harvard university education system

The Harvard College Curriculum & Graduation Requirements

All students complete the College Curriculum Requirements (General Education, Divisional Distribution, Language, Expository Writing, and Quantitative Reasoning with Data), declare, and then complete a concentration to receive a Bachelor of Arts or Bachelor of Science degree. 

• Harvard students take 128 credits, or 32 4-credit courses to complete their degree 
• Students complete their degrees in 8 semesters 
• All students typically take 16 credits each term (four courses, four credits per course). Students wishing to take more than 20 credits (or more than 16 credits for first-term first-years) in a term must obtain the approval of their Resident Dean.  
• In the fall term, first-year students ordinarily take exactly 16 credits (four courses, four credits per course). Exceptions are rare and must be approved by the Resident Dean of First-Year Students.   
• Students may not enroll in more than 24 credits (six courses, four credits per course) in one term without Administrative Board approval. 
• First-year students may not cross-register for courses at other Harvard schools in the first term so that they may fully engage with the curriculum in the Faculty of Arts and Sciences. 

The College Curriculum

Harvard’s Program in General Education provides a broad foundation that enables students to make meaningful connections across disciplines. Students are required to take one course in each of four perspectives: Aesthetics & Culture; Ethics & Civics; Histories, Societies, Individuals; as well as Science & Technology in Society. 

The distribution requirement exposes students to the diversity of scholarly disciplines at Harvard. Students graduating in May 2020 or later must complete one departmental (non-Gen Ed) course in each of the three main divisions of the Faculty of Arts and Sciences (FAS) and the Paulson School of Engineering and Applied Sciences (SEAS): Arts and Humanities, Social Sciences, and Science and Engineering and Applied Science. 

The QRD requirement introduces students to mathematical, statistical, and computational methods that will enable students to think critically about data as it is employed in fields of inquiry across the Faculty of Arts and Sciences.

The writing requirement is a one-semester course offered by the Harvard College Writing Program that focuses on analytic composition and revision. Expos courses are taken as first-year students and are taught in small seminars focusing on writing proficiency in scholarly writing.  

Degree candidates must meet a language requirement in a language other than English that is taught at Harvard or for which an appropriate examination can be given. Details regarding the language requirement can be found on the Office of Undergraduate Education’s website. If after the second term of study a student has not met the language requirement, an advising hold will be placed on their record in my.harvard during each registration period until the language requirement has been met. Students will be expected to have a conversation with their academic advisor to plan how they will fulfill the requirement before graduation.

Concentrations

To explore potential concentrations and fields of study you are encouraged to use the following resources:

• The Harvard College Handbook for Students – Fields of Concentration
• Concentrations and Secondary Fields

Many concentrations offer different tracks within the concentration to allow students to specialize within a field of study.  Many also offer an honors track for students who wish to write a thesis. 

Students may consider completing a joint concentration- a joining of two overlapping concentrations in which students complete requirements from both concentrations and ordinarily complete an interdisciplinary thesis. 

Students may also consider completing a double concentration- allowing students to study two completely unrelated concentrations in depth, with no more than 8 credits of overlap. 

Students must declare a concentration in their third term at Harvard. That said, students are able to declare a different concentration later in their time at Harvard if their academic interests and goals change. 

Electives  

These are three formal programs students can pursue in their Electives are the following (detailed in the Harvard College Handbook for Students ):

• Secondary Fields (Minors): In addition to a concentration, students may complete one of the 49 secondary fields of study. While many fields have an associated secondary field, some secondary fields are multi-disciplinary and are thus not directly affiliated with a concentration. 
• Language Citations: Study of a foreign language to an advanced level at Harvard may be acknowledged by a language citation. The awarding of a citation is noted on the student’s transcript and a printed version is issued along with the diploma at Commencement. 
• Concurrent Master’s Degrees : Students can apply to the Graduate School of Arts and Sciences for a master’s degree pursued concurrently with the bachelor’s degree.  

