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FAIZAN KHALID has been awarded the degree of

Master of Science

having successfully completed the approved postgraduate programme in

Business Economics and Finance

Vice-Chancellor ~ Amiddot Ro(aushyand Chief Execmive

DireCLO r of Academic i2J pound~~ -~Adminislration

Dated 25th October 2006

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LONDON - metropolitan 0 -

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Department of Economics Finance and Intemational Business

84 Moorgale london EC2M 6SQ

Telephone 0207320 1685 Facsimile 020 7320 1414

wwwlondonmetacukTo whom it may concern

12 March 2007 Re Faizan Kbalid

Dear Sir or Madam

You have requested a reference in connection with Mr Faizan Khaild I am happy to provide one

Mr Khalid was a student at London Metropolitan University and followed the MSc Business Economics and Finance programme during the 200306 academic sessions My contact with him during the academic sessions has been as lecturer and tutor on the Financial Risk Management module where he succeeded in obtaining a good pass Mr Khalid proved to be a conscientious and enthusiastic student

Development Finance 50 Pass Economics ofIndustrial Structure 62 Pass Quantitative Research Methods 50 Pass Business Economics 50 Pass Financial Risk Management 5P1o Pass Corporate Finance 50 Pass Dissenation 56 Pass

Mr Khalid is a keen sportsman and plays cricket and badminton in his free time

At London Metropolitan University he was well liked by his fellow students and staff and participated keenly in tutorials and computer workshops His English is very good and I recommend him to you

Yours sinc~ere~~----

Brian A Eales ~ Academic Leader in Financial DeilVatives

- ----

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QuaifiC8lion Awarded Master of Science Classification Pass Award Tille Business Economics and Finance C assificalion Average 5433 Total Cred its Gained 180 Date of Award 25 Oct 2006 Date Transcript Issued 30 Oc12006

To check the va lidity of this tranSCript email transcriptslondonmetacukand quote transcript number 030263481

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DIPLOMA SUPPLEMENT bull bull -bullbull LONDON

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The Bologna Process is an intergovernmental initiative which aims to create a European Higher Education Area (EHEA) by 2010 and to promote the European system of higher education worldwide The broad objectives of the Bologna Process are to remove the obstacles to student mobility across Europe to enhance the attractiveness of European higher education worldwide to establish a common structure of higher education systems across Europe and for this common structure to be based on two main cycles undergraduate and graduate

The Diploma Supplement is a documenll0 be issued to students by their higher education institutions on graduation It aims to describe the qualifi cation they have received in a standard format thai is easy to understand and easy to compare It also describes the content of the qualification and the structure of the higher education system within which it was issued II is not a curriculum vi tae and simply acts as a supplementary explanation of the qualification rather than a substitute for it

Family Name KhaJid

Given Name Faizan

Student 10 030263481

Main field(s) of study Economics

l evel of qualifICation Masters

Official length of programme One to si)( years depending on mode of study

Access requirements wwwlondonmelacukJpgprospectusJcourses

Full and Part-time Mode of study

httpinlranetlondonmelacukJpostgrad-line Programme requiremen ts

www londonmel acuk Addi tiona l information

wwwnaricorguk Further information sources

Of R1y Smith Directo( of Academic Administration

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LONDON bullbull Description of Higher Education in England Wales and Northern Ireland metropolitan 0

In En~land Wales and Norhern Ileland Higher EduC3hOn institutions are Independent self-governing I)ocI4tS active In teaching research and scholalShlp and eSlabhsllampd by Royal Chaner or IegislatlC)II Most are pan-lunceO by government

HIgher Education (HE) is providelt by many different types of i llSlllul lOn In additIOn 10 universitIes anlt university colleges whOse Charters and statutes are made through IMe Privy Council which advises the Queen on the granting of Royal Charters and incorporation of unJVersillas there are a number of publicJy-designated and autonomous Institullons wlhln the higher education secter About len per cent of higher education provision is availaole in colleges of further education by the authority of another duly empowered InstllUllOn Teaching 10 prepare students for tne award of hgher education qualifications can be conducteO in any hlg~r education ItlStituoon Of fllrther educabon QOlIege

Oege rrwardinq powers and the tille lrlVllIjy All the universities and many of the higher education colleges have legal power to develop their own courses and award their own degrees and delermine the conditions on which (hey are awarded some HE oolleges and specialist Institutions without these powers offer programmes with varying extents of devolved authority leadIng to the degrees of an institution whICh does have them All universities in eXIstence before 2OQ5 haYe the power to award degrees Oil the basis of completion of taught courses and the power to awarO reearen degrees From 2005 institullons in England and Walu that award o1y laught degrees (first and middotsecofld cycle ) and whICh meet certaIn nllmerical critena may also be permined 10 use the tiUe universll) Hl9her ed ucation institutIOns thai award only taughl degrees but which do not meet the numerical criteria may apply ttl use Ihe title middotuniversity college although nO( all choose to do so

