A doctor need not be a “Dr.”

Everyday I find at least one message in my mailbox by a “Dr. Sunil” or “Dr. Gita”, asking for the possibility of doing “postgraduate medical studies” in Germany. Initially I was confused: If they have already taken a medical doctorate, why do they ask about “postgraduate studies”? “Postgraduate” in Germany and the US is another term for doctoral, “graduate” meaning master-level and “undergraduate” bachelor-level studies.

Very soon it became clear to me that all the “Dr. Sunils” and “Dr. Gitas”, who contact me, are in fact doctors but not “Drs.” What caused the confusion is the so-called “courtesy title” used by medical graduates (MBBS) in some English-speaking countries, including those of the Indian subcontinent. This is a practice that you should forget as soon as possible when you are dealing with Germany, not because Germans are “uncourteous”, but because they have a somewhat legalistic attitude towards academic titles.

“Courtesy titles”, as the one automatically “awarded” to medical graduates in India and other countries, are considered a discriminatory practice in Germany, as they put graduates of other disciplines, who need to do a doctorate first in order to earn the title of “Dr.”, at a disadvantage. Therefore, if you are a medical graduate and deal with German universities, hospitals or other official authorities, do not use the title “Dr.” at your own discretion. “Dr.” is a protected academic title in Germany, and putting a “Dr.” before your name without having completed a doctorate is a legal offence. Just in case you didn't know…

Should you ever have the opportunity to walk through a German city, take a look at the plates that doctors put up outside their practices. You will notice that most of them use a “Dr.” before their names. Yes, after what has been said above, you are right in surmising that all of these doctors are not availing themselves of a “courtesy title” but have in fact completed a medical doctorate. The first medical degree in Germany being a master-level degree (there is no bachelor of medicine in German-speaking lands), it is a normality for the vast majority of medical doctors to acquire a doctorate before opening their own practice.

And, finally, if you have already taken a medical degree from another country and want to upgrade your qualification, I am not the right person for you to contact. My counselling extends only to undergraduate medical studies in Germany, in other words, I focus on those who wish to become German-trained doctors from scratch.

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5 questions that may decide your future

International applicants to Germany's prestigious public universities face increasingly stiff competition. The number of young people from all over the world who wish to study in Europe's most populous and economically strongest country has been on the rise for many years now. This trend has become particularly conspicuous after the 2008 economic meltdown that severely affected two of the world's leaders in international education, the US and the UK. In the following years, Germany has emerged not only as Europe’s economic powerhouse but also as one of the most popular destinations for higher studies worldwide. A recent survey by a Dutch educational website placed Germany at the third position in Europe regarding the satisfaction of international students – ahead of the three other major European nations France, Great Britain and Italy.

Unfortunately, Germany's largely government-financed, low-fees higher education system has not only come into the focus of international education seekers but has also developed into a target for commercial interests. The country's high-quality public universities are nowadays heavily marketed by so-called “educational consultancies” in many parts of the world, including the South Asian countries of India, Pakistan, Bangladesh and Nepal. Cut-throat competition in this mushrooming sector has induced many “consultancies” to rely on aggressive marketing tactics that are a far cry from accepted business ethics. Charges are often exorbitant, and much of the information provided misleads rather than informs prospective students.

When advertising the course offerings of Germany's public universities, some basic facts of a tax-funded higher education system are frequently overlooked. A university that depends on public financing (i.e. taxes) basically operates like any other government bureaucracy. It only has a limited capacity to adapt to a changing environment, in this case, to a rapid increase in the number of applicants from abroad. Adjustments are usually slow in coming, if they take place at all. Whereas private educational institutions that charge substantial tuition fees will react to increased demand by simply employing more lecturers and offering new courses, this is either impossible for their public counterparts or involves a lengthy administrative procedure of applying for additional government funds.

Thus, international applicants to German public universities should consider carefully whether they are personally and academically qualified enough to succeed in a highly competitive admission environment. The practice of some “consultancies” to recruit candidates on a purely commercial basis (“whoever pays the counselling fees is eligible”) can turn into a frustrating experience for many applicants. More and more of them find themselves without a seat after several months of preparation and application, which consumes time, money and energy. Others, especially at undergraduate level, make it to Germany but get stranded inside the country due to overcrowded preparatory courses that some universities organise for non-European school leavers.

