. Technische Universitäten normally have faculties or departements of natural sciences and often of economics but can also have units of cultural and social sciences and arts. RWTH Aachen, TU Dresden and TU München also have a faculty of medicine associated with university hospitals (Klinikum Aachen, University Hospital Dresden, Rechts der Isar Hospital).
There are 20 universities of technology in Germany with about 290,000 students enrolled. The three states of Bremen, Mecklenburg-Vorpommern and Schleswig-Holstein do not have a "Technische Universität". Saxony and Lower Saxony have the highest counts of "TUs", while in Saxony three out of four universities are universities of technology.
Greece.
Greece has Technical Universities (also known as Polytechnic Universities) with 5 years of study legally equivalent to Bachelor's and master's degree 300 ECTS, ISCED 7 and has the full professional rights of the Engineer. and had Technological Educational Institutes (TEIs) (1982–2019) also known as Higher Educational Institute of Technology, Technological Institute, Institute of Technology (provides at least 4-year undergraduate degree qualification πτυχίο, Latinised version: Ptychion, in line with the Bologna Process legally equivalent to Bachelor's honours degree 240 ECTS, ISCED 6. Previously it was three and a half years studies from 1983 to 1995, 210 ECTS). All the Technical Universities and Technological Educational Institutes are Higher Education Institutions (HEIs) with university title (UT) and degree awarding powers (DAPs). TEIs existed from 1983 to 2019; they were reformed between 2013 and 2019 and their departments incorporated into existing higher education institutions (HEIs).
The two Polytechnic Universities (Technical Universities) in Greece (Greek: Πολυτεχνείο) are the National Technical University of Athens and the Technical University of Crete. However, many other universities have a faculty of engineering that provides an equivalent diploma of engineerings with an integrated master and the full professional rights as well.
Many TEIs that got dismantled created engineering faculty with 5 years of study and 300 ECTS, ISCED 6. But those faculty are not under the general term of Polytechnics nor they have an integrated master's degree yet waiting evaluation to be characterised as equivalent. These have been named School of Engineers for the time being and not Technical Universities or Polytechnic.
In Greece, all Higher Education Institutions (HEIs) are public university owned and government-funded, with free education undergraduate programmes that can be attended without any payment of tuition fee. About 1 out of 4 (one-fourth of) HEIs postgraduate programmes are offered free without any payment of tuition fee, especially about a 30% percentage of students can be entitled without tuition fee to attend all the HEIs statutory tuition fee postgraduate programmes after they be assessed on an individual basis of determined criteria as set out in the Ministry of Education.
Hong Kong.
The first polytechnic in Hong Kong is The Hong Kong Polytechnic, established in 1972 through upgrading the Hong Kong Technical College (Government Trade School before 1947). The second polytechnic, the City Polytechnic of Hong Kong, was founded in 1984. These polytechnics awards diplomas, higher diplomas, as well as academic degrees. Like the United Kingdom, the two polytechnics were granted university status in 1994 and renamed The Hong Kong Polytechnic University and the City University of Hong Kong respectively. The Hong Kong University of Science and Technology, a university with a focus in applied science, engineering and business, was founded in 1991.
Hungary.
The world's first Institute of Technology the Berg-Schola (Bergschule) established in Selmecbánya, Kingdom of Hungary, by the Court Chamber of Vienna in 1735 providing Further education to train specialists of precious metal and copper mining. In 1762 the institute ranked up to be Academia providing Higher Education courses. After the Treaty of Trianon the institute had to be moved to Sopron.
India.
There are Indian Institutes of Technology, Indian Institutes of Information Technology, and National Institutes of Technology in India which are autonomous public institutions. These institutions are Institutes of National Importance, and hence each of the institutions are autonomous. All Indian Institutes of Technology, Indian Institutes of Information Technology, and National Institutes of Technology have their own councils which are headed by President of India. The activities of these institutions are generally governed by the institutes alone, but sometimes they are bound to follow the directives of Ministry of Education (India) and are answerable to Ministry of Education (India) and President of India. Some departments of some of these institutions are bound to follow certain guidelines of National Board of Accreditation (NBA) if they receive the accreditation from NBA. However, unlike other institutions, it is not mandatory for these institutes to follow guidelines of All India Council for Technical Education (AICTE) and NBA completely.
