Brac University Admission Information

Australian universities are expanding their presence in India by establishing branch campuses, reflecting a growing shift in the Australia–India education partnership. Among the institutions leading this expansion is the University of New South Wales (UNSW), which is expected to open its Bengaluru campus within weeks. The initiative is supported by the Albanese government as part of its strategy to strengthen offshore education while easing pressure on Australia's international student intake.

Victoria University Vice-Chancellor Adam Shoemaker described the launch of the university's Indian campus as "all systems go" after receiving official approval from Indian authorities. He emphasized India's vast pool of young talent, noting that many capable students are unable to relocate abroad for higher education. Establishing campuses in India, he said, allows Australian universities to provide world-class education to students who might otherwise miss the opportunity.

Flinders University also plans to open a branch campus by early 2027, initially offering programs in business, computer science, and information technology.

The expansion coincided with Indian Prime Minister Narendra Modi's visit to Australia, where he met Prime Minister Anthony Albanese and senior political and business leaders. Education Minister Jason Clare chaired a roundtable attended by university vice-chancellors, representatives from the Business Council of Australia, and Indian officials. Participants reaffirmed their commitment to building an education partnership that supports workforce development and research collaboration in both countries.

Following the meeting, Clare said international education was increasingly becoming a two-way partnership rather than a model focused solely on students travelling to Australia. He said Australian universities were now bringing high-quality education directly to India while creating new opportunities for joint research and academic collaboration.

This emphasis on transnational education comes as the Australian government seeks to reduce net overseas migration to pre-pandemic levels. By expanding offshore campuses, universities can continue growing their international presence without relying exclusively on students studying in Australia.

At the same time, visa issues remain a concern for both governments and the higher education sector. Although India remains Australia's second-largest source of international students, with more than 140,000 Indian students enrolled last year, the approval rate for offshore student visas has fallen significantly—from 82 per cent during the same period last year to 55 per cent in May.

The recent increase in Australia's student visa application fee, from A$2,000 to A$2,500, has also drawn criticism from universities, which warn that higher costs could discourage prospective students.

University leaders are also seeking more efficient visa arrangements for academics travelling between Australia and India. Diane Smith-Gander, Chancellor of the University of Western Australia, said research-intensive universities would benefit from faster and simpler visa processes that allow academics to teach and collaborate across campuses more easily. She welcomed India's willingness to facilitate smoother access for Australian staff and expressed hope that reciprocal arrangements would strengthen long-term research partnerships.

Business Council of Australia Chief Executive Bran Black echoed these concerns, saying discussions highlighted the need for streamlined visa procedures to improve the movement of researchers and academic expertise between the two countries. He argued that addressing such barriers would further strengthen the growing education partnership.

Overall, the expansion of Australian university campuses in India signals a new phase in bilateral education cooperation. Rather than relying solely on student mobility, both countries are increasingly investing in cross-border education, research collaboration, and workforce development, making Australian higher education more accessible to Indian students while deepening strategic ties between the two nations.

Here are several SAT Reading and Writing–style questions based on the passage, with an answer key and brief explanations.

Question 1: Central Idea

Which choice best states the central idea of the passage?

A. Australia is limiting all international education partnerships with India.

B. Australian universities are expanding their presence in India while both countries work to strengthen educational collaboration despite ongoing visa challenges.

C. Indian universities are replacing Australian universities as the preferred destination for international students.

D. The Australian government plans to eliminate international student visas.

Answer: B

Explanation: The passage focuses on the expansion of Australian university campuses in India alongside efforts to improve bilateral education and research, while acknowledging visa-related obstacles.

Question 2: Inference

Which inference is best supported by the passage?

A. Branch campuses in India may help Australian universities reach students who cannot study abroad.

B. Most Indian students prefer studying at home rather than overseas.

C. Australia plans to close all university campuses to international students.

D. Research collaboration between Australia and India has ended.

Question 3: Vocabulary in Context

As used in the passage, the word "offshore" most nearly means

A. located near the ocean

B. operating outside a country's borders

C. privately owned

D. financially independent

Answer: B

Explanation: "Offshore operations" refers to Australian universities operating campuses in another country.