Course Grading  

Of the 128 credits required to graduate, 84 must be taken for a letter-grade. Students enrolling in courses without letter grades are reminded of the following requirements:  

• Each term students must take, for credit, at least one letter-graded course offered by the FAS. Courses taken at the Graduate School of Education under the UTEP Program constitute an exception to this rule. 
•  Of the 128 credits, students must pass (with a letter graded C- or higher) at least 84 credits (96 credits for a degree with honors) to receive the degree awarded by the FAS. The only non-letter grade that may be counted toward the requirement of 84 satisfactory letter-graded credits is Satisfactory (SAT).  
• No more than one of the four required General Education courses (Aesthetics & Culture; Ethics & Civics; Histories, Societies, Individuals; and Science & Technology in Society) may be taken pass/fail.  
• Writing, foreign language, and certain concentration requirements can only be satisfied by letter-graded courses.  
• Ordinarily, no first-year student or sophomore may take fewer than three letter-graded courses (4 credits per course) in any term. 

For more details about course grading policies, please see the Harvard College Handbook for Students . 

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Requirements

Learn more about the Gen Ed requirements

As described in the Student Handbook , s tudents must complete four General Education courses, one from each of the following four General Education categories.   One Gen Ed requirement may be fulfilled with a course taken Pass/Fail, with the permission of the instructor.

Gen Ed Categories

Aesthetics & Culture

Aesthetics & Culture courses foster critical engagement with diverse artistic and creative endeavors and traditions across history and geographical locations, helping students situate themselves and others as participants in and products of art and culture. 

In A&C courses, students do one or more of the following:

• Explore how aesthetic objects and practices affect our senses, emotions, and thoughts, and invite our interpretations.
• Engage directly with aesthetic objects, practices, and texts, broadly conceived, to develop students’ skills of close reading, listening, and observation and to support analysis of the production and reception of these objects in their cultural contexts.
• Engage in critical analysis of artistic and cultural production from a variety of approaches, including art-making, hands-on, or participatory/experiential assignments.
• Examine the roles that artistic and creative endeavors play in shaping and reshaping societies.

Ethics & Civics

Ethics & Civics courses examine the dilemmas that individuals, communities, and societies face as they explore questions of virtue, justice, equity, inclusion, and the greater good. 

In E&C courses, students do one or more of the following:

• Analyze the foundations and ramifications of diverse modes of ethical inquiry and practice.
• Situate ideas about ethics and civic engagement in their historical, cultural, and social contexts.
• Explore real-world ethical questions, ranging from problems in individual lives to the challenges of meeting civic responsibility at local, national, and global levels.

Histories, Societies, Individuals

Histories, Societies, Individuals courses explore the dynamic relationships between individuals and larger social, economic and political structures, both historically and in the present moment. 

In HSI courses, students do one or more of the following:

• Examine change over time to understand the historical origins of the contemporary world.
• Analyze the interplay between individuals, groups, and larger social, economic, and political structures in the making of the modern world.
• Compare societies across time and space to broaden students’ understandings of the complexities of global experiences.

Science & Technology in Society

Science & Technology in Society courses explore scientific and technological ideas and practices in their social and historical contexts, providing a foundation to assess their promise and perils. STS courses engage students in the practice of science, not just the study of scientific findings.

In STS courses, students  do one or more of the following: 

• Engage in scientific methods of inquiry, such as theoretical framing, structured observation or experimentation, and quantitative analysis.
• Examine the influence of social, economic, cultural, and political factors on science and engineering.
• Analyze the ethical, social, and political implications of scientific and technological ideas and practices, including their potential and risks.

In addition to the General Education requirements, students must complete the College's language requirement , Expository Writing requirement , distribution requirement , and Quantitative Reasoning with Data requirement .  These requirements constitute the Harvard College Curriculum .

Any progress that returning students have made towards the previous Gen Ed requirements will translate towards fulfilling the new Gen Ed requirements, the distribution requirement, and the Quantitative Reasoning with Data requirement.

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Educating in a World of Artificial Intelligence

• Posted February 9, 2023
• By Jill Anderson
• Learning Design and Instruction
• Teachers and Teaching
• Technology and Media

Senior Researcher Chris Dede isn't overly worried about growing concerns over generative artificial intelligence, like ChatGPT, in education. As a longtime researcher on emerging technologies, he's seen many decades where new technologies promised to upend the field. Instead, Dede says artificial intelligence requires educators to get smarter about how they teach in order to truly take advantage of what AI has to offer.“The trick about AI is that to get it, we need to change what we're educating people for because if you educate people for what AI does well, you're just preparing them to lose to AI. But if you educate them for what AI can't do, then you've got IA [Intelligence Augmentation],” he says. Dede, the associate director of research for the National AI Institute for Adult Learning and Online Education , says AI raises the bar and it has the power to significantly impact learning in powerful ways.