The authority controlling technical education, other than the Institutes of National Importance, in India is All India Council for Technical Education (AICTE) and National Board of Accreditation (NBA).
Indonesia.
There are four public institutes of technology in Indonesia that are owned by the government of Indonesia. Other than that, there are hundreds of other institutes that are owned by private or other institutions.
Four public institutes are:
Public state-owned polytechnics also available and provides vocational education offers either three-year Diploma degrees, which is similar to an associate degree or four-year bachelor's degree in applied sciences (). The more advanced vocational Master's are also available and doctoral degrees are still in progress.
Some notable polytechnics in Indonesia includes State Polytechnic of Jakarta, State Polytechnic of Bandung, State Polytechnic of Malang, State Electronics Polytechnic of Surabaya, and State Naval and Shipbuilding Polytechnic of Surabaya. These polytechnics are known to be departed from Indonesian prestigious universities and institute of technologies, e.g. the State Polytechnic of Jakarta was departed from the University of Indonesia while both Surabaya Polytechnics were departed from Sepuluh Nopember Institute of Technology.
Iran.
There are 18 technological universities in Iran.
Ireland.
An "Institute of Technology" was formerly referred to as Regional Technical College (RTCs) system. The abbreviation IT is now widely used to refer to an Institute of Technology. These institutions offer sub-degree, degree and masters level studies. Unlike the Irish university system an Institute of Technology also offers sub-degree programmes such as 2-year Higher Certificate programme in various academic fields of study. Some institutions have "delegated authority" that allows them to make doctoral awards in their own name, after authorisation by the Quality and Qualifications Ireland.
Dublin Institute of Technology developed separately from the Regional Technical College system and after several decades of association with the University of Dublin it acquired the authority to confer its own degrees before becoming a member ofTU Dublin.
The approval of Ireland's first Technological University, TU Dublin was announced in July 2018 and the new university established on 01 January 2019. It is the result of a merger of three of the ITs in the County Dublin area - Dublin Institute of Technology, IT Tallaght and IT Blanchardstown. Several Technological Universities have since been set up in the country. Munster TU was established 01 January 2021 through a merger of Cork IT and IT Tralee (Kerry). The was the third such university, established in October 2021 out of Limerick IT and Athlone IT. The Atlantic Technological University was formally established on 01 April 2022 out of Galway-Mayo IT, IT Sligo, and Letterkenny IT. As a fifth such institution, the South East Technological University was established on 01 May 2022 out of Carlow IT and Waterford IT. As of May 2023, the only remaining Institutes of Technology in Ireland are Dundalk IT and the Dun Laoghaire Institute of Art, Design and Technology.
The Technological Higher Education Association is the representative body for the various Institutes of Technology in Ireland.
Italy.
In Italy, the term "technical institute" generally refers to a secondary school which offers a five-year course granting the access to the university system.
In higher education, "Politecnico" refers to a technical university awarding bachelor, master and PhD degrees in engineering. Historically there were two "Politecnici", one in each of the two largest industrial cities of the north:
A third "Politecnico" was added in the south in 1990:
In 2003 the Libera Università di Ancona becomes:
However, many other universities have a faculty of engineering.
In 2003, the Ministry of Education, Universities and Research (Italy) and the Ministry of Economy and Finance (Italy) jointly established the Istituto Italiano di Tecnologia (Italian Institute of Technology), headquartered in Genoa with 10 laboratories around Italy, which however focuses on research, not entirely in the fields of engineering and does not offer undergraduate degrees.
Japan.
In Japan, an is a type of university that specializes in the sciences. See also the Imperial College of Engineering, which was the forerunner of the University of Tokyo's engineering faculty.
Kenya.
In Kenya, Technical Universities are special Universities that focus on technical and engineering courses and offer certifications in the same from Artisan, Craft, Diploma, Higher Diploma, Degree, Masters and Doctorate levels. They are former national polytechnics and are the only institutions of learning that offer the complete spectrum of tertiary education programs.
They Include
Macau.
