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Although several academic studies have explored international students' academic issues in the host country, most explored either academic achievement or improving learning, teaching and assessment practices in isolation, not in concert. This study triangulates students' academic issues, learning, teaching and assessment practices used by their lecturers, and the service provision at the host institution in tandem. Specifically, we investigated the factors affecting the academic performance of first-and second-year international students studying at a private higher education provider in London, UK. To establish the extent of Low Academic Achievement (LAA), briefly, where students do not meet the learning outcomes in any summative assessment, examination board data were examined. Two student focus groups were established, and eleven lecturers involved in teaching international students were interviewed. Data were analysed using Nvivo8. The results revealed that international students experience language, socio-cultural and financial difficulties, and they must adapt to a new educational environment and find it difficult to adjust to the teaching style of their host country. Nonetheless, learning approaches of the students can be mobilised, developed and utilised in a constructive environment. Student-centred approached are preferred by the students in the classroom and use of alternative assessments was recommended by the lecturers, especially in the transitionary phase. IntroductionThis study aims to investigate the reasons for Low Academic Achievement (LAA) of first and second year international students studying at a private higher education college in London by examining (a) factors that influence international students' academic behaviour (SAB), (b) students' and lecturers' perception of learning, teaching and assessments practices used at the institution, and (c) professional services at the institution.The academic achievement of some first-and second-year students was not strong, and many were struggling to complete their programme of study. The non-completion of programs by first-and secondyear students was significantly affecting the overall progression and achievement rates at the College and this was a serious concern for the College's senior management team.LAA is a complex and multifaceted concept; there is much debate as to the factors which may influence it, and as a result no single definition of LAA exists. Every stakeholder in higher education (e.g., students, government, professional bodies and various providers) has its own view of LAA and sees the issues through their own particular lens. students fail to meet all the learning outcomes of the modules studied and therefore do not pass all the modules in an academic year and therefore do not complete their programme'. College, Staff and Student BodyThe institution where this research was carried out has a 200-year history. The institution began as school and developed into an English language College; however, since 1998 it has grown into a la...

formerly known as National Open School, is an autonomous organisation under the Ministry of Human Resource Development ( MHRD ), Government of india, was set up in November I989. Its three fold mission is to assist Government of India in achieving its goal of Universalisation of Education in promoting greater equity and justice in society and helping in evolution of learning society by providing relevant, continuing and developmental education upto the pre-degree level through open distance system through its prioritised group as an alternative arrangement to formal school system. In short its one line charter is to reach the "unreached" comprising of school drop outs, rural youth, urban poor, Scheduled Castes and Scheduled Tribes, Minorities and other sections of society, who have been left out of the mainstream formal school system. THE INITIATIVE USE OF ICT FOR PROCESS RE-ENGINEERING 277 DJNESH SINGH BJST