In this episode of the Harvard EdCast, Dede talks about how the field of education needs to evolve and get smarter, in order to work with — not against — artificial intelligence. 

ADDITIONAL RESOURCES

• Dede's keynote on Intelligence Augmentation , delivered at an AI and Education conference
• Brief on Intelligence Augmentation, co-authored by Dede for HGSE’s Next Level Lab

Jill Anderson:  I'm Jill Anderson. This is the Harvard EdCast. 

Chris Dede thinks we need to get smarter about using artificial intelligence and education. He has spent decades exploring emerging learning technologies as a Harvard researcher. The recent explosion of generative AI, like ChatGPT, has been met with mixed reactions in education. Some public school districts have banned it. Some colleges and universities have tweaked their teaching and learning already. 

Generative AI raises que

Chris Dede: I've actually been working with AI for more than half a century. Way back when when I was a graduate student, I read the first article on AI in education, which was published in 1970. And the author confidently predicted that we wouldn't need teachers within five or six years because AI was going to do everything. And of course, we still see predictions like that today. 

But having lived through nine hype cycles for AI, I'm both impressed by how much it's advanced, but I'm also wary about elaborate claims for it. And there is a lot of excitement now about generative AI is the term that people are using, which includes programs like ChatGPT. It includes things like Dolly that are capable of creating images. It includes really AI on its own doing performances that we previously would have thought were something that people would have to do. 

But it's interesting to compare ChatGPT to a search engine. And people don't remember this, but there was a time when-- before search engines when people really struggled to find resources, and there was enormous excitement when search engines came out. And search engines are, in fact, AI. They are based on AI at the back end, coming up with lists of things that hopefully match what you typed in. In fact, the problem with the search engine becomes not trying to find anything, but trying to filter everything to decide what's really useful. 

So you can think of ChatGPT as the next step beyond a search engine where instead of getting a list of things and then you decide which might be useful and you examine them, you get an answer that says, this is what I think you want. And that is really more the AI taking charge than it is the AI saying, I can help you. Here's some things that you might look at and decide about. That makes me wary because AI is not at a stage where it really understands what it's saying. 

And so it will make up things when it doesn't know them, kind of a not very good student seeing if they can fake out the teacher. And it will provide answers that are not customized to somebody's culture or to somebody's reading level or to somebody's other characteristics. So it's really quite limited. 

I know that Harvard has sent some wording out that I've now put into my syllabi about students being welcome to use whatever tools they want. But when they present something as their work, it has to be something that they wrote themselves. It can't be something that somebody else wrote, which is classic plagiarism. It can't be something that Chat AI wrote that they're presenting as their work and so on. I think that what Chat AI does is it raises the bar for human performance. 

I know a lot about what people are going through now in terms of job interviews because my older daughter is an HR manager, and my younger daughter just graduated. And she's having a lot of job interviews. And in contrast to earlier times, now, job interviews typically involve a performance. 

If you're going to be hired for a marketing position, they'll say bring in a marketing plan when we do our face-to-face interview on this, and we'll evaluate it. Or in her case, in mechanical engineering, they say when you come in, there's this system that you're going to have a chance to debug, and we'll see how well you do it. Those employers are going to type the same thing into Chat AI. And if someone comes in with something that isn't any better than Chat AI, they're not going to get hired because why hire somebody that can't outcompete a free resource? 

Jill Anderson:  Oh interesting. 

Chris Dede: So it raises the bar for human performance in an interesting way. 

Jill Anderson:  Your research looks at something called intelligence augmentation. I want to know what that means and how that's different from artificial intelligence. 

Chris Dede: Intelligence augmentation is really about the opposite of this sort of negative example I was describing where now you've got to outthink Chat AI if you want to get a job. It says, when is the whole more than the sum of the parts? When do a person and AI working together do things that neither one could do as well on their own? 