In order to avoid unpleasant surprises later on, do a “benchmarking test” as early as possible by asking yourself the following “5 Qs”. Answering these questions honestly will give you a clear idea whether you stand a realistic chance of being admitted to one of Germany’s public universities and to complete your chosen programme successfully:

(Q1) Is my academic performance clearly and consistently above average, i.e. do I generally obtain marks above 70% and / or do I belong to the best 10% in my  batch? German universities select their students mainly on the basis of their prior academic achievements. If you are a graduate student, you should prove that your qualification stands up to international comparison by presenting good scores in internationally valid tests such as GRE or GMAT. (See also my blog entry on the benchmark of eligibility.)

(Q2) Do I have a sufficient command of the English language? Most study programmes at German universities are still taught in German, but there is an increasing number of English-medium courses. Becoming a successful student in one of these courses requires more than average IELTS / TOEFL scores and a command of colloquial English. You need advanced English language skills in all four competencies (reading, writing, listening, speaking) to complete an English-taught study programme at a German university.

(Q3) Am I prepared to cope with a German-speaking environment? Germany is a monolingual country where English is not used as a second language in everyday life. The widespread English fluency that is sometimes observed in some neighbouring countries like Denmark or the Netherlands cannot be expected as a matter of fact in Germany. To get on with your life off-campus you need at least basic (and possibly intermediate) knowledge of German.

(Q4) Is my financial background sound enough to carry me through several years of studies in a country where living expenses may be much higher than in my home country? Don’t be misled by Germany’s no-tuition-fees policy: You will need app. 9,000 EUR per year to support yourself. Education may be cheap in Germany; rents and food prices are not. Part-time jobs are difficult to find unless you are fluent in German and stipends for undergraduate or master students the exception.

(Q5) Do I fulfill any other requirements that my chosen study course(s) ask for? Two examples: Despite being taught in English, some courses require a certain level of German language that has to be fulfilled either before applying or before departure. Other courses (e.g. most MBA porgrammes) are not open to fresh graduates but can only be joined after having acquired substantial work experience (usally at least two years). A third group of courses is partly self-financed and charges annual tuition fees of several thousand Euros.  

If answering the “5 Qs” has still left you in doubt regarding your eligibility for higher studies in Germany, you should get in touch with us. Our personalised counselling (chargeable) will provide you with a clear picture of your individual study options in Germany and all the details of the application procedure.

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Ontario University in Canada

Studying in Canada
is a huge experience by itself, enriching the mind and broadening
horizons with your chosen subject and all the added extras that come
with high education, but doing that in a different country? That’s
amazing and life-changing. From the many countries you can study in,
Canada is amongst popular choice. It’s really not hard to see why.
Universities in Canada offer world-class education, with 12 Canadian
universities ranked in the Times Higher Education Supplement Top 200.
Studying in Canada has many other benefits too: affordable tuition fees,
the opportunity to work while you study and for a year after you
graduate, and a great lifestyle in a beautiful and diverse country.

Canada has one of the best and most respected education systems  
in the world. Every year, thousands of students from other countries pursue their educational goals in Canada.

With new ways to gain valuable Canadian work experience during and after
your studies, the advantages of studying in Canada are great. There are
alsopermanent immigration options for international students who have
graduated in post-secondary programs from Canada.


Study in Ontario University
There are 23 publicly funded Canadian Universities
province of Ontario that are post-secondary education institutions with
degree-granting authority. There are also 17 privately funded,
religious universities. Students apply to public universities in Ontario
through the Ontario Universities' Application Centre.

The oldest university, the University of Toronto, was established in
1827, and the newest university, Algoma University, was established in
2008. The largest university in terms of enrolment is the University of
Toronto, which has campuses in three locations: St. George Campus (the
university's main campus), Scarborough Campus, and Mississauga Campus.

There are two central organizations that assist with the process of
applying to Ontario universities and colleges: the Ontario Universities'
Application Centre and Ontario College Application Service.

Ontario Universities' Application Centre- to Apply to all the Ontario
universities. Ontario College Application Service. - To apply to all the
Ontario Colleges but only Canadian and Permanent Residents apply
through Ontario College Application Service. International Students
directly apply through EDWISE Application form.