Question 4: Evidence

Which quotation best supports the idea that Australian universities want to make education more accessible to Indian students?

A. "Flinders plans to open its branch campus by early 2027."

B. "The research-intensive universities are interested to explore how to move academics in and out of India more easily."

C. "What this is about is people who are very talented living in India who may, for whatever reason, not be able to travel and live in another country for three years."

D. "The issue of visas with respect to the transferability of research capability was raised."

Question 5: Function

Why does the author include statistics about student visa approval rates?

A. To demonstrate that Australian universities no longer accept Indian students

B. To provide evidence that obtaining a student visa has become more difficult for Indian applicants

C. To show that more Indian students are applying than ever before

D. To compare Australia's visa system with other countries'

Answer: B

Explanation: The decline from 82% to 55% supports the point that visa approval has become more restrictive.

Question 6: Author's Purpose

The author's primary purpose is to

A. criticize Australia's immigration policies

B. persuade readers that all Indian students should study in Australia

C. inform readers about the growing educational partnership between Australia and India and the challenges it faces

D. compare Australian universities by ranking their academic quality

Question 7: Data Interpretation

According to the passage, which development most likely encouraged universities to establish campuses in India?

A. Increasing student visa approval rates

B. Growing demand for Australian education among Indian students who may not be able to study abroad

C. A shortage of university places in Australia

D. Declining research opportunities in Australia

Answer: B

Explanation: The passage emphasizes India's large youth population and the desire to serve students who cannot relocate.

Question 8: Text Structure

How is the passage primarily organized?

A. Problem followed by solution

B. Chronological narrative

C. Description of a trend followed by supporting examples and related challenges

D. Comparison and contrast of Australian and Indian universities

Send a message to learn more

Ulster University (UU) has criticized the idea that increasing tuition fees would automatically result in graduates paying back more money, describing the argument as “unhelpful and unrealistic”.

In a submission to a Westminster Treasury Committee inquiry, the university said that many graduates would see “no additional payments” even if tuition fees increased. UU argued that discussions about student loans often focus too much on the total amount borrowed rather than the amount graduates actually repay.

The Treasury Committee inquiry examined whether student loans in England and Wales had been misleadingly presented to the public. However, both UU and Queen’s University Belfast (QUB) submitted evidence because of concerns about the future funding of higher education in Northern Ireland.

Under the current system, most Northern Irish students take out loans to cover tuition fees and living costs. From 2026/27, students studying in Northern Ireland will pay tuition fees of £4,985 per year, compared with £9,790 for students in England and Wales. This is higher than the €2,500 student contribution charge in the Republic of Ireland.

Students can also receive maintenance loans of up to £6,471 a year if living with their parents, or £8,352 if living away from home. Repayments begin once graduates are working and earning more than £26,900 a year. Any remaining balance is cancelled after 25 years.

Northern Ireland’s universities have previously called for tuition fees to increase by more than £1,000 a year, arguing that the current funding model is no longer sustainable. In 2025, university leaders wrote to political parties requesting that fees rise to almost £6,000 annually. However, Economy Minister Caoimhe Archibald ruled out increases beyond inflation.

In its submission, UU said universities were facing a serious funding crisis despite their importance to Northern Ireland’s economy and society. The university recently announced plans to cut up to 450 jobs.

UU argued that there is a “student debt myth” because the amount graduates repay depends mainly on their income rather than the size of their loan. The university said that middle-income graduates and those earning less would not necessarily pay more if fees increased.

The university also referred to financial expert Martin Lewis, who has previously explained that student loans operate differently from traditional debts because repayments are based on earnings.