And often, people think, well, yeah, I can see a computer programmer, there might be intelligence augmentation because I know that machines can start to do programming. What they don't realize is that it applies to a wide range of jobs, including mine, as a college professor. So I am the associate director for research in a national AI institute funded by the National Science Foundation on adult learning and online education. And one of the things the Institute is building is AI assistants for college faculty. 

So there's question answering assistants to help with student questions, and there's tutoring assistants and library assistants and laboratory assistants. There's even a social assistant that can help students in a large class meet other students who might be good learning partners. So now, as a professor, I'm potentially surrounded by all these assistants who are doing parts of my job, and I can be deskilled by that, which is a bad future. You sort of end up working for the assistant where they say, well, here's a question I can't answer. 

So you have to do it. Or you can upskill because the assistant is taking over routine parts of the job. And in turn, you can focus much more deeply on personalization to individual students, on bringing in cultural dimensions and equity dimensions that AI does not understand and cannot possibly help with. The trick about AI is that to get it, we need to change what we're educating people for because if you educate people for what AI does well, you're just preparing them to lose to AI. But if you educate them for what AI can't do, then you've got IA. 

Jill Anderson:  So that's the goal here. We have to change the way that we're educating young people, even older people at this point. I mean, everybody needs to change the way that they're learning about these things and interacting with them. 

Chris Dede: They do. And we're hampered by our system of assessment because the assessments that we use, including Harvard with the GRE and the SAT and so on, those are what AI does well. AI can score really well on psychometric tests. So we're using the wrong measure, if you will. We need to use performance assessments to measure what people can do to get into places like Harvard or higher education in general because that's emphasizing the skills that are going to be really useful for them. 

Jill Anderson:  You mentioned at the start artificial intelligence isn't really something brand new. This has been around for decades, but we're so slow to adapt and prepare and alter the way that we do things that once it reaches kind of the masses, we're already behind. 

Chris Dede:  Well, we are. And the other part of it is that we keep putting old wine in new bottles. I mean, this is — if I had to write a headline for the entire history of educational technology, it would be old wine in new bottles. But we don't understand what the new bottle really means. 

So let me give you an example of something that I think generative AI could make a big difference, be very powerful, but I'm not seeing it discussed in all the hype about generative AI. And that is evidence-based modeling for local decisions. So let's take climate change. 

One of the problems with climate change is that let's say that you're in Des Moines, Iowa, and you read about all this flooding in California. And you say to yourself, well, I'm not next to an ocean. I don't live in California. And I don't see why I should be that worried about this stuff. 

Now, no one has done a study, I assume, of flooding in Des Moines, Iowa, in 2050 based on mid-level projections about climate change. But with generative AI, we can estimate that now. 

Generative AI can reach out across topographic databases, meteorological databases, and other related databases to come up with here's the parts of Des Moines that are going to go underwater in 2050 and here's how often this is going to happen if these models are correct. That really changes the dialogue about climate change because now you're talking about wait a minute.  You mean that park I take my kids to is going to have a foot of water in it? So I think that kind of evidence-based modeling is not something that people are doing with generative AI right now, but it's perfectly feasible. And that's the new wine that we can put in the new bottle. 

Jill Anderson:  That's really a great way to use that. I mean, and you could even use that in your classroom. Something that you said a long, long time ago was that — and this is paraphrasing — the idea that we often implement new technology, and we make this mistake of focusing on students first rather than teachers.   Chris Dede:  In December, I gave a keynote at a conference called Empowering Learners for the Age of AU that has been held the last few years. And one of the things I talked about was the shift from teaching to learning. Both are important, but teaching is ultimately sort of pouring knowledge into the minds of learners. And learning is much more open ended, and it's essential for the future because every time you need to learn something new, you can't afford to go back and have another master's degree. You need to be able to do self-directed learning. 

And where AI can be helpful with this is that AI can be like an intellectual partner, even when you don't have a teacher that can help you learn in different ways. One of the things that I've been working on with a professor at the Harvard Business School is AI systems that can help you learn negotiation. 

Now, the AI can't be the person you're negotiating with. AI is not good at playing human beings — not yet and not for quite a long time, I think. But what AI can do is to create a situation where a human being can play three people at once. So here you are. You're learning how to negotiate a raise. 