The first polytechnic in Macau is the Polytechnic Institute of the University of East Asia which was established in 1981, as an institute of a private university. In 1991, following the splitting of the University of East Asia into three (University of Macau, Macao Polytechnic Institute, Asia International Open University), a public and independent Polytechnic Institute, Macao Polytechnic Institute, was officially established. The first private technology university Macau University of Science and Technology is established in 2000. Macao Polytechnic Institute has renamed Macao Polytechnic University in 2022.
Malaysia.
Polytechnics in Malaysia have been in operation since 1969. The institutions provide courses for bachelor's degree & Bachelor of Science (BSc), Advanced Diploma, Diploma and Special Skills Certificate. The first polytechnic in Malaysia, Politeknik Ungku Omar, was established by the Ministry of Education in 1969 with the help of UNESCO and the amount of RM24.5 million from the United Nations Development Program (UNDP).
At present, Malaysia has 36 polytechnics all over the country providing engineering, agriculture, commerce, hospitality and design courses.
The following is a list of the polytechnics in Malaysia in order of establishment:
There are four technical universities in Malaysia and all are belongs to Malaysian Technical University Network:
Mauritius.
The only technical university in Mauritius is the University of Technology, Mauritius with its main campus situated in La Tour Koenig, Pointe aux Sables.
Mexico.
In Mexico there are different Institutes and Colleges of Technology. Most of them are public institutions.
The National Technological Institute of Mexico (in Spanish: , TecNM) is a Mexican public university system created on 23 July 2014 by presidential decree with the purpose to unify 263 public institutes of technology that had been created since 1948 and are found all around Mexico.
Another important institute of technology in Mexico is the National Polytechnic Institute (""), which is located in the northern region of Mexico City.
New Zealand.
New Zealand polytechnics are established under the Education Act 1989 as amended and are typically considered state-owned tertiary institutions along with universities, colleges of education and wānanga; there is today often much crossover in courses and qualifications offered between all these types of Tertiary Education Institutions. Some have officially taken the title 'institute of technology' which is a term recognized in government strategies equal to that of the term 'polytechnic'. One has opted for the name 'Universal College of Learning' (UCOL) and another 'Unitec New Zealand'. These are legal names but not recognized terms like 'polytechnic' or 'institute of technology'. Many if not all now grant at least bachelor-level degrees. Some colleges of education or institutes of technology are privately owned, however, the qualification levels vary widely.
Since the 1990s, there has been consolidation in New Zealand's state-owned tertiary education system. In the polytechnic sector: Wellington Polytechnic amalgamated with Massey University. The Central Institute of Technology explored a merger with the Waikato Institute of Technology, which was abandoned, but later, after financial concerns, controversially amalgamated with Hutt Valley Polytechnic, which in turn became Wellington Institute of Technology. Some smaller polytechnics in the North Island, such as Waiarapa Polytechnic, amalgamated with UCOL. (The only other amalgamations have been in the colleges of education.)
The Auckland University of Technology is the only polytechnic to have been elevated to university status; while Unitec has had repeated attempts blocked by government policy and consequent decisions; Unitec has not been able to convince the courts to overturn these decisions.
In mid-February 2019, the Minister of Education Minister Chris Hipkins proposed merging the country's sixteen polytechnics into a "NZ Institute of Skills and Technology" in response to deficits and a decline in domestic enrollments. This was commenced with branding changes to 20 establishments in 2022 in preparation of their merger into Te Pūkenga
Nigeria.
Virtually, every state in Nigeria has a polytechnic university operated by either the federal or state government. In Rivers State for example, there are two state-owned polytechnic universities; Kenule Beeson Saro-Wiwa Polytechnic, Bori City and the Rivers State College of Arts and Science, Port Harcourt. The former was established on 13 May 1988 while the latter–though founded in 1984–was approved by the NBTE in 2006. The first private polytechnic university in the state is the Eastern Polytechnic, established in 2008.
Pakistan.
The polytechnic institutes in Pakistan offer Diploma in Engineering spanning three years in different engineering branches. This diploma is known as Diploma of Associate Engineering (DAE). Students are admitted to the diploma program based on their results in the 10th grade standardized exams. The main purpose of the diploma offered in polytechnic institutes is to train people in various trades.
These institutes are located throughout Pakistan and started in the early 1950s.
After successfully completion of diploma at a polytechnic, students can either get employment or enroll in Bachelor of Technology (B.Tech) and Bachelor of Engineering (BE) degree programs.