While application services are centralized, admission and selection
processes vary and are the purview of each institution independently.
Admission to many Ontario postsecondary institutions can be highly
competitive

Ontario University Intakes

Major intake in Ontario University is fall (September) followed by winter (January) and summer (May) which is a rare intake

Popular courses for Higher Education in Ontario University

• Engineering
• Management
• Hospitality
• Fine Arts
• Liberal Arts
• Sciences

To study in Canada, you may need a study permit

• Prepare to study: Find out what you need before you apply for study permit in Canada. 
• Determine your eligibility: Find out if you or your child can study in
• Apply
  for a study permit:Discover how to apply, where to get application
  forms and guides, what documents to provide with your application.
• Check processing times: Processing times vary depending on the Canadian visa office where you submitted your application.
• After you apply: get next steps: Find out what you should do for a study 
• Prepare for arrival: Be prepared and know what to expect when you arrive in

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Nanyang Technological University Singapore

Nanyang University is a young, research-intensive University in Singapore. It is one of the largest public Universities in Singapore.
Over the years, NTU has grown to become a full-fledged research
university, and currently provides a high-quality global education to
close to 33,000 undergraduate and postgraduate students. The student
body includes top scholars and international Olympiad medalists from the
region and beyond. Hailing from more than 70 countries, the
university's 4000-strong teaching and research staff also bring dynamic
international perspectives and years of solid industry experience.


Types of Nanyang University

Nanyang University is organized into several colleges and schools, each
corresponding to different fields of study. The various engineering
schools, which were consolidated to form the College of Engineering in
2001, together with Nanyang Business School, the Wee Kim Wee School of
Communication and Information and the National Institute of Education
have been part of NTU from its inception. More recently, Nanyang Technological University
has established additional schools for the Biological Sciences (2001),
Humanities and Social Sciences (2004), Physical & Mathematical
Sciences (2005), and Art, Design and Media (2009). In 2013, NTU and
Imperial College London jointly established a new medical school, the
Lee Kong Chain School of Medicine, which is based in the Novena campus.

Nanyang Universities also hosts a number of world-class autonomous institutes:
the National Institute of Education, the S. Rajaratnam School of
International Studies, and two recently established research institutes,
the Earth Observatory of Singapore and the Singapore Centre on
Environmental Life Sciences Engineering. It is also home to
variousleading research centers such as the Nanyang Environment &
Water Research Institute, Energy Research Institute @NTU and the
Institute on Asian Consumer Insight (ACI).

Nanyang Technological University Campus

The campus is located in the western part of Singapore, near the Jurong
West Extension area. You can get to NTU Yunnan Garden campus by car,
Mass rapid Transit (MRT), or public Bus Service. Also, a student can use
Internal Shuttle Bus to get around the Campus.

Why Choose Nanyang Technological University (NTU)?

In NTU, we pride ourselves in our ability to provide a complete education;
one that focuses on creativity, inventiveness, entrepreneurship,
interpersonal and teamwork competencies, and the ability to cope with
continual change. These are all critical skills and attributes for
success in the world of today.

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Mean years of schooling

Mean years of schooling (MYS), the average number of completed years of education of a population, is a widely used measure of a country's stock of human capital. Since 2010, MYS is used as one of two education indicators (the second education indicator is the school life expectancy) in the calculation of the Human Development Index (HDI) (UNDP, 2010).
A well-known data set with estimates of MYS was developed by Robert Barro and Jong-Wha Lee, two pioneers in this field of work. In 1993, Barro and Lee published an article describing their data set, which was partly derived from data on educational attainment by the Division of Statistics of UNESCO. Barro and Lee continue to update their data set, which is available at their website.
In December 2013, the UNESCO Institute for Statistics (UIS), the successor of the Division of Statistics of UNESCO, published its first estimates of MYS of the population aged 25 years and older. This indicator, used in the calculation of the HDI, had previously not been available in the database of the UIS. The UIS methodology is based on the approach by Barro and Lee. There are still important gaps in the UIS database but the UIS will attempt to fill them in the coming years.
The figure below summarizes the MYS estimates released by the UIS in December 2013. The UIS provides data for 103 countries and territories from the period 1996 to 2013. In the figure, only the latest available data are shown for each country. All countries are grouped by geographic region and sorted by MYS of the total population. As noted above, there are large gaps in the UIS database. For example, MYS estimates are only available for 13 of the 45 countries in sub-Saharan Africa. For two thirds of all countries, the MYS estimates are from 2007 or a later year but for the remaining countries, the most recent estimates are more than 6 years old. In spite of these gaps, some interesting patterns can be observed in the data.
MYS is highest (generally 8 years or more) in North America and Western Europe, Central Asia, and Central and Eastern Europe. Among the countries with data, the highest MYS was calculated for the United Kingdom in 2011: 13.8 years. By contrast, MYS values are lowest in sub-Saharan Africa and South Asia. In Burkina Faso, men and women 25 years and older completed on average less than one year of schooling.
Gender disparities, indicated by the difference between male and female MYS, are smallest in North America and Western Europe and in Central Asia, and largest in sub-Saharan Africa and in South and West Asia. In Pakistan, adult men had on average completed 3 more years of schooling than adult women in 2011 (6.2 years for men versus 3.1 years for women). In East Asia and the Pacific and in sub-Saharan Africa, the spread between the countries with the lowest and highest MYS is more than 10 years. In the Arab States, Central and Eastern Europe, Central Asia, and North America and Western Europe, the difference between the countries with the lowest and highest MYS is 6 years or less.
Mean years of schooling of the population 25 years and older, latest year available (click image to enlarge)