You go into a virtual conference room. There's three virtual people who are three bosses. There's one simulation specialist behind all three, and you negotiate with them. And then at the end, the system gives you some advice on what you did well and not so well. 

And if you have a human mentor, that person gives you advice as well. Ronda Bandy, who was a professor in HGSE until she moved to Hunter College, she and I have published five articles on the work we did for the HGSE's Reach Every Reader Project on using this kind of digital puppeteering to help teachers practice equitable discussion leading. So again, here's something that people aren't talking about where AI on the front end can create rich evocative situations, and AI and machine learning on the back end can find really interesting patterns for improvement. 

Jill Anderson:  You know, Chris, how hard is it to get there for educators? 

Chris Dede: I think, in part, that's what these national AI institutes are about. Our institute, which is really adult learning with a workplace focus, is looking at that part of the spectrum. There's another institute whose focus is middle school and high school and developing AI partners for students where the student and the partner are learning together in a different kind of IA. There's a third Institute that's looking at narrative and storytelling as a powerful form of education and how can AI help with narrative and storytelling. 

You can imagine sitting down. Mom and dad aren't around. You've got a storybook like Goldilocks and the Three Bears, and you've got something like Alexa that can listen to what you're reading and respond. 

And so you begin, and you say, Goldilocks went out of her house one day and went into the woods and got lost. And Alexa says, why do you think Goldilocks went into the woods? Was she a naughty girl? No. Or was she an adventurous girl, or was she deeply concerned about climate change and wanting to study ecosystems? 

I mean, I'm being playful about this, but I think the point is that AI doesn't understand any of the questions that it's asking but it can ask the questions, and then the child can start to think deeper than just regurgitating the story. So there's all sorts of possibilities here that we just have to think of as new wine instead of asking how can AI automate our order thinking about teaching and learning. 

Jill Anderson:  I've been hearing a lot of concern about writing in particular-- writing papers where young people are actually expressing their own ideas, concerns about plagiarism and cheating, which I would say the latter have long existed as challenges in education, aren't really a new one. Does AI really change this? And how might a higher ed or any educator really look at this differently? 

Chris Dede:  So I think where AI changes this is it helps us understand the kind of writing that we should be teaching versus the kind of writing that we are teaching. So I remember preparing my children for the SAT, and it used to have something called the essay section. And you had to write this very formal essay that was a certain number of paragraphs, and the topic sentences each had to do this and so on. 

Nobody in the world writes those kinds of essays in the real world. They're just like an academic exercise. And of course, AI now can do that beautifully. 

But any reporter will tell you that they could never use Chat AI to write their stories because stories is what they write. They write narratives. If you just put in a description, you'll be fired from your reportorial job because no one is interested in descriptions. They want a story. 

So giving students a description and teaching them to turn it into a story or teaching them to turn it into something else that has a human and creative dimension for it, how would you write this for a seventh-grader that doesn't have much experience with the world? How would you write this for somebody in Russia building on the foundation of what AI gives you and taking it in ways that only people can? That's where writing should be going. 

And of course, good writing teachers will tell you, well, that's nothing new. I've been teaching my students how to write descriptive essays. The people who are most qualified to talk about the limits of AI are the ones who teach what the AI is supposedly doing. 

Jill Anderson:  So do you have any helpful tips for educators regardless of what level they're working at on where to kind of begin embracing this technology? 

Chris Dede: What AI can do well is what's called reckoning, which is calculative prediction. And I've given some examples of that with flooding in Des Moines and other kinds of things. And what people do is practical wisdom, if you will, and it involves culture and ethics and what it's like to be embodied and to have the biological things that are part of human nature and so on. 

So when I look at what I'm teaching, I have to ask myself, how much of what I'm teaching is reckoning? So I'm preparing people to lose to AI. And how much of what I'm teaching is practical wisdom? 

So for example, we spend a lot of time in vocational technical education and standard academic education teaching people to factor. How do you factor these complex polynomials? 

There is no workplace anywhere in the world, even in the most primitive possible conditions, where anybody makes a living by factoring. It's an app. It's an app on a phone. Should you know a little bit about factoring so it's not magic? Sure. 

Should you become fluent in factoring? Absolutely not. It's on the wrong side of the equation.  So I think just teachers and curriculum developers and assessors and stakeholders in the outcomes of education need to ask themselves, what is being taught now, and which parts of it are shifting over? And how do we include enough about those parts that AI isn't magic? But how do we change the balance of our focus to be more on the practical wisdom side? 