Universities of Engineering & Technology in Pakistan offer undergraduate (BE/BS/BSc Engineering) and postgraduate (ME/MS/MSc Engineering and PhD) degree programs in engineering. BE/BS/BSc Engineering is a professional degree in Pakistan. It is a four-year full-time program after HSSC (higher secondary school certificate).
Palestine.
University College of Applied Sciences (UCAS) is a technical college in Gaza founded in 1998. The College offers undergraduate degrees in several unique specializations such as education technology, technological management and planning, and geographic information systems
Poland.
Politechnika (translated as a "technical university" or "university of technology") is the designation of a technical university in Poland. Here are some of the larger polytechnics in Poland:
Other polytechnic universities:
Portugal.
Till recently, there was a Technical University of Lisbon (UTL). It included several of the most prestigious schools, including, an engineering school (Instituto Superior Tecnico) and one of the most ancient business schools in the world (ISEG Lisbon). But UTL merged with the University of Lisbon. In this field, here are also a number of non-university higher educational institutions which are called polytechnic institutes since the 1970s. Some of these institutions existed since the 19th century with different designations (industrial and commercial institutes, agricultural managers, elementary teachers and nurses schools, etc.). In theory, the polytechnics higher education system is aimed to provide a more practical training and be profession-oriented, while the university higher education system is aimed to have a stronger theoretical basis and be highly research-oriented. The polytechnics are also oriented to provide shorter length studies aimed to respond to local needs. The Portuguese polytechnics can then be compared to the US community colleges.
Since the implementation of Bologna Process in Portugal in 2007, the polytechnics offer the 1st cycle (licentiate degree) and 2nd cycle (master's degree) of higher studies. Until 1998, the polytechnics only awarded bachelor () degrees (three-year short-cycle degrees) and were not authorized to award higher degrees. They however granted post-bachelor diplomas in specialized higher studies (DESE, ), that could be obtained after the conclusion of a two-year second cycle of studies and were academical equivalent to the university's licentiate degrees (""). After 1998, they started to be allowed to confer their own licentiate degrees, which replaced the DESE diplomas.
Singapore.
Polytechnics in Singapore do not offer bachelor's, master's degrees or doctorate. However, Polytechnics in Singapore offer three-year diploma courses in fields ranging from applied sciences to business, information technology, humanities, social sciences, and other vocational fields such as engineering and nursing. There are five polytechnics in Singapore: Singapore Polytechnic, Ngee Ann Polytechnic, Temasek Polytechnic, Nanyang Polytechnic and Republic Polytechnic.
The Polytechnic diploma certification in Singapore is equivalent to an associate degree obtainable at the community colleges in the United States. A Polytechnic diploma in Singapore is also known to be parallel and sometimes equivalent to the first years at a bachelor's degree-granting institution, thus, Polytechnic graduates in Singapore have the privilege of being granted transfer credits or module exemptions when they apply to a local or overseas universities, depending on the university's policies on transfer credits.
The only university in Singapore with the term "institute of technology", most notably the Singapore Institute of Technology were developed in 2009 as an option for Polytechnic graduates who desire to pursue a bachelor's degree. Other technological universities in Singapore includes the Nanyang Technological University and the Singapore University of Technology and Design.
Slovakia.
The world's first institution of technology or technical university with tertiary technical education is the Banská Akadémia in Banská Štiavnica, Slovakia, founded in 1735, Academy since December 13, 1762 established by queen Maria Theresa in order to train specialists of silver and gold mining and metallurgy in neighbourhood. Teaching started in 1764. Later the department of Mathematics, Mechanics and Hydraulics and department of Forestry were settled. University buildings are still at their place today and are used for teaching. University has launched the first book of electrotechnics in the world.
South Africa.
In South Africa, there was a division between universities and technikons (polytechnics), as well between institutions servicing particular racial and language groupings.
By the mid-2000s, former technikons have either been merged with traditional universities to form comprehensive universities or have become universities of technology; however, the universities of technology have not to date acquired all of the traditional rights and privileges of a university (such as the ability to confer a wide range of degrees).
Taiwan.
The question of Taiwanese college education is, the students either from high school (the aims is to go to normal college) or tech high school(the aims is to go to work or technology university), almost all of the students take the same test(the score can go to two kinds of school), and the school would not care what kind of high school you are from.