Note: Countries in each region sorted by MYS of total population.
Source: UIS Data Centre, December 2013, http://stats.uis.unesco.org.
The full data set with UIS estimates of MYS is available in the UIS Data Centre. The data set lists MYS values for the total, male and female population 25 years and older of 103 countries and territories, as well as the educational attainment data on which the MYS estimates are based.

• Go to the UIS Data Centre at http://stats.uis.unesco.org.
• Click on "Predefined Tables".
• Click on "Literacy and Educational Attainment".
• Click on "Mean years of schooling of population aged 25 years and older" to download an Excel file with all data.

References

• Barro, Robert J. and Jong-Wha Lee. 1993. "International Comparisons of Educational Attainment." Journal of Monetary Economics 32 (3) (December): 363–394. http://dx.doi.org/10.1016/0304-3932(93)90023-9.
• UNESCO Institute for Statistics (UIS). 2013. UIS Methodology for Estimation of Mean Years of Schooling. Montreal: UIS. http://www.uis.unesco.org/Education/Documents/mean-years-schooling-indicator-methodology-en.pdf.
• United Nations Development Programme (UNDP). 2010. Human Development Report 2010 – The Real Wealth of Nations: Pathways to Human Development. New York: UNDP. http://hdr.undp.org/en/content/human-development-report-2010.

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UK courses and qualifications delivered for international students

Want to gain a UK qualification outside the UK?

Each year, over 590,000 students worldwide gain a UK qualification… without travelling to the UK!
There are countless advantages to a UK qualification, but for many students, studying in the UK is not possible.
The good news is that many UK universities, colleges and schools offer courses and qualifications that are taught or awarded overseas (sometimes called ‘transnational education’ or TNE).

Why study for a UK qualification overseas?

Reputation and quality: UK education standards are respected by employers and academics worldwide – UK schools, colleges and universities consistently rank highly for quality of education, student satisfaction and employment prospects.
There are rigorous quality assurance systems - courses delivered overseas by recognised UK schools, colleges and universities are subject to the same standards as those taught within the UK. Find out more in Gain a world-class education.
Cost: Choosing a UK qualification delivered overseas can be more cost-effective than studying in the UK - you can save on airfare, and living costs such as accommodation may be cheaper. You can also continue working if you choose to study part-time and work alongside your studies.
Looking for a scholarship? See Scholarships and financial support and the three guides to Malaysia, Hong Kong and Singapore below.
Career: Gaining a UK qualification will boost your employment prospects – in the 2013 QS Rankings, employers ranked five UK universities in the global top 10, and UK-educated international graduates have higher average salaries. Many international students study for a UK qualification part-time alongside a job – this lets you build experience in the workplace and progress in your career while studying.
You’ll also benefit from studying in English, gaining international exposure (on a UK course delivered overseas, you’re likely to meet lecturers and students from around the world), and gaining the skills in critical thinking and innovation that all UK degrees offer.
Flexibility: There are thousands of undergraduate, postgraduate and professional qualifications to choose from, available full-time or part-time.
Studying closer to home means you can stay close to friends and family. For the experience of living abroad, however, you could choose a programme that allows you to complete part of your course in the UK – the best of both worlds!

What are the options?