Jill Anderson:  So final thoughts here — don't be scared but figure out how to use this to your advantage? 

Chris Dede: Yeah, don't be scared. AI is not smart. It really isn't. People would be appalled if they knew how little AI understands what it's telling you, especially given how much people seem to be relying on it. But it is capable of taking over parts of what you do that are routine and predictable and, in turn, freeing up the creative and the innovative and the human parts that are really the rewarding part of both work the life. 

EdCast: Chris Dede is a senior research fellow at the Harvard Graduate School of Education. He is also a co-principal investigator of the National Artificial Intelligence Institute in adult learning and online education. I'm Jill Anderson. This is the Harvard EdCast produced by the Harvard Graduate School of Education. Thanks for listening.  [MUSIC PLAYING] 

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Harvard’s Largest Division Drops DEI Hiring Statements

By  Josh Moody

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Harvard University’s Faculty of Arts and Sciences (FAS), which houses 40 academic departments and more than 30 centers, is dropping diversity, equity and inclusion (DEI) statements in its hiring processes.

The largest division at Harvard, FAS adopted required DEI statements less than five years ago. Now, in walking those requirements back, candidates for tenure-track positions will be required to provide a “service statement” instead of a statement on DEI. The new statement can include a commitment to DEI efforts but candidates are not required to specifically address that topic. The change came after “feedback from numerous faculty members,” The Boston Globe reported .

The move comes at a time when DEI practices are being increasingly called into question, particularly by conservatives. As a private institution, Harvard is making the move of its own accord, but DEI efforts at various public colleges have been thwarted by Republican lawmakers in recent years. Red states including Florida and Texas have broadly sought to sideline DEI efforts by eliminating state funding and creating more oversight of what colleges are allowed to teach regarding race, gender and sexual orientation.

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Rankings released! QS World University Rankings 2025 

The QS World University Rankings 2025 are now live ! 

Being the first of its kind to incorporate both employability and sustainability factors into the methodology , the QS World University Rankings provides the higher education sector, governments and students a reliable rankings system that identifies the world’s leading universities in a range of performance metrics. 

This year’s ranking is the largest – featuring 1,500 universities from 106 countries and territories across the globe. For the thirteenth consecutive year Massachusetts Institute of Technology (MIT) in the US has placed first. 

Who are the top ten universities in the QS World University Rankings 2025? 

1. Massachusetts Institute of Technology (MIT), US 

2. Imperial College London, UK 

3. University of Oxford, UK 

4. Harvard University, US 

5. University of Cambridge, UK 

6. Stanford University, US 

7. ETH Zürich – Swiss Federal Institute of Technology, Switzerland 

8. National University of Singapore (NUS), Singapore 

9. University College London, UK 

10. California Institute of Technology (Caltech), US 

Notably, Imperial College London has moved up four places – the biggest improvement among the top ten.  Their progress is attributed to several factors, including their improvement in the ‘Sustainability’ category, (scoring 99.7 out of 100 overall) and in various research metrics including ‘Citations per faculty’, which they earned 86.5 last year, compared to a total of 93.9 this year, for example. 

New entrants  

There are 21 newly ranked institutions in the QS World University Rankings 2025, with the highest debutant being the American University of Ras Al Khaimah (AURAK) in the United Arab Emirates, with a ranking of 485th – the University scored 100 in indicators ‘International students’ and ‘International faculty’.  

Global highlights of the QS World University Rankings 2025 

China and India’s universities have seen the biggest upward movements for both the number of institutions increasing their ranking position and for the number of significant moves (defined as 10 places or more) in the QS World University Rankings 2025.

Other highlights in institutional performance globally are: 

The UK’s strongest performance is in the ‘International Student Ratio’ indicator. It achieves the world’s second-highest average score among countries with ten or more ranked universities, behind only Saudi Arabia – underscoring the global appeal of UK higher education institutions and their ability to attract a diverse student body. 

The US continues to boast one of the world’s most renowned higher education systems for their reputation, according to employers and academics – this is clear in the ranking as four of the top ten universities, Massachusetts Institute of Technology (MIT), Harvard University, Stanford University and University of California, Berkeley (UCB) earn 100 in the ‘Academic reputation’ indicator. 