Thailand.
Most of Thailand's institutes of technology were developed from technical colleges, in the past could not grant bachelor's degrees; today, however, they are university level institutions, some of which can grant degrees to the doctoral level. Examples are Pathumwan Institute of Technology (developed from Pathumwan Technical School), King Mongkut's Institute of Technology Ladkrabang (Nondhaburi Telecommunications Training Centre) and King Mongkut's Institute of Technology North Bangkok (Thai-German Technical School).
There are two former institutes of technology, which already changed their name to "University of Technology": Rajamangala University of Technology (formerly Institute of Technology and Vocational Education) and King Mongkut's University of Technology Thonburi (Thonburi Technology Institute).
Institutes of technology with different origins are Asian Institute of Technology, which developed from SEATO Graduate School of Engineering and Sirindhorn International Institute of Technology, an engineering school of Thammasat University. Suranaree University of Technology is the only government-owned technological university in Thailand that was established (1989) as such; while Mahanakorn University of Technology is the most well known private technological institute. Technology/Technical colleges in Thailand is associated with bitter rivalries which erupts into frequent off-campus brawls and assassinations of students in public locations that has been going on for nearly a decade, with innocent bystanders also commonly among the injured and the military under martial law still unable to stop them from occurring.
Turkey.
In Turkey, with historical roots extending back to the Ottoman Empire, Istanbul Technical University is recognized as the oldest technical university, established in 1773. Notably, Karadeniz Technical University in Trabzon was established in 1955. Middle East Technical University in Ankara followed closely, founded in 1956. More recent developments include the transformation of Yıldız University into Yıldız Technical University, along with the establishment of Gebze Technical University in Kocaeli, and İzmir Institute of Technology in İzmir. Additionally, the technical education landscape broadened with the founding of Bursa Technical University in Bursa in 2010.
United Kingdom.
Institutes of Technology
The UK Government defines institutes of technology as "Business-led Institutes of Technology [that] offer higher level technical education to help close skills gaps in key STEM areas". They deliver qualifications from level 3 (T-levels) to level 7 (master's degrees). The government is investing £300 million in developing a network of 21 institutes of technology across England, with 19 open as of September 2023[ [update]] and two further institutes expected to open in September 2024.
Polytechnics
Polytechnics were tertiary education teaching institutions in England, Wales and Northern Ireland. The comparable institutions in Scotland were collectively referred to as central institutions.
From 1965 to 1992, UK polytechnics operated under the binary system of education along with universities. Polytechnics offered diplomas and degrees (bachelor's, master's, PhD) validated at the national level by the Council for National Academic Awards (CNAA). Initially they concentrated on engineering and applied science degree courses and other STEM subjects similar to technological universities in the US and continental Europe. Polytechnics were associated with innovations including women's studies, the academic study of communications and media, sandwich degrees and the rise of management and business studies.
Britain's first polytechnic, the Royal Polytechnic Institution later known as the Polytechnic of Central London (now the University of Westminster) was established in 1838 at Regent Street in London and its goal was to educate and popularize engineering and scientific knowledge and inventions in Victorian Britain "at little expense". The London Polytechnic led a mass movement to create numerous polytechnic institutes across the UK in the late 19th century. Most polytechnic institutes were established at the center of major metropolitan cities and their focus was on engineering, applied science and technology education.
The designation "institute of technology" was occasionally used by polytechnics (Bolton), Central Institutions (Dundee, Robert Gordon's) and for the Cranfield Institute of Technology (now Cranfield University), most of which later adopted the designation university and there were two "institutes of science and technology": UMIST and UWIST (part of the University of Wales). Loughborough University was called Loughborough University of Technology from 1966 to 1996, the only institution in the UK to have had such a designation. The University of Strathclyde was the Royal Technical College from 1912 to 1956 and then the Royal College of Science and Technology from 1956 until granted university status in 1964.
Polytechnics were granted university status under the Further and Higher Education Act 1992. This meant that polytechnics could confer degrees without the oversight of the national CNAA organization. These institutions are sometimes referred to as post-1992 universities.
Technical colleges
In 1956, some colleges of technology received the designation college of advanced technology. They became universities in 1966 meaning they could award their own degrees.