Distance or online learning
In distance learning programmes, classes might be conducted online via forums, instant messaging, social media, blogs and email. Some have ‘virtual’ lectures and seminars, where students participate through webcams. You might also receive course materials in print or on CD. These courses are ideal for part-time study, but you need to be disciplined to ensure you complete all assignments and projects on time.
You might hear about 'massive open online courses' (MOOCs). Although a great way to learn, typically these are not recognised qualifications. Always double-check whether your course offers a qualification at the end.
International branch campuses
Several UK universities, colleges and schools have a campus or academic buildings in other countries. These campuses often have a real UK atmosphere – lessons are taught in English, and some teachers and other students may be from the UK. This is a great way to experience student life, plus you’ll receive the same qualification as if you had studied in the UK.
Franchised programmes
Sometimes known as a 3+0 programme (meaning you do the full three years in one place, and spend no time in the UK), this is a UK degree course studied entirely at a local institution. The UK university or college will license a local institution to teach the course – this means the UK institution oversees academic standards and awards the final certification, but students don’t need to attend the UK campus.
Twinning
Students on twinning programmes will spend some time in the UK. These are joint study programmes, where students study at one institution and transfer to the other at a specified stage. Twinning programmes are available as 2+1 (two years spent studying locally and one spent overseas), 1+2 (the other way around), 1.5+1.5 (splitting your time equally), or another balance depending on the length of your course.
Validation
In this arrangement, the course is entirely developed and taught by a local institution, and validated by a UK institution. Although the UK institution may not deliver the same course, there is a strict system of accreditation to ensure the award is of the same standard as other UK awards at the same level.
Joint, double or dual degrees
These programmes are jointly developed and recognised by two or more institutions. The local institution might have teaching staff from the UK, and some courses include a year abroad. At the end of the programme, students receive either separate degrees from the two institutions (dual award), or a degree that’s awarded jointly from both (joint award).
Credit transfer
Sometimes called ‘articulation’, this means a UK institution recognises the ‘credits’ a student has gained from studying at a local institution. You might start studying in your home country and build up three or four credits for each subject you take, for example, then transfer these credits and continue your studies in the UK.
Top-up programmes
If you hold a 'sub-degree' which is recognised in the UK (such as an HND or Associate degree) from a local institution, with a ‘top-up’ programme you may be able to convert this into a UK bachelor’s degree in 9 to 18 months (compared to three years for a full UK bachelor’s programme).
Full-time or part-time
Many of these courses could be studied either full-time or part-time. For undergraduate degrees, this means you could study full-time and complete the course in three years, or study part-time (evenings and weekends) for five or six years. You could complete a master’s degree in one year full-time, or two years part-time. There are many more options – check out the guides below to find out more.

Finding and choosing a UK course delivered overseas

When choosing a course, check that the UK provider is a reputable school, college or university that is recognised by the UK government and education bodies. Please see the following sections for more details: Education for students aged 16 and under, Learn English, Further education, Higher education.

Online/distance learning
The Open and Distance Learning Quality Council (ODLQC) sets standards for distance learning and home study courses, and can give you a list of the education providers that have been assessed.
You can also find thousands of online and distance-learning UK courses with our course search tool. Just select the level and subject you want to study, then filter your search results by ‘study mode’ (on the left side of the screen, check the box for ‘Distance/Online’).

UK courses around the world
UK courses are available in many countries around the world. Three of the most popular destinations are Singapore, Hong Kong and Malaysia:

UK courses in Singapore
In Singapore, over 50 UK universities have partnered with more than 120 Singaporean education institutions, offering 1,150 UK qualifications to Singaporean and international students. In total, 52,000 students are enrolled on UK courses here, studying for degrees in business, hospitality and tourism, accounting, marketing and media, IT and much more – plus MBAs and other postgraduate qualifications.
See Cohort magazine, the guide for students in Singapore.

UK courses in Hong Kong
Over 30,000 students are studying for a UK qualification in Hong Kong, with a choice of over 700 courses, and numbers are growing every year. The UK offers 60% of non-local programmes in Hong Kong, with high-quality teaching and facilities. Many top UK universities offer full degree programmes through local partners, and there are courses accredited by professional organisations such as the Chartered Institute of Marketing and the Association of Chartered Certified Accountants.
See our Guide to UK qualifications in Hong Kong

UK courses in Malaysia
The UK is the leading provider of international qualification programmes in Malaysia, with more than 58,000 students enrolled in over 800 courses annually – from pre-university through to postgraduate and professional qualifications. Malaysia is fast becoming a leading international education hub, and the UK qualifications offered here are among the best in the world.
See our Guide to UK qualifications in Malaysia

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How to choose the right education agent in UK

Many students planning to study abroad consult an ‘education agent’ – sometimes referred to as an education advisor or counsellor.
Education agents can help you plan your studies, apply for a course, book accommodation, travel and more.
It’s important to choose a reputable agent who will put your interests first and offer you good advice.
Here Helen Obaje, Professional Development Manager at the British Council, gives her top tips for finding and working with an agent.

