UGC

(https://www.ugc.gov.in/)

The University Grants Commission (UGC) came into existence on 28th December, 1953 and became a statutory Organization of the Government of India by an Act of Parliament in 1956, for the coordination, determination and maintenance of standards of teaching, examination and research in university education.

NCTE

(https://ncte.gov.in/Website/Index.aspx)

NCTE, as a statutory body of Government of India, came into existence in pursuance of the National Council for Teacher Education Act, 1993 on 17th August, 1995 with the mandate to achieve planned and coordinated development of teacher education throughout the country and to govern the regulation and proper maintenance of norms and standards for teacher education. The organization is a pan-India jurisdiction and comprises of various divisions along with 4 Regional Committees namely Northern Regional Council, Eastern Regional Council, Southern Regional Council and Western Regional Council which are all stationed in New Delhi. The gamut of functions performed by NCTE is very broad covering all the teacher education programmes e.g. Diploma in Elementary Education (D. El. Ed), Bachelor of Education (B. Ed), Master of Education (M. Ed) etc.

NCTE has been given a very significant role and has taken up various national mandates such as Integrated Teacher Education Programme (ITEP), National Professional Standards for Teachers (NPST) and National Mission for Mentoring (NMM).

BCI

(https://en.wikipedia.org/wiki/Bar_Council_of_India)

The BCI is a statutory body established under the Advocates Act, 1961, that regulates the legal practice and legal education in India. The BCI is responsible for setting standards for legal education and professional conduct of lawyers in India. It also maintains the Indian Bar Councils and provides recognition to universities and colleges that offer law degrees.

NAAC

(http://www.naac.gov.in/index.php/en/)

The National Assessment and Accreditation Council (NAAC) is an autonomous institution of the University Grants Commission (UGC) in India that assesses and accredits higher education institutions (HEIs) based on quality standards and criteria. The NAAC was established in 1994 to address concerns about the quality and relevance of higher education in India. The NAAC’s mandate is to make quality assurance an integral part of the functioning of HEIs. The NAAC functions through its General Council (GC) and Executive Committee (EC), which comprise educational administrators, policy makers, and senior academicians from a cross-section of the Indian higher education system. The NAAC has accredited over 16,000 institutions in India

MOHE

(https://www.mohe.gov.my/en)

The University Grants Commission (UGC) came into existence on 28th December, 1953 and became a statutory Organization of the Government of India by an Act of Parliament in 1956, for the coordination, determination and maintenance of standards of teaching, examination and research in university education.

MQA

(https://www.mqa.gov.my/)

The establishment of a new entity which merges the National Accreditation Board (LAN) and the Quality Assurance Division, Ministry of Higher Education (QAD) was approved by the Government on 21 December 2005. This entity is responsible for quality assurance of higher education for both the public and the private sectors.

The new entity, the Malaysian Qualifications Agency (MQA), was established on 1 November 2007 with the coming in force of the Malaysian Qualifications Agency Act 2007. The MQA was officially launched by the Honourable Minister of Higher Education, Dato' Mustapa Mohamed, on 2 November 2007.

The main role of the MQA is to implement the Malaysian Qualifications Framework (MQF) as a basis for quality assurance of higher education and as the reference point for the criteria and standards for national qualifications. The MQA is responsible for monitoring and overseeing the quality assurance practices and accreditation of national higher education. The establishment of the MQA saw LAN dissolved and its personnel absorbed into the MQA. With the vision to be a global authority on quality assurance of higher education and the mission to put in place a system of quality assurance that is recognized internationally, the MQA is set to chart new boundaries in higher education quality assurance.

Functions

As a quality assurance body, the functions of MQA are:

1. To implement MQF as a reference point for Malaysian qualifications;
2. To develop standards and credits and all other relevant instruments as national references for the conferment of awards with the cooperation of stakeholders;
3. To quality assure higher education institutions and programmes;
4. To accredit courses that fulfills the set criteria and standards;
5. To facilitate the recognition and articulation of qualifications; and
6. To maintain the Malaysian Qualifications Register (MQR)

MOHA

(https://www.imi.gov.my/index.php/en/home/)

The Immigration Department of Malaysia is under the Ministry of Home Affairs, which provides services to Malaysian Citizens, Permanent Residents and Foreign Visitors.