Institutions called "technical institutes" or "technical schools" that were formed in the early 20th century provided further education between high school and university or polytechnic. Most technical institutes have been merged into regional colleges and some have been designated university colleges if they are associated with a local university.
United States.
Polytechnic institutes in the USA are technological universities, many dating back to the mid-19th century. A handful of American universities include the phrases "Institute of Technology", "Polytechnic Institute", "Polytechnic University" or similar phrasing in their names; these are generally research-intensive universities with a focus on engineering, science and technology. Conversely, schools dubbed "technical colleges" or "technical institutes" generally provide post-secondary training in technical and mechanical fields, focusing on training vocational skills primarily at a community college level, parallel and sometimes equivalent to the first two years at a bachelor's degree-granting institution.
Some of America's earliest institutes of technology include Rensselaer Polytechnic Institute (1824), Rochester Institute of Technology (1829), Brooklyn Collegiate and Polytechnic Institute (1854), Massachusetts Institute of Technology (1861), and Worcester Polytechnic Institute (1865).
Venezuela.
Institutes of technology in Venezuela were developed in the 1950s as an option for post-secondary education in technical and scientific courses, after the "polytechnic" French concepts. At that time, technical education was considered essential for the development of a sound middle class economy.
Nowadays, most of the "Institutos de Tecnología" are privately run businesses, with varying degrees of quality.
Most of these institutes award diplomas after three or three and a half years of education. The institute of technology implementation (IUT, from ) began with the creation of the first IUT at Caracas, the capital city of Venezuela, called IUT. Dr. Federico Rivero Palacio adopted the French "Institut Universitaire de Technologie"s system, using French personnel and study system based on three-year periods, with research and engineering facilities at the same level as the main national universities to obtain French equivalent degrees. This IUT is the first and only one in Venezuela having French equivalent degrees accepted, implementing this system and observing the high-level degrees some other IUTs were created in
Venezuela, regardless of this the term IUT was not used appropriately resulting in some institutions with mediocre quality and no equivalent degree in France. Later, some private institutions sprang up using IUT in their names, but they are not regulated by the original French system and award lower quality degrees.
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Dutch Reformed Church
Reformed Christian denomination in the Netherlands
The Dutch Reformed Church (, , abbreviated NHK ) was the largest Christian denomination in the Netherlands from the onset of the Protestant Reformation in the 16th century until 1930. It was the traditional denomination of the Dutch royal family and the foremost Protestant denomination until 2004, the year it helped found and merged into the Protestant Church in the Netherlands (the largest Protestant and second largest Christian communion in the Netherlands). It was the larger of the two major Reformed denominations, after the Reformed Churches in the Netherlands ("Gereformeerde kerk") was founded in 1892. It spread to the United States, South Africa, Indonesia, Sri Lanka, Brazil, and various other world regions through Dutch colonization. Allegiance to the Dutch Reformed Church was a common feature among Dutch immigrant communities around the world and became a crucial part of Afrikaner nationalism in South Africa.
The Dutch Reformed Church was founded in 1571 during the Protestant Reformation in the Calvinist tradition, being shaped theologically by John Calvin, but also other major Reformed theologians. The church was influenced by various theological developments and controversies during its history, including Arminianism, the Nadere Reformatie, and a number of splits in the 19th century that greatly diversified Dutch Calvinism. The church functioned until 2004, the year it merged with the Reformed Churches in the Netherlands and the Evangelical Lutheran Church in the Kingdom of the Netherlands to form the Protestant Church in the Netherlands (PKN), a united church of both Reformed and Evangelical Lutheran theological orientations. At the time of the merger, the Church had 2 million members organised in 1,350 congregations. A minority of members of the church chose not to participate in the merger and instead formed the Restored Reformed Church (HHK).
Status.
Before the demise of the Dutch Republic in 1795, the Dutch Reformed Church enjoyed the status of "public" or "privileged" church. Though it was never formally adopted as the state religion, the law demanded that every public official should be a communicant member. Consequently, the Church had close relations with the Dutch government. A privilege of members of the Dutch Reformed Church was that they could have their businesses open on Sundays, otherwise considered a religious day and not one for business.
Disestablishment.