Before you approach an agent

1.  Think carefully about your study and career plans – you will get better advice if you have a clear idea of your goals and the type of course you are interested in. Use the menu above to browse courses and read about your study options.
2.  Some agents have formal working relationships with particular schools, colleges and universities. This means they know the application processes well, and should be able to help you effectively. If you already know where you want to study, choosing an agent who represents this education centre may be ideal for you.
However, if you are interested in exploring lots of different education centres and evaluating which one is best suited to you – make sure the agent is able to present you with the full range of options, rather than just the particular schools, colleges or universities they represent.

To find an agent

3.  If you are interested in a particular school, college or university: ask the institution if they have good agents in your country that could help you. Many UK schools, colleges and universities list the agents they work with on their websites.
4.  Another good place to look is the British Council’s Global Agents List. Here you can find contact details for certified agents in your country. Agents listed here have passed the British Council’s Agent Training Certificate within the last two years, meaning they have a good knowledge of the UK’s education system.
5.  Ask your family, friends and teachers if they can recommend a good education agent to you.

Before you use an agent’s services

6.  Ask the agent for references or testimonials from students they have assisted in the past.
7.  If possible, speak to more than one agent – this will give you the opportunity to compare the information you are given.
8.  Always ask for a summary of costs – make sure you know what you are paying for, and compare prices. If an agent doesn’t charge you a fee, this is because they receive a commission from the education institution they represent.
9.  Be aware that your CAS (Confirmation of Acceptance for Studies) is normally sent directly to you from the university, college or school, and not to the agent, unless you have arranged this with your CAS provider.
10.  Finally, read any documents carefully before you sign them.

Visit the British Council’s Global Agents List to find agents now.

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Learning how to live on a student budget in UK

It can be hard to plan a budget for your first few weeks in a new country – there will be many one-off expenses, social events, activities and societies to join, and things you'll want to buy for your new home.
Many people will tell you to watch out and avoid ‘splurging’ (spending too much) at the beginning of term. The important thing is to be sensible and make savings where you can. Fortunately, there are many student discount schemes, second-hand stores and even free goodies on campus!
These guidelines will help – plus, if you're starting your studies in September or October (the start of the academic year in the UK), you'll find many special deals, sales in shops and 'freebies' to look out for...

Some general tips to follow:

• Weigh up how much money you have vs. what you need to buy. Make a list and decide which items you need straight away – and which are not essential. You can buy these items later in the year if you still need them. The International Student Calculator is a handy tool to help work out your budget.
• Decide on a weekly limit for overall expenses, especially on spending like entertainment, eating out and takeaway food. Put money aside for bills you know will be coming up during the term (rent, electricity, heating, gas, etc.)
• Find the best deals! If your college or university has a students' union building, hang out there and read the noticeboard and flyers. Students often advertise things they want to sell (like course textbooks) there.
• Always allow a little bit of a ‘safety net’ in your budget in case things end up costing more than you expected.
• When you’re going out for the day or evening, bring only the amount of cash you want to spend.
• If you can, pay for things in cash. Studies have shown people are likely to spend less if they pay using cash rather than credit or debit cards (it’s not nice to see all that money leaving your pockets)…

It’s likely you will have a bit of quiet time in between events, when you might be tempted to head straight to the shops and get all those things you need, but first:

Think about what you really need

• Always make a shopping list: it helps you focus instead of buying impulsively.
• Organise group shopping trips: It’s nice to have your own cooking utensils but the fact is, if you buy things with people you live with, you can share the costs and make sure you don’t end up with three toasters and five saucepans but no forks!
• Your school, college or university will have some computer equipment you can use. You may not need your own printer, for example, but if you think you’ll be using one daily then share it with some other students and split the costs of ink and paper. You can find basic printers that are not too expensive in some large stores.
• Some people enjoy colour-coding all their lecture notes and take great care with presentation, but fancy stationery can be expensive. Think about what you need to organise your notes effectively (folders, binders, note paper, etc.) before going shopping! Look out for ‘pound stores’, where almost everything costs £1 – these shops are increasingly popular across the UK.

Don’t buy brand new things... if you can find second-hand or free stuff!

• At the beginning of term, you'll often find people on campus giving out various ‘freebies’ – particularly at the societies fair, if your institution has one. From pens to notepads and mugs, you can stock up on essentials without spending a penny.
• For larger purchases like a bicycle, kitchenware or furniture, you can save a lot of money by buying from charity shops or vintage markets. You could even get them for free through 'freecycling' websites – find out how in Second-hand shopping in the UK.
• Other items you could buy second-hand are folders, pencil cases and books (plus, you never know, a previous student might have left some funny notes or doodles). Libraries often clear out books to make space for new arrivals, so keep an eye out at the beginning of the year, and give an old library book a loving new home!

