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LEVEL 3 INTERNATIONAL FOUNDATION DIPLOMA FOR HIGHER EDUCATION STUDIES

PROGRAM HANDBOOK

2023 - 2024

FACULTY OF ADVANCED SCIENCES

AMERICAN SCHOOL OF SCIENCE

  • SCOPE OF PROGRAM HANDBOOK


    Intended for students enrolling in the NCC Education Level 3 International Foundation Diploma for Higher Education Studies program, this handbook contains information specific to the program. It is a definitive record of the program's primary characteristics and the learning outcomes that a typical student can reasonably be expected to achieve and demonstrate if he/she takes full advantage of the available learning opportunities. This document also serves as a reference for academic and support staff, internal and external examiners' assessments, and future program monitoring and review.


    PROGRAM AT A GLANCE


    Program

    Level 3 International Foundation Diploma for Higher Education Studies


    Administrative Unit

    Faculty of Advanced Sciences

    American School of Science


    Academic Level

    Level 3 (UK)


    Credits

    120.0 (UK)


    Methods of Delivery

    Accelerated

    On-campus


    Mode of Study

    Accelerated: ~9.0 Months

    Full-time: ~1 Year


    Last Date of Revision

    September 7th, 2023

  • SYNOPSIS


    The NCC Education Level 3 International Foundation Diploma for Higher Education Studies (L3IFDHES) is an Ofqual regulated qualification. It is a one-year pre-university qualification developed by UK academics to help you progress successfully to undergraduate study. This pre-university bridging qualification is designed to provide an entry route to UK and international university courses, or progression onto the NCC Education Level 4 programs.


    PROGRAM BENEFITS AND AIMS


    • NCC Education’s Level 3 International Foundation Diploma for Higher Education Studies (L3IFDHES) is designed for speakers of English as a foreign language who are seeking to gain entry to Higher Education qualifications taught and assessed in English.

    • NCC Education’s Level 3 International Foundation Diploma for Higher Education Studies is:

    • Regulated by Ofqual under the Regulated Qualifications Framework. For more information see: https://www.gov.uk/what-different-qualification-levels-mean/list-of-qualification-levels

    • Quality assured and well established in the UK and worldwide.

    • A valuable university preparation qualification which allows candidates to demonstrate their English language skills (both general and academic) together with key transferrable study skills, cultural knowledge and mathematical understanding, as well as an understanding of the essential concepts of business and economics (Business electives), the essential concepts of computing and programming

    • (Computing electives) or the essential mathematical and physics concepts required for undergraduate study in Engineering (Engineering electives). The Level 3 International Foundation Diploma for Higher Education Studies syllabus and assessment is suitable for students aged 16-19 as well as adult learners.

    • Recognized and valued by many universities, both in the UK and in other countries. There are over fifty university progression routes to UK and overseas universities. For more details of the universities that successful L3IFDHES candidates can progress to, see www.nccedu.com

    • A pathway to NCC Education’s Level 4 Diploma qualifications and greater employment opportunities.

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    CONCENTRATION  REQUIREMENTS

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    FIELD EXPERIENCE REQUIREMENTS

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    RESEARCH  REQUIREMENTS

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    GENERAL REQUIREMENTS

  • ACADEMIC CREDIT HOUR POLICY

    AUS implements a credit-centric pedagogical schema, rigorously calibrated per the Academic Credit Hour Policy. This schema apportions credits to academic offerings, a process nuanced by educational stratum. Specifically, credits at the graduate level are denoted as AUS Graduate-level Semester Credit Hours (GSCH), and at the undergraduate level as AUS Undergraduate-level Semester Credit Hours (USCH). Determination of academic hour equivalence per credit hour is methodically anchored to the instructional paradigm employed.


    CONTINUING EDUCATION UNIT (CEU) POLICY

    The Continuing Education Unit (CEU), pursuant to the Continuing Education Unit Policy, serves as a definitive, standardized gauge for assessing the requisite engagement duration in professional advancement programs. Varied sectors prescribe specific continuous learning or training intensities, with each CEU, equivalent to ten instructional hours, facilitating this assessment. Defined instructional activities for CEU accreditation include direct educator interaction, asynchronous discussion participation, and the execution of designated assignments, exercises, homework, as well as engagement with specified videos and readings. Activities falling outside mandatory coursework, including optional and supplementary efforts, are excluded from CEU consideration. The CEU's valuation is derived from a calculated consensus among instructors on the anticipated average time commitment for essential course engagements. Achievement of all stipulated program criteria entitles the participant to an AUS-issued credential, affirming programmatic completion.


    CREDIT TRANSFER POLICY

    Before initiating course enrollment, individuals aiming for credit accumulation must ensure course eligibility for transfer, adhering to the established Credit Transfer Policy. Courses identified with the 5-AGSCS marker are ordinarily accredited with 10.0 ECTS in the European context and 25.0 credits in the United Kingdom, reflecting divergent academic valuation standards. Notably, criteria for credit recognition exhibit substantial variability across institutions and geographical boundaries. The acquisition of a digital transcript and testamur from certified sources constitutes a prerequisite for the formalization of credit transfer engagements.


    ACADEMIC HONESTY AND INTEGRITY

    Affirmation of academic honesty and integrity constitutes a cornerstone of AUS's educational ethos. The institution mandates unequivocally that each scholarly submission emanate exclusively from the student, categorically denouncing plagiarism. Defined as the unauthorized appropriation of another’s intellectual output, presented deceitfully as the student’s original work without appropriate citation, plagiarism breaches academic conduct irrespective of the material’s origin or the original author’s consent. Such infractions, irrespective of intent, trigger disciplinary responses ranging from the nullification of the implicated work to potential course failure, with recurrent malpractices risking expulsion. The AUS Policies and Procedures document articulates a comprehensive taxonomy of academic integrity violations and attendant disciplinary measures.

    Prior to final submission, academic works are scrutinized through Turnitin, a software designed to detect similarities between the student’s submission and existing texts across various databases, including scholarly articles, digital content, and other students’ compositions from different institutions. This generates a similarity report, accessible in the drafting phase, which quantifies textual parallels, enabling students to ensure compliance with established similarity benchmarks.

    Responsibilities vested in students include:

    • Mastery of plagiarism’s definition and implications.

    • Diligent modification of their work to align with the stipulated similarity limits before submission deadlines. Post-deadline, should a submission exhibit a similarity index exceeding the course-specific allowance, the instructor will assess the presence of plagiarism and determine the appropriate academic consequence.


    STUDENT CONDUCT AND ETIQUETTE

    Membership in the AUS community obligates students to personify and uphold a code of conduct that promotes scholastic distinction, behavioral integrity, and an enriching academic environment. This encompasses an expectation for all students to conduct themselves with professionalism, responsibility, and maturity at all times. The University Policies and Procedures codify these behavioral expectations, emphasizing that the enumeration of specific behaviors is not exhaustive. Actions deemed antithetical to the ethos or objectives of AUS, even if not explicitly listed, may incur disciplinary sanctions ranging from admonition to expulsion, underscoring the institution’s commitment to maintaining a conducive learning atmosphere.

OFFICE OF ACADEMIC AFFAIRS