All of these institutions are subject to the same regulatory quality assurance iJnd fund ing requirements as universities and all institutions decide for themselves which students to admit and whIch staff to appoint

Oegrtltes and other higher education qualifica tions ere legally owned by Iha awarding instItution no by he stale

The names 01 instilutlons wi th their own degree awarding powers r Recognised Bodies) are set out at ht1PJw-olesgov IJkIrecogrised~artnelltshtml

Institutions able 10 offer courses leading to a degree of a recognised body (listed Bodies) are listed by the English Welsh and Nonhern Irish aulhorities The list may be found at hIlPJ-dlesmiddotOOVmiddotljlrocogtlisedukdegreesianne~sI1tm1

qua1ffications awarded by higher education at sub-degree and undergraduate (first cycle) and

poslgrduale level (second and IImd cycles) are described in he FramewOft for Higher Education QuaLIfICations fot in Eng~nd Wales and Northern Ireland (FHEQ) incloding quatiflCll tions descnptOlS developelt with tTle sector by the Quality Assufilnce Agency (QM - establi$hed in 1997 as an inctependent UK-wiDe body 10 moniter Ihe standard of higher education provl$lon - wwwQaaacuk) The Qualifications and Curriculum Authority (QCA) the QualifICatiOnS Curriculum and

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Assessment Aulhortty fOf WaleS (ACCAC) and the coddsiwrsity bull Curriculum ExaminatIOn and Assessment (Northern Ireland) (CCEA) have establisheC the NatIOnal Qualifreations FrameWOf1t which Is aligned with tfle FHEQ as shown owttleill with typical credit varues These authorities r~ulale a number of professional statutory and oter awarding DOdies which control Qualifications at HE and other levels Foundation degrees designed 0 create inennediate aWfIrds strongly oriented towards SpecifIC employment opportunities we re introduced in 2001 aM are ava Ilable in England Wales and Northern Ireland In terms of the European HE Area they are short cyclemiddot qualifications withm the fitSI cycle

Qualty Assurance

Academic standards are estabkshed and maintained by higher education insttutions theTl$8lves using an extensive nd sophisticat~ range of shared Quality assurance approaches and structures Standards and quality in inslitutions are underpinned by universal use of external euminers ~ standard set of Indicalors and other reports and by the activilies of ttle OM and in professional areas by relevan t Professiollll and StoMOI) Booies This ensures tllat institutions meet national expectatIons deSCribed in the FHEQ subject benchmark (charac~er) stalements the Coce of Pfactice and II system of programme specifications OM conducts peerreview based audits and flIvfews of higher education institutions with the opportullity for subject-based revtew os the need arises Accuracy and adequacy of qualitymiddot re lated inlolmation published by lhe higher educafiOn institutions Is atso reviewed QM reviews also cover higher educaUdn programmes taught in further education institutions

Credit Sf$ems There is a national cledit syslem in place in Wales which embtaces aLI post-1S education Around 75 of institutions in Englalld and Norttlem Ireland (around 85 of students) belong to credit systems consortia There are local credit sys lems in some other inslitulions QCA is developing a system intended for further education in England the Framework for AChievement deslgnad 10 articulate with higher educalion Many institutions credit points for students transfemng between programmes or institutions and UM ECTS of transfers within the European area alld 10 recognise learning gained by students on excharoge visits with institutions elsewhere in Europe

Admission The most common qua6fication for entry to higher education is lhe Gan Certificate 01 Educalion 81 Advanced (A)-level (induding the -advancelt upplemen~I)middot) Other QualirlCation fOI entry are the Advanced vocational Certrlicate of Education the kite-marked ACC8SS Cenificate or other Qualifications localelt in Ihe National Qualification Framaworx (NQF) levet 3 Advanced or the equivalent accord ing to the Credit and QualifICations Frameworjl in Wales including the Welsh Bacalaureate aod qualificatlofl$ in the Scottish Credit and Qualifications Frameworl A-levels are normally taken by students In their 13th year of school or at a cotlege of further eOucafion and comprise up to three or four specialist subjects studied in considerable depth Involving coursework and fInal examinations Partmiddotrime alld marure students may enter with these QualirlCations or alternatives with evidenced equivalent prior learning alld experiellC8 Institul ions wlll admIt students whom they believe to have Ihe pOlenUal to comp~e their proglammes successfully and seltheir requUemellts for enlry to par1icular programmes accordingly

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