Keep informed and get organised

• Spend your time online productively! Email newsletters and Facebook groups are great ways of finding out what the latest offers are – many organisations write free newsletters about student deals, healthy and cheap cooking, fun student events and more.
• If you plan to get a UK phone, do lots of research online and ask in-store for a deal that fits your budget. Find out more in Choosing a UK mobile phone plan
• Ask your teachers or lecturers what online resources are available for students, and as often as possible, borrow books from the library instead of buying your own (but be quick – if your course requires you to read certain books, it's likely these will quickly disappear from the library!)
• Do lots of research before making a big purchase. If you’re looking at ads in a newspaper or online, look through the whole section – people who pay more tend to get the more prominent ads, so scroll all the way to the bottom as you might find some great things for sale that just aren’t being advertised effectively.
• Some stores and restaurants have loyalty schemes, meaning you can collect points for rewards, such as getting the 10th purchase for free. You should always be careful and read the small print with this type of deal, however, and never sign up for anything you don’t want!
• There are lots of ways to save money on food shopping, such as shopping at the end of the day (when prices on many items are reduced) and cooking in bulk. Read our article Eating on a budget for more great tips.

Re-use, reduce, recycle

Getting into the ‘recycling’ mindset is good for the environment as well as your wallet!  Buy a metal or good quality plastic water bottle that you can refill instead of buying drinks on campus, and buy plastic food containers to keep leftovers – always think of how you could use leftover food instead of throwing it out.
You could even get creative with old flyers, magazines and craft materials to make greeting cards, wrapping paper or even small gifts for your friends’ birthdays!

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Some Rett Syndrome Tips

Working with girls and women who have Rett Syndrome
can be a unique and wonderful experience.  Rett Syndrome is a
neurological condition that effects only girls (with a few, rare
exceptions).  Although it varies in presentation from girl to girl, in
general, those with Rett Syndrome are primarily alternative
communicators, they present with hand wringing or similar movements and
they tend to have amazing eye contact and eye pointing skills.  Most of
the girls are very motivated by music and music can be an ideal teaching
modality.  About half use wheelchairs for all mobility.  Most have
seizures, have swallowing difficulties and have issues with
unintentional breath holding.  Sleep disorders are common as are certain
lung and heart issues.  Rett Syndrome used to be considered a form of
autism, but it is, in fact, a specific genetic condition. 



Girls with Rett Syndrome used to be automatically assumed to have very
severe to profound developmental and intellectual disabilities. 
However, as more and more people are willing to practice the least dangerous assumption
and presume competence and as technology has evolved to include
somewhat affordable eye tracking based alternative communication systems
we are finding that many, if not most, girls with Rett Syndrome have been dramatically underestimated and, sometimes, educationally neglected.



Here are just a few tips for working with girls and women who have Rett
Syndrome in our classrooms and in other educational settings.

• Bringing the hands to mid-line (the center of the body) is one of
  the key diagnostic features of Rett Syndrome.  This can be hand washing
  movements, hand clenching, hand mouthing or clapping.  The girls cannot
  control this movement, in fact, an attempt to control this movement may
  be distressing and thus increase it.  Therefore, rethink hand use goals.
• hand wringing and related stereotypies are a hallmark of Rett
  Syndrome functional hand use is occasionally possible for some girls
  with Rett Syndrome, however, as a general rule goals that work towards
  hand use should be rethought.  
• such goals are likely to be lead to frustration for the girls and
  for staff.  Whatever energy or effort the girls must put forth to meet
  such goals will be a heroic effort in battling a symptom of Rett
  Syndrome, it is unfair to ask her to do this while doing other important
  things - like learning
• look through your IEP.  If any of the goals for communication, life
  skills or academics call for the girl to use her hands especially using
  her hands in a very specific way look for other ways to meet the goals. 
  Consider eye gaze from communication, switches with a head or foot
  movement for activating adapted items and generally adapting the
  environment to be accessed without hand us
• it is ok to have her use her hands, to encourage her to use her hands, but having it be the goal may not be best overall
• some girls do have more hand use than others, a few can hold a cup
  or spoon or even activate a device, but consider the effort required
  overall as you decide what to spend energy on

• Remember what apraxia (a key component of Rett) is:
  