However, some graduates remain concerned about the impact of student loans. Former Ulster University student Michael Doherty, who studied finance and now works as a personal trainer, said he initially viewed student loans as “free money” but now sees repayments as more like an additional tax.

Doherty said university was not a good financial investment for him because he does not use his degree in his current career. However, he acknowledged that repayments are linked to income and that he paid nothing when he was earning below the repayment threshold after graduating.

Lauren Marshall, who studied at Ulster University before completing a teaching qualification at Edge Hill University, estimates that she owes between £30,000 and £35,000 in student loans. She currently repays around £150 a month and described the debt as a constant burden.

She said taking out a loan was unavoidable because her qualifications were necessary for her career, adding that the repayments have become something she simply accepts as part of her salary deductions.

Amy Smith, President of NUS-USI, strongly opposed any increase in tuition fees, describing it as “catastrophic”. She argued that many graduates already feel significant financial and psychological pressure from student loans.

Smith warned that higher fees could discourage young people from entering higher education and make it more difficult for adults to return to education later in life.

The debate continues between universities, who argue that higher fees are needed to protect the future of higher education, and students’ representatives, who fear that increased costs would create greater financial pressure for graduates.

Here are SAT-style reading questions based on the passage, with multiple-choice answers and explanations by Bright Prep

SAT Question 1: Main Idea

Which choice best describes the main idea of the passage?

A. Northern Irish students are struggling to repay their student loans because universities charge the highest fees in the UK.
B. Ulster University argues that increasing tuition fees may not significantly increase repayments, while students’ representatives warn of greater financial pressure.
C. Student loans should be removed because most graduates cannot afford to repay them.
D. Universities in Northern Ireland have decided to reduce tuition fees to make higher education more accessible.

SAT Question 2: Vocabulary in Context

In the passage, the word “sustainable” most nearly means:

A. profitable
B. temporary
C. able to continue successfully
D. popular with students

Answer: C

Explanation: The phrase “funding model is no longer sustainable” means universities believe the current system cannot continue successfully over time.

SAT Question 3: Supporting Evidence

Which statement from the passage best supports UU’s argument that higher tuition fees may not greatly increase repayments?

A. “Universities have previously called for tuition fees to increase by more than £1,000 a year.”
B. “The current funding model for higher education in Northern Ireland is no longer fit for purpose.”
C. “The amount graduates repay depends mainly on their income rather than the size of their loan.”
D. “Amy Smith described tuition fee increases as ‘catastrophic’.”

SAT Question 4: Inference

What can be inferred about Michael Doherty’s view of student loans?

A. He believes student loans are completely unnecessary.
B. He thinks student loans can be manageable but may not always represent a good investment.
C. He believes all graduates should repay their loans immediately.
D. He regrets attending university because he could not receive a loan.

Answer: B

Explanation: Doherty acknowledges repayments depend on income but says his degree was not a good investment because he does not use it.

SAT Question 5: Author’s Purpose

Why does the passage include examples from graduates such as Michael Doherty and Lauren Marshall?

A. To show that all graduates oppose student loans
B. To provide personal experiences that illustrate the impact of student loans
C. To prove that university education has no value
D. To explain how universities calculate tuition fees

SAT Question 6: Data Interpretation

According to the passage, what is one reason UU disagrees with focusing on total student debt?

A. Most students do not borrow money for university.
B. Student loans are always completely repaid within five years.
C. The amount borrowed does not necessarily determine how much graduates actually repay.
D. Universities receive no funding from tuition fees.

Answer: C

Explanation: UU argues that repayment depends on income, not simply on the total loan amount.

SAT Question 7: Tone

The overall tone of the passage is best described as:

A. Completely supportive of higher tuition fees
B. Completely opposed to student loans
C. Balanced and presenting multiple viewpoints
D. Humorous and informal

SAT Question 8: Paired Evidence

Which choice best supports the answer to Question 7?

A. The passage explains both UU’s arguments and students’ concerns about higher fees.
B. The passage states that all graduates dislike student loans.
C. The passage argues that tuition fees should never increase.
D. The passage focuses only on university funding problems.