The Dutch Reformed Church was officially disestablished in 1795 with the end of the Republic. Although it remained endorsed by the royal family, the Netherlands never had any public church afterwards.
History.
Reformation and the Synod of Emden.
The Reformation was a time of religious violence between the established Catholic Church, Protestants and governments, in some cases. Efforts to form a Reformed church in the southern provinces stemmed from a secret meeting of Protestant leaders at Antwerp in 1566, and despite Spanish repression, many nobles joined the Protestant movement. Two years later, in 1568, following an attack on the Netherlands by the forces of the Duke of Alba, many Netherlanders fled to the German city of Wesel, where a Synod was convened at which the Belgic Confession and Heidelberg Catechism were adopted, and provisions were made for the offices of pastor, elder, teacher and deacon. The first Synod of 23 Dutch Reformed leaders was held in October 1571 in the German city of Emden. The Synod of Emden is generally considered to be the founding of the Dutch Reformed Church, the oldest of the Reformed churches in the Netherlands. The Synod both affirmed the actions of the earlier Synod of Wesel, as well as established presbyterian church government for the Dutch Reformed Church.
Synod of Dort.
The first Synod to be located in the Dutch Republic was held in Dordrecht in 1578. This synodical meeting is not to be confused with the better known Second Synod of Dort of 1618. Large groups of Marranos settled in Emden and converted to Christianity. Mostly all Marranos, many Jewish groups converted to Christianity around 1649 to the Nederduitsche, Niederdeutsche church later on Dutch Reformed Church. In the latter meeting, the Church fathers expelled Arminians and added the Canons of Dort to the Confessions. The Canons of Dort, together with the previously adopted Belgic Confession and Heidelberg Catechism, were called the "Drie formulieren van Enigheid" (Three Forms of Unity). Most conflicts and splits in the Church arose because of disagreement over the substance and interpretation of these doctrinal documents. The government of the Dutch Republic, which had instigated the Arminians' expulsion, subsequently prohibited the Reformed Church from assembling synodically. No Synod was held in the Netherlands until after the end of the Republic in 1795.
Further Reformation.
The 17th and early 18th centuries were the age of the Dutch Nadere Reformatie (best translated in English as the "Further Reformation"), led primarily by Gisbertus Voetius and Wilhelmus à Brakel, which was greatly influenced by English Puritanism.
19th century splits.
In the 19th century, theological liberalism led to splits in the Dutch Reformed Church. King William I of the Netherlands imposed a new form of government for the church, in which the civil authorities selected the commissioners to the National Synod in 1816, making it increasingly difficult for ministers to speak out against perceived errors. In 1834, the minister Hendrik de Cock of the town of Ulrum was told by church leaders that he could not preach against certain colleagues, who he believed held erroneous views. He and his congregation seceded from the Dutch Reformed Church. In time, the "Afscheiding" (the Separation) led to the departure of 120 congregations from the Dutch Reformed Church. In 1886, another separation, the "Doleantie", occurred, led by Dutch Reformed journalist, theologian and politician Abraham Kuyper.
20th century to the present.
The Dutch Reformed Church remained the largest church body in the Netherlands until the middle of the 20th century, when it was overtaken by the Catholic Church. The rapid secularisation of the Netherlands in the 1960s dramatically reduced participation in the mainstream Protestant church. From the '60s onward, a number of attempts were made to effect a reunion with the Reformed Churches in the Netherlands ("Gereformeerde Kerken in Nederland"). This led to the two churches uniting with the Evangelical Lutheran Church in the Kingdom of the Netherlands ("Evangelisch-Lutherse Kerk in het Koninkrijk der Nederlanden") to establish the Protestant Church in the Netherlands in 2004.
The 2004 merger led to a separation in which a number of congregations and members of the Dutch Reformed Church separated to form the Restored Reformed Church ("Hersteld Hervormde Kerk"). Estimations of their membership vary from 35,000 up to 70,000 in about 120 local congregations served by 88 ministers. The Restored Reformed Church disapproves of the pluralistic nature of the merged church, which they allege contains partly contradicting Reformed and Lutheran confessions. This conservative group also opposes the ordination of women and the blessing of same-sex unions in Christian churches, which have been adopted as practices by the merged church.
International distribution.
Africa.
