University of Copenhagen - KU vs Kwara State Polytechnic - Kwara poly vs Universidad Monteávila vs University of Ilorin vs Alhikmah University, Ilorin, Nigeria
Side-by-side comparison from 299 verified student reviews. Scan one row at a time — winners are highlighted
- +Expert and passionate instructors
- +Strong balance of theory and practical application
- +Excellent location and city integration
- +Supportive, goal-driven professors and good balance of theory and practical learning
- +Positive academic environment with adequate facilities and no cultism/strikes
- +Opportunities for personal growth and future preparation
- +Excellent teachers and integral formation
- +High academic demand and professional preparation
- +Supportive campus environment
- +Strong discipline and consistency in academic calendar
- +Principled lecturers and character development
- +Conducive learning environment with stable academic sessions
- +High-quality, well-structured curriculum with practical, real-world applications.
- +Supportive learning environment with flexible pacing.
- +Emphasis on moral values and ethical development.
- +Engaging lectures and passionate faculty
- +High-quality training and learning experiences
- -Academic system issues
- -Administrative and management problems
- -Lack of career support
- -Poor communication and lack of transparency from administration.
- -Inadequate and outdated facilities and resources.
- -Ineffective teaching and curriculum that doesn't prepare students for the future.
- -Poor communication and unclear instructions.
- -Outdated facilities and insufficient resources.
- -Lack of support and responsiveness from staff.
- -Lack of personalized and engaging approach.
- -Outdated facilities and transportation issues.
- -Strict adherence to dress code.
- -Students dislike administrative and management issues.
- -Outdated facilities and poor resources frustrate students.
- -Ineffective teaching and unclear curriculum are frequent complaints.
- -Administrative and management issues cause significant frustration.
- -Outdated facilities and poor maintenance are a recurring problem.
- -A lack of clear communication and support leaves students feeling unsupported.
With high marks across the board, this university shines brightest in its **Professors** and **Internationality**, both receiving scores above 4.1. **Student Life** and **Accomodation** emerge as the areas with the lowest ratings, though still respectable at 3.87 and 3.85 respectively. The university also received strong evaluations for its **Facilities**, **Location**, and **Value**.
This institution achieves a commendable overall standing, with location and value emerging as its strongest attributes, both scoring above 4.4. Student life and accommodation are areas that present opportunities for improvement, with ratings of 4 and 3.8 respectively. Other aspects, including facilities, professors, and internationality, fall within a solid, positive range, contributing to a generally favorable university experience.
This institution presents a uniform rating across all assessed aspects, with no standout strengths or weaknesses. All surveyed categories—facilities, professors, location, student life, accommodation, internationality, and value—received identical scores. The consistent feedback suggests an even performance across the board, without any particular area excelling or falling significantly behind.
Overall, this institution garners a strong reputation, particularly excelling in **Value** with a rating of 4.32 and **Professors** at 4.21. Conversely, **Accomodation** received the lowest marks at approximately 3.61. **Facilities** also sits on the lower end with a rating of 3.74, while **Location**, **Student Life**, and **Internationality** demonstrate solid, mid-range scores.
This institution demonstrates a strong showing in several key areas, particularly in its **Professors** and **Internationality**, both receiving a commendable 4 out of 5. The university also scores well in **Location**, **Student Life**, **Accomodation**, and **Value**, all rated at a solid 3.5. Its **Facilities** stand as the weakest point, though still receiving a respectable 3.5.
Academic strengths are evident, with professors receiving a perfect score of 5. Value for money also stands out at 4. However, the university faces challenges in its location and student life, both scoring a low 2. Facilities and accommodation are rated moderately at 3, as is internationality. Overall, the institution excels in teaching quality but has areas needing significant improvement in campus experience and accessibility.
With an average rating of 4.12/5, ~99% of ~116 reviews are positive, praising excellent, passionate instructors, supportive staff, and engaging programs. A single negative review cited concerns about MA degree utility and academic fairness.
With 100% positive feedback from 17 reviews and an average rating of 4.59/5, students praise good professors, practical learning, and a disciplined, safe environment. Some mention slow administrative processes and a need for improved departmental facilities.
All three reviews are highly positive, contributing to a perfect 5/5 average rating. Students praise the integral education, professional preparation, highly trained teachers, and overall positive campus environment. No negative feedback was provided.
Over 98% of reviews are positive, highlighting strong discipline, a stable academic calendar, and effective learning environments. A small fraction of feedback noted a lack of personalized attention and some facility issues.
With a 4.5/5 average rating from two reviews, Al-Hikmah University is recognized for quality education and a positive learning environment. Positive feedback highlights strong academic programs and moral values. No negative reviews were provided.
The single review is positive, rating 4/5. It praises engaging lectures, campus passion, and quality training. A minor suggestion was made for updating machinery and improving cleanliness in the wellness center.