Answer: A

Explanation: Including different perspectives creates a balanced tone.

SAT Question 9: Cause and Effect

According to the passage, why do Northern Irish universities want tuition fees increased?

A. To reduce the number of students attending university
B. To address financial difficulties facing higher education institutions
C. To make Northern Ireland’s fees higher than England’s
D. To eliminate student loans completely

SAT Question 10: Best Summary

Which choice best summarizes the passage?

A. Student loans have failed because graduates cannot repay them.
B. Northern Ireland’s universities want more funding, but students fear higher tuition fees will increase financial burdens.
C. Most graduates believe university degrees are not useful.
D. The government has decided to increase tuition fees despite opposition.

Answer: B

Explanation: This captures the central conflict between university funding needs and concerns about student debt.

For more SAT practice, join Bright Prep today! Create your account on our website and get access to more practice questions, resources and tools designed to help you succeed.

Send a message to learn more

Based on a Gulf News article, here's a IELTS and Brac University admission style cloze test
Read the passage carefully and choose the best answer (A, B, C, or D) for each blank

Bollywood actor Aamir Khan has officially married his longtime partner, Gauri Spratt, in a private ceremony held at his residence in Mumbai. The wedding took place (1) ______ July 5 and was attended (2) ______ close family members and friends. Unlike many celebrity weddings, the couple chose a simple registered marriage (3) ______ the Special Marriage Act. The ceremony was intentionally kept low-key, (4) ______ reflecting the couple's preference for privacy. Around 100 to 150 guests were invited, (5) ______ several well-known personalities from the film industry.

The wedding was followed by a private lunch instead (6) ______ a grand reception. According to reports, Aamir and Gauri have known each other for more than 25 years but began dating only a few years ago. Their relationship (7) ______ public in 2025, and Aamir later confirmed that they were ready to take the next step. The marriage marks a new chapter in the actor's personal life, and many fans have wished the couple happiness and success ( 8 ) ______ their future together.

Questions

1.
A. in
B. on
C. at
D. for

2.
A. with
B. by
C. from
D. of

3.
A. under
B. over
C. across
D. between

4.
A. but
B. because
C. thereby
D. unless

5.
A. include
B. including
C. included
D. includes

6.
A. from
B. of
C. for
D. at

7.
A. becomes
B. become
C. became
D. becoming

8.
A. in
B. on
C. for
D. at

Send a message to learn more

Boston University Trustee Scholarship is now open for international students who wish to pursue undergraduate studies in the United States. International applicants including Bangladeshi may need to demonstrate English language proficiency through accepted tests or other methods recognized by Boston University, depending on their educational background.

At Bright Prep we provide expert preparation for the IELTS, TOEFL and Duolingo English Test, helping students achieve the scores required for admission to top universities like Boston and Brac University.

Apply Now:
https://www.brightprep.org/boston-university-trustee-scholarship

Boston University Trustee Scholarship – Bright Prep Boston University Trustee Scholarship Requirements and Deadline Boston University Trustee Scholarship is now open for international students who wish to pursue undergraduate studies in the United States. The prestigious merit-based scholarship covers full tuition fees and mandatory student fees for....

At Bright Prep students can receive personalized guidance, regular writing evaluations and practical strategies that build the confidence and skills needed to excel in both IELTS Writing and Brac University admission composition examinations.

Practice Question:
Many people believe that universities should place greater emphasis on practical skills and career preparation rather than theoretical knowledge. To what extent do you agree or disagree?

Sample Answer:
In today's rapidly changing job market, many people argue that universities should focus more on practical skills and career preparation than on theoretical knowledge. I largely agree with this view because employers increasingly value graduates who can apply their knowledge in real-world situations. However, theoretical understanding remains essential as the foundation for lifelong learning and innovation.