Canada  

Canadian universities are performing exceptionally in ‘Sustainability’, with two universities among the world’s top five, including the world’s most sustainable institution, the University of Toronto . 

Australia  

Three Australian institutions are in the world’s top 20 – with the University of Melbourne and the University of Sydney each climbing one position to 13th and 18th respectively. Australia also dominates in ‘International research’ in the Asia-Pacific region, claiming nine of the top 10 positions. 

Africa  

South Africa holds the African continent’s top four positions in the rankings – with the University of Cape Town (ranked 171st) being the continent’s highest-ranked institution, an improvement of two places from the previous year. Cairo University (Egypt) completed the top five in Africa, ranking 350th globally. 

Latin America  

Latin America has four representatives in the top 100, one from each of its four largest economies: Universidad de Buenos Aires (UBA) in Argentina (71st); Universidade de São Paulo in Brazil (92nd); Pontificia Universidad Católica de Chile (UC) in Chile (93rd); and Universidad Nacional Autónoma de México (UNAM) in Mexico (94th). 

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Development of RPS preparation model in Tidar University general course

• Wahyono, Hari
• Widiyanto, Delfiyan

General courses (MKU) are compulsory subjects for undergraduate and diploma students. The administration of general courses is based on the Law, Article 2 of Law No. 20 of 2003 concerning the National Education System and the Rector's Regulation of Tidar University No. 15/UN57/HK.01/2019 Regarding Tidar University Academic Guidelines. There are six general courses at Tidar University, namely Religious Education, Citizenship Education, Pancasila Education, Entrepreneurship, Indonesian, and English. MKU learning requires good planning. Planning in MKU learning is the Semester Learning Plan (RPS). Based on the results of the first year of research on the condition of the MKU planning, in compiling the RPS, lecturers are still having difficulties. Difficulties have an impact on the results of the RPS between lecturers, especially in understanding and filling out the components of the same RPS, but the content varies. The variation is caused by differences in perceptions in understanding the components of the RPS. This problem occurs because, in the preparation of the RPS, there is no guide or guidelines for the preparation of the RPS. To overcome the different understandings, this research in the second year seeks to develop a model of RPS preparation for general courses at Tidar University. This research focuses on developing guidelines as a guide for MKU Untidar lecturers in preparing RPS. The results of this study indicate that the guidelines for preparing RPS can help Lecturers prepare RPS properly and correctly.

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Qs world university rankings 2025 unveiled: oxbridge overhauled, us underwhelming, india improving.

LONDON , June 4, 2024 /CNW/ -- QS Quacquarelli Symonds released the 21 st edition of the QS World University Rankings, the only ranking system to measure both employability and sustainability performance. For the thirteenth consecutive year, MIT leads the table, though two-thirds of the United States' ranked universities have dropped in the last year. Imperial College London jumps four places to rank 2 nd ; the University of Oxford and Harvard University remain 3 rd and 4 th respectively; the University of Cambridge rounds out the top five. Caltech is the only institution to break into the top 10.

The UK is home to three of the world's top five, but over half of its universities have dropped.

The University of Toronto receives the world's leading score for  Sustainability , with UBC (4 th ) and Western University (10 th ) also among the top ten for this indicator. However, the sector records an indifferent year overall.

Eight of Australia's highest-ranked universities have improved their position this year. Three Australian institutions are among the global top-20.

Among China's five top-100 universities, four have risen. Peking University (14 th ) is national #1, rising three spots.

India has shown remarkable progress: 91% of its 46 ranked universities either climb, remain stable, or are new entrants.

Indonesia , Pakistan , and Türkiye record noteworthy improvements.

Latin America has four top-100 universities: Universidad de Buenos Aires , Pontificia Universidad Católica de Chile , Universidad Nacional Autónoma de México, and Universidade de São Paulo.

Saudi Arabia's  KFUPM (101 st ) is the highest-ranked Arab institution. Meanwhile, the University of Cape Town (171 st ) is Africa's leader.

The rankings feature 1500 universities across 106 higher education systems.  The US leads with 197 institutions, followed by the UK (90) and Mainland China (71).

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