Dutch migrants carried the Dutch Reformed Church with them, planting several Reformed denominations in Kenya (The Reformed Church of East Africa), South Africa, including the Three Sister Churches of South Africa (the Dutch Reformed Church in South Africa (NGK) ("Nederduitse Gereformeerde Kerk"), the Dutch Reformed Church in South Africa (NHKA) ("Nederduitsch Hervormde Kerk"), the Reformed Churches in South Africa ("Gereformeerde Kerke in Suid-Afrika")), the Afrikaans Protestant Church ("Afrikaanse Protestantse Kerk"), and the Uniting Reformed Church in Southern Africa ("Verenigende Gereformeerde Kerk in Suid-Afrika").
Asia.
Through the Dutch East India Company and its workers, the Dutch Reformed Church was established in Ceylon in 1642. The Groote Kerk, built in 1755, still stands in Galle. The Dutch Reformed Church of Ceylon officially changed its name in 2007 to the Christian Reformed Church of Sri Lanka to reflect its Christian identity in the nation, rather than on its Dutch colonial heritage. As of 2007, its membership stands around 5,000, comprising both communicant and baptised members in 29 congregations, preaching stations, and mission outposts. Christianity in Indonesia is strongly influenced under the Dutch reformed church, the first known church established in the country is "De Oude kerk" in Batavia in 1640. Christianity in Indonesia, like Sri Lanka, has been nationalised into different branches of Protestantism while retaining many of the reformed church elements, such as Protestant Church in Indonesia.
Americas.
The Dutch Reformed Church went with migrants to the Americas, beginning in 1628 in New Amsterdam. St. Thomas Reformed Church, founded in 1660 in St. Thomas, Danish West Indies, became the first Dutch Reformed Church in the Caribbean. During the period of Dutch settlement in Brazil in the 17th century colonists organised the Reformed Church
in Pernambuco.
In Canada and the United States, the oldest and second largest body is the Reformed Church in America, which was the American branch of the Dutch Reformed Church in the Netherlands between 1628 and 1819. The Brookville Reformed Church is one of the oldest Dutch Reformed Church built in America. The largest Dutch Reformed body in North America, the Christian Reformed Church in North America, split off from Reformed Church in America in 1857 under the leadership of Gijsbert Haan. Smaller related denominations and federations include the Canadian and American Reformed Churches, the Free Reformed Churches of North America (FRC), the Heritage Reformed Congregations (HRC), the Netherlands Reformed Congregations (NRC), the Protestant Reformed Churches in America (PRC), and the United Reformed Churches in North America (URC). The Dutch were mainly Protestant and Catholic before arrival to America, but became dominantly Protestant after settling in America. They spread their religion by forming bonds with the natives in The Ohio River Valley.
In 1766, ministers of the Dutch Reformed Church founded Queen's College, which would later become Rutgers College, in the Province of New Jersey. Today, Rutgers University is a major public research institution in the state of New Jersey. As one of nine colonial colleges clustered in the eastern United States, Rutgers serves as a reminder of early Dutch cultural influence in the North American colonies.
Former U.S. Presidents Martin Van Buren and Theodore Roosevelt, both of Dutch descent, were affiliated with the Dutch Reformed Church.
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Éric Losfeld
French publisher (1922–1979)
Éric Losfeld (Mouscron, 9 March 1922 – Paris, 18 November 1979) was a Belgian-born French publisher who had a reputation for publishing controversial material with his publishing imprint Éditions Le Terrain Vague.
He was the publisher of "Emmanuelle" (1967), two film magazines "(Midi Minuit Fantastique" and ) founded by Ado Kyrou.
He published a series of controversial erotic cult comic books, like "Barbarella", created by Jean-Claude Forest, "Scarlett Dream" by Robert Gigi, "Epoxy" by Paul Cuvelier and Jean van Hamme, the French edition of "Phoebe Zeit-Geist", "The Adventures of Jodelle" and "Pravda", both by Guy Peellaert. In 1967, he also published legendary psychedelic feminist comic book "Saga de Xam" by Jean Rollin. In 1970, he published "Xiris" by Serge San Juan and "Kris Kool" by Caza.
Losfeld's tombstone inscription reads, "Tout ce qu'il éditait avait le souffle de la liberté." ("Everything he edited had the breath of freedom.").
References.
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