On the one hand, practical skills enable students to transition more smoothly from university to the workplace. Employers often seek candidates who possess not only academic qualifications but also problem-solving abilities, communication skills, and familiarity with industry practices. Universities can help students develop these competencies through internships, workshops, case studies, and collaborations with businesses. Such experiences expose students to real-life challenges and improve their confidence, making them more competitive in the job market. Furthermore, with the rapid advancement of technologies such as artificial intelligence, students must continually update their practical knowledge to remain relevant in their careers.

On the other hand, theoretical knowledge should not be underestimated. A solid understanding of fundamental concepts allows students to think critically, analyze complex problems and adapt to future developments. For example, engineers and computer scientists need a strong theoretical background in mathematics and programming principles before they can effectively design innovative technologies. Likewise, medical professionals rely on scientific theories before applying them in clinical practice. Without this foundation, practical training alone may produce graduates who can perform routine tasks but struggle to solve unfamiliar problems.

In my opinion, universities should strike a balance between theory and practice. Academic knowledge provides the intellectual framework, while practical experiences help students apply what they have learned. Combining both approaches prepares graduates to meet current industry demands and adapt to future changes in the global workforce.

In conclusion, although theoretical education remains indispensable, universities should place greater emphasis on practical skills and career readiness. A balanced curriculum that integrates academic learning with hands-on experience is the most effective way to prepare students for successful and sustainable careers.

Bright Prep practice materials are designed to strengthen writing clarity, coherence and critical analysis; helping students perform confidently in the 40-mark composition section at Brac University admission and achieve Band 8–9 through IELTS Writing examinations.

Bright Prep’s LSAT practice lessons are designed to sharpen your critical thinking skills and help you perform your best on test day. Whether you're aiming for a top law school or dreaming of a career where you can make a real impact, Bright Prep provides the tools and guidance to help you succeed.

The newly elected Executive Committee of the Law Alumni Association of BRAC University (LAABRACU) officially commenced its two-year tenure on 27 June 2026 following a formal handover ceremony held at the BRAC University Alumni Lounge.

The event brought together members of the alumni association, while students from the BRAC University School of Law attended as observers. The ceremony began with welcome remarks from the association's advisors, who underscored the importance of strengthening alumni engagement, encouraging professional collaboration, and fostering lasting relationships between graduates and current law students.

Chief Election Commissioner Advocate Shah Maksud Noor presided over the election proceedings and formally announced the results, introducing the newly elected 19-member Executive Committee for the 2026–2028 term.

Meher Niger was elected President, while Tafsir Ahmed Khan assumed the role of General Secretary. The other office-bearers include Yasir Adnan as Vice President, Ali Arman Khan Apon as Assistant General Secretary, and Tahmid Bin Rahman as Treasurer.

The committee's secretarial positions are held by Tarannuma Rahman Lira (Supreme Court Secretary), Irfan Bashir Parag (Judge Court Secretary), Mohammad Abdul Mahir (Organizing Secretary), Ramisa Anjum Rusmi (Communications Secretary), Raihan Ahmed (Academic and Publications Secretary), Sheikh Rasiful Islam (Sports and Cultural Secretary), and Mehrab Hossain Ifty (Social Welfare Secretary).

The Executive Members elected for the new term are Md. Asif Reza, Tanzin Habib Keya, Priyanshu Paul Chowdhury, Nafis Al Sadik, Sounak Sayantan Kingshuk, Rafa Anan, and Md. Khalid Tanim.

Following the announcement of the results, the newly elected President and General Secretary thanked the members of the association for the trust and confidence placed in the new leadership. They reaffirmed the committee's commitment to strengthening alumni relations, expanding professional and academic networking opportunities, promoting meaningful engagement between alumni and students, and further developing LAABRACU as a vibrant platform for collaboration, mentorship, and service within the legal community.

The Executive Committee will serve until 2028, working to advance the association's mission of promoting professional excellence, alumni solidarity, ethical leadership, and meaningful contributions to society.