• a inability to perform a task, especially speech even though:
• the request is understood
• there is willingness to do the task
• the muscles work properly
• the task may have already been learned
• This means
• you can't assume a Rett girl doesn't understand, is "acting out" or
  "refusing", is physically incapable or that she has forgotten what she
  has learned
• you can assume that the more the girl wants to do or say something
  the harder it will be and she is inevitably more frustrated than you are
• the girl with Rett will be consistently inconsistent, not because of intelligence or behavior but because of apraxia
• a burst of strong emotion may override apraxia 
• Also since you can't measure her knowledge fully because of the
  combination hand stereoypies and apraxia of speech, even using high
  technology, you must assume that she is competent to avoid causing an
  developmental disability through educational neglect

• Anxiety severely affects girls with Rett

•  Anxiety is a massive issue in Rett Syndrome.  The girls are often
  times unable to communicate their anxiety or ask questions to clarify
  situations which may be causing anxiety.  
• Anxiety can present as increased stereotypies like tooth grinding,
  hand mouthing, breath holding and other behaviors; it can also present
  as shutting down (closing eyes, appearing sleepy) or with crying or
  yelling.  Very rarely, some girls may hit their heads, bite their hands
  or otherwise hurt themselves.
• Teachers and therapists should seek to create a low stress, low anxiety enviroment by
• explaining changes in the environment, in staffing, in anything that can cause stress
• teaching about emotions and how to communicate about them
• ensuring the girls have the words to talk about anxiety
• using social stories to teach about how to decrease anxiety and to prepare the girls for difficult situations
• be aware of what your students particular anxiety markers are and intervene at the first sign
• know what music, sensory experiences and people your student finds
  calming and have them available, give the girl a way to ask for these
  things 

• Eyes are usually the best means of communication
  
• Although a few girls can speak some words and a few others can use
  their hands or switches to activate augmentative communication devices
  most girls do best when using eye gaze as a way to communicate
• Start evaluation for high technology eye gaze communication system
  early, at diagnosis or between nine months of age and two years, if
  possible
• there are no prerequisites for high technology eye gaze based
  communication, girls do not need to use low technology eye gazed
  interventions first, they do not have to master PECS or picture symbols
  first. 
• all of the best practices of Augmentative and Alternative
  Communication apply to eye gaze such as: implementation of a robust
  vocabulary, intensive and ongoing aided language stimulation and
  implementation across all environments

• Trying a high technology eye gaze system
• Be sure you work with a company representative and/or AAC specialist
  who is knowledgeable about both Rett Syndrome and eye gaze tracking
  technologies, but if there is no one available still proceed with trying
  high technology eye gaze systems
• Explain to the girl well ahead of time and more than once what a
  high technology eye gaze system is and what it is for, show videos of
  other girls using such devices
• Schedule the demo and trial of the system for when the girl is usually most alert, for most girls this is the morning
• Do not have the girl present for the boring set up or "how this
  works" session with the company representative, do not bring her in
  until you are ready for her to start using the system!
• Do NOT waste time trying to calibrate the device when the girl
  arrives, calibration has no built in rewards and is hard to understand
  why is it useful from the girls perspective.  It tends to cause the
  girls anxiety.  Have the rep turn on a fun sensory activity for the girl
  to try with her eyes.  She will likely "get it" right away.  Move from
  there into a communication activity with a large targets and a big pay
  off (something exciting happens when the buttons are activated even if
  that something exciting is you doing what the girl tells you - sing,
  dance, jump).  At this point the girl may be tired.  Take her cues. 
  Stop before she has any sense of failure.  At the next visit move
  through the same sequence more quickly and then try calibrating.  Rarely
  after two or three sessions when the girl is awake and feeling well is
  there then not enough evidence to get a month long trial of a system for
  further evaluation. 

•  Literacy is a human right!  Rett Girls can read!
  
• start teaching girls with Rett Syndrome letters, letters sounds,
  letter blending and word segmenting along the same time line as typical
  peers but,
• if the girl is older it isn't too late, start now,
• reading and spelling is being accomplished by girls and women with
  Rett Syndrome everyday, be a part of this reading revolution and
  teaching reading and spelling now

• Music as motivation
• girls with Rett Syndrome can be very motivated by music and may be more able to learn when music is involved
• consider music therapy and work to have it consist of more than
  cause and effect activities and listening to music, many girls are able
  to contribute to writing lyrics to music using there speech devices and
  many find music a way to relieve anxiety and express emotions
• use music and music videos to teach key concepts, you can find a music video for just about any educational concept on YouTube!

• Connect with resources
•  Rett Syndrome Educators Network
• RettSyndrome.Org
• Rett University
• Rett Syndrome Research Trust
• GirlPower2Cure
• Facebook IRSF Communication and Device Exchange

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