With A-level results day fast approaching in the UK (results are out on 13 August), students will be eager to find out whether they have achieved their first (or second) choice of university. Results day in Scotland is slightly earlier, on 4 August.
Covid-19 has drastically changed the educational landscape for millions of university students around the world, and international students have their own set of unique challenges. The many sudden changes, along with the chronic stress of the pandemic, may pose mental-health challenges, particularly if students suffer from pre-existing mental-health issues.
The approaching summer vacation was supposed to be packed full of exciting plans for me and my friends. Some wanted to visit their family back in Nepal, some were ready for internships; others, like me, hoped to work on campus during the spare time.
Unfortunately, the coronavirus pandemic suddenly upended plans in almost every part of the world. With each passing day, the situation escalated, classes transitioned to online, campus started to close, and students started to move out.
My university suspended classes for two weeks in March. After that, all classes resumed online. While my university has closed its doors as part of public health measures to limit the spread of Covid-19, I have developed a new academic hobby: attending webinars. This has become my way of being innovative and re-prioritising what I value in my own academic life. I have reimagined the possibilities to both keep myself busy and learn about new things.
I grew up in a small country tucked away in Southeast Asia. Malaysia presented me with a set of unique opportunities and perspectives that I would not have experienced anywhere else.
Perhaps because of the differences in people, cultures, and traditions that were so prevalent in the country, but celebrated by everybody, I am curious about other people and places. I grew up with an ambition to become a global citizen with the ability to move around and find community in all corners of the world.
Once, I was under the illusion that a PhD and a first-class undergraduate degree in engineering would lead to a great job with minimal effort.
I had completed some industrial projects/work experience during my PhD, received a few personal and professional development awards and some journal and conference publications. Although I lacked full-time industrial placement/experience in my field, I deemed my professional portfolio reasonably good.
The Covid-19 outbreak has changed the way that universities function. Prior to the pandemic, thousands of students from all over the world descended on campuses to learn in lectures, discuss ideas during seminars, socialise with peers and join societies and clubs.
But now universities are going to look slightly different, with many lectures taking place online, seminars being held under social distancing measures and many societies and social events going virtual. As a student it can be tricky to understand just what university will look like when you head back in September.
From 1 January 2021, the new UK immigration system will lead to many changes for EU/EEA nationals wishing to live, study and work in the UK
The UK government announced on 23 June this year that EU, EEA and Swiss nationals and their family members will not retain their current entitlement to home fee status or financial support from Student Finance England for courses starting in the 2021-2022 academic year.
This announcement covers tuition fee status and eligibility for student finance in England only. We are waiting to hear from the other countries in the UK.
From this autumn, international students who study at UK universities will be able to stay and work for two years after graduation, by applying for the newly announced Graduate Immigration Route.
The Graduate Immigration Route will be available to international students who have completed a degree at undergraduate level or above at a higher education provider with a track record of compliance and who have a valid Tier 4 visa at the time of application.
Systematic and structural distribution of resources, power, and access largely benefit white people and has effectively excluded people of colour.
This reality is made possible by institutional racism, which of course is the same system that was designed to bolster white supremacy and patriarchy and was responsible for the enslavement of approximately 12.5 million Africans.