The committee's vision also reflects the principles of the United Nations Sustainable Development Goals (SDGs). Its planned initiatives support SDG 16 (Peace, Justice and Strong Institutions) by promoting legal awareness, ethical leadership, and active professional engagement among law graduates. Through alumni mentorship, knowledge-sharing, and collaborative initiatives, LAABRACU also contributes to SDG 4 (Quality Education) and SDG 17 (Partnerships for the Goals), reinforcing its commitment to advancing legal education and strengthening professional networks.

LSAT-Style Reading Comprehension Questions

1. Which one of the following best expresses the primary purpose of the passage?

A. To criticize the election process of a university alumni association.
B. To report the inauguration of a newly elected executive committee and outline its leadership, objectives, and future priorities.
C. To compare the achievements of successive executive committees of LAABRACU.
D. To explain the legal framework governing alumni associations in Bangladesh.
E. To advocate for changes in the governance structure of BRAC University.

2. The passage suggests that the presence of current School of Law students at the ceremony primarily served to

A. allow students to participate in voting.
B. enable students to observe alumni leadership and strengthen future alumni engagement.
C. satisfy a legal requirement for the election.
D. increase the number of attendees for publicity purposes.
E. provide training for future election commissioners.

3. Which one of the following can be most reasonably inferred from the passage?

A. Every member of the Executive Committee previously served in leadership positions.
B. The association views alumni engagement as extending beyond social networking.
C. The Executive Committee was appointed rather than elected.
D. Students of the School of Law are eligible to serve on the committee.
E. The association's primary objective is fundraising.

4. The passage indicates that the Executive Committee's planned activities are intended to

A. replace academic instruction with professional mentorship.
B. establish legal education as the association's sole objective.
C. promote collaboration among alumni while supporting educational and institutional development.
D. focus exclusively on sports and cultural activities.
E. expand membership beyond law graduates.

Answer: C

5. Which one of the following most accurately describes the organization of the passage?

A. A problem is identified, competing solutions are evaluated, and one solution is recommended.
B. A historical narrative is presented before discussing financial reforms.
C. An event is described, leadership appointments are announced, and the committee's future commitments are explained.
D. The qualifications of individual candidates are evaluated before election results are presented.
E. Statistical evidence is analyzed to support institutional reforms.

6. According to the passage, which of the following occurred immediately after the election results were announced?

A. The advisors delivered welcome remarks.
B. Students voted on committee priorities.
C. The newly elected President and General Secretary thanked the members for their confidence.
D. The committee adopted amendments to the constitution.
E. The committee began implementing SDG-related initiatives.

7. The reference to the United Nations Sustainable Development Goals primarily functions to

A. demonstrate that the committee's objectives are consistent with internationally recognized development priorities.
B. establish that LAABRACU is funded by the United Nations.
C. explain the legal obligations of alumni associations.
D. compare LAABRACU with similar organizations abroad.
E. suggest that SDG 16 is more important than SDGs 4 and 17.

8. Which one of the following assumptions is most necessary for the committee's stated goals?

A. Alumni engagement can positively influence students' professional and academic development.
B. Every law graduate will eventually join LAABRACU.
C. Professional networking guarantees employment opportunities.
D. Alumni associations should replace university career services.
E. Sustainable Development Goals are legally binding on universities.

9. If the committee successfully implements the initiatives described in the passage, which of the following outcomes would most strongly support its stated objectives?

A. Fewer interactions between alumni and students.
B. Increased mentorship, stronger professional networks, and greater alumni participation.
C. Elimination of all social events organized by the association.
D. Shortening the committee's term of office.
E. Restricting membership to current students.

10. Which one of the following best characterizes the tone of the passage?

A. Skeptical and confrontational.
B. Analytical and critical.
C. Objective and informative.
D. Satirical and humorous.
E. Emotional and persuasive.

Ready to take the next step toward becoming a lawyer who can change the world? You’re in the right place.