The functions of the department are as follows:

• Issuing of passports and travel documents to Malaysian Citizens and Permanent Residents.
• Issuing of visa passes and permits to Foreign Nationals entering Malaysia.
• And managing the movement of people at authorized entry and exit points.
• Enforcing the Immigration Act 1959/63, Immigration Regulations 1963, Passport Act 1966, Anti-Trafficking in Persons and Anti-Smuggling of Migrants Act 2007 (Amendment 2010)

Education Malaysia

(https://educationmalaysia.gov.my/)

Established on 13 April 2012, Education Malaysia Global Services (EMGS) is a Company Limited by Guarantee (“CLBG”) under the purview of the Ministry of Higher Education Malaysia.

EMGS is the wing responsible for promoting Malaysia as the international education hub of choice and to position Malaysia as the Top 10 education destination. It is also the principal body that manages the movement of international students in Malaysia, including facilitating visa processing.

EMGS operates a One-Stop Centre for international student services pursuing higher education at Malaysia’s public and private higher education institutes, language and training centers. The One-Stop Centre is located near the Kuala Lumpur City Centre (KLCC) and is conveniently accessible through various modes of transportation. It also leads marketing and promotional activities for Malaysian education institutions and products globally, including tours and participation in international exhibitions and conferences. Together, Education Malaysia and EMGS offer the best of world-class Malaysian education to the global community.

The Asia Cooperation Dialogue (ACD)

(http://www.acd-dialogue.org/)

The Asia Cooperation Dialogue (ACD) was inaugurated in June 2002 in Cha-Am, Thailand, where 18 Asian Foreign Ministers met together for the first time. The ACD is a continentwide forum, the first of its kind in Asia. More specifically, the ACD aims to constitute the missing link in Asia by incorporating every Asian country and building an Asian Community without duplicating other organizations or creating a bloc against others. A key principle is to consolidate Asian strengths and fortify Asia's competitiveness by maximizing the diversity and rich resources evident in Asia. The core values of the ACD are positive thinking; informality; voluntarism; non-institutionalization; openness; respect for diversity; the comfort level of member countries; and the evolving nature of the ACD process. Since its inception, the ACD has rapidly developed in two dimensions, namely, dialogue and projects.

On the dialogue dimension, ACD Ministers have met annually at the ACD Ministerial Meetings to discuss ACD developments, issues of regional cooperation and ways to enhance and solidify Asian unity. In between, Foreign Ministers also meet on the sidelines of the UN General Assembly in September to update each other on the progress of ACD project cooperation, to hold constructive discussions on international issues of concern and to strengthen the 'voice of Asia' in the international arena.

On the projects dimension, currently, many countries have proposed to be prime movers in 20 areas of cooperation, such as energy, agriculture, biotechnology, tourism, poverty alleviation, IT development, e-education and financial cooperation.

At the community level, Thailand hosted the First ACD Think Tanks Symposium in December 2004 and has put together an ACD Think Tank Network composed of academic institutions, development networks and research groups nominated by ACD countries to serve as the academic arm of ACD. The objectives are to conduct in-depth study and support the development of the ACD as well as facilitate prime mover projects.

Thailand initiated the ACD to be a continent-wide cooperative framework guided by positive thinking and the comfort level of participants. The ACD aims to consolidate Asian strengths and fortify Asia’s competitiveness by maximizing the diversity and rich resources in Asia. Currently, the ACD comprises 35 countries, namely: the Islamic Republic of Afghanistan, the Kingdom of Bahrain, the People’s Republic of Bangladesh, the Kingdom of Bhutan, Brunei Darussalam, the Kingdom of Cambodia, the People’s Republic of China, the Republic of India, the Republic of Indonesia, the Islamic Republic of Iran, Japan, the Republic of Kazakhstan, the Republic of Korea, the State of Kuwait, the Kyrgyz Republic, the Lao People’s Democratic Republic, Malaysia, Mongolia, the Republic of the Union of Myanmar, Nepal, the Sultanate of Oman, the Islamic Republic of Pakistan, the State of Palestine, the Republic of the Philippines, the State of Qatar, the Russian Federation, the Kingdom of Saudi Arabia, the Republic of Singapore, the Democratic Socialist Republic of Sri Lanka, the Republic of Tajikistan, the Kingdom of Thailand, the Republic of Turkey, the United Arab Emirates, the Republic of Uzbekistan, and the Socialist Republic of Viet Nam.