Don't waste your money on this university's MA degrees. MA degrees are quite useless for job-hunting in Denmark as well, and it doesn't help that this university's — or perhaps it's the country in general — the academic system is built to (a) subject your grades to randomness, i.e. hard work and logical argumentation don't guarantee getting good grades; (b) protect errant university staff over students, with the appeal procedure being an utter sham; (c) cut ever more corners, with MA students having no thesis defence; and (d) treat non-EU students as cash cows to subsidise the university's rent, plus probably a myriad of other costs. What follows is a somewhat high-level elaboration of the above points. a. If you are used to the Anglo-American style of university, which is basically most of the Westernised world in this era, you would be surprised to learn that the Danish grading system — as implemented by this university — allows for multiple unpredictable variables that can unjustly lower your grades beyond belief. For example, there is always an external examiner involved in grading (together with the course instructor in question), but the Danish Examination Order grants the external examiner more power than the course instructor; this means that someone who wasn't following the process of the assignment/exam closely has more influence over the final grade than the course instructor. The official justification for this arrangement is that the grading would be fairer, but in my experience, it does the opposite: the grading is inherently unfairer this way. Even in academia, a piece of writing has to be targeted at the person who will be reading it; and because you don't usually know the identity of the external examiner until much later (e.g. 2–4 weeks before submission), it is difficult to prepare your assignment or exam in a way that would align with the preferences of the course instructor AND the external examiner. For non-EU citizens who mostly live and die by their grades (if the goal is to successfully enter huge international companies after higher education), this unfair grading system can really screw up your job prospects and livelihood in Denmark because you don't benefit from the Danish welfare state as much as the EU/EEA citizens do. European students (especially the Nordic ones) can afford to treat grades as "just numbers/letters on a piece of paper" because even if they get bad grades on their transcripts and have difficulty finding proper full-time jobs, they know that the Danish welfare state would financially support them. b. In relation to point (a), perhaps the most unpredictable variable in assignment/exam grading at this university is the quality of the graders themselves. As a native English speaker from Asia, I had to take an English proficiency test to apply for my MA degree programme — and I scored almost full marks for that test. However, some of the Danish instructors and examiners I have gotten during my studies here seem to be people who cannot argue (or even spell) properly in English... and they can get away with it. It's the typical Western mentality that someone from the West must be better in English than someone from Asia. Anyway, I went through the appeal procedure multiple times for some unfair grades that I received, with one particular appeal involving a course instructor who would very likely score lousily on an English proficiency test. To cut a long story short, no matter how much logic and specific evidence I used in my appeal argumentation, the university always sided with the university staff about whom I was complaining. The errant staff in question could rely on fallacies (e.g. cherry-picking of facts) and imprecise statements to explain why they gave my essay a bad grade, and they wound up being always right in the eyes of the university... because why oppose your own people, right? Oh, and let's not forget that it is difficult for Danish people in the public sector to get fired — which is probably the main reason why they can get away with giving bad grades for no good reason, AND not face any significant consequence for doing so. In short, the appeal procedure is an extreme waste of time and energy. It is a sham process whereby the student would be fighting against a system that is built to favour university staff by default. c. The University of Copenhagen is so cheapskate that MA students don't get to do the thesis defence due to cost-saving measures. It has been this way for years (and apparently it's the same with BA students), and the official justification is that their teaching staff don't have enough hours (time = money) to spare for thesis defences. What is weird is that certain normal courses get an oral "defence" as part of the final exam, but then the higher-stakes MA-thesis course gets no defence... yeah, go figure. You may think that the lack of an MA thesis defence is good because it means less work on your part, but when you consider what I have explained in points (a) and (b), this very lack of an MA thesis defence is what could royally screw up your job-hunting prospects as a non-EU foreigner in Denmark. The MA thesis grade is the first grade from the top in your degree transcript, so if you are unlucky enough to be on the losing end of points (a) and (b), you would end up applying to jobs with an ugly degree transcript: one that shows an unfairly low grade at the very top of the list of grades. And of course, HR personnel and hiring managers would not know (or bother to understand) that low grades from the University of Copenhagen could be the result of an inherently unfair grading system and/or the involvement of incompetent instructors-cum-examiners. Also, you only get a digital version of your MA degree upon graduation. The official reason from the Danish government is that this digitisation of degrees helps to modernise Danish society — but at this point, you probably can already tell this is just another cost-saving measure. This university will only continue to cut corners, and although the degree-digitisation affects non-MA students as well, MA students will — as non-STEM people — obviously take the brunt of these cuts. d. Non-EU students are treated as cash cows at this university. Many years ago, education used to be free for non-EU students in Denmark (just like how it has always been free for EU students), so one thing you have to get used to nowadays is that Denmark is economically similar to the USA (and other US-like societies) in its practical perception of foreigners as another revenue stream for schools. While the tuition fees for MA degrees at this university are not as astronomical as those in the USA, the financial cost is still rather significant for middle-class people from non-EU countries; and it was as though I was paying for something that is free. Not only was I paying for the services of certain questionable Danish instructors/examiners, but I was also paying for subpar academic resources. Once, there was a training session for some film production class, and the training was in relation to a piece of video-editing software. The training happened WITHOUT access to a computer lab — can you believe that? It happened as a lecture and live demonstration by (paid) student volunteers, with people in the audience (including me) taking notes as we eyeballed those student volunteers' clicking within the software's UI. I remember asking why we didn't have access to a computer lab for the training (because actually practising is better than eye power any day), and the official excuse was — you guessed it — a lack of resources. The university's software library was also mostly useless (in my experience). I tried to use the EndNote version available in the library, and the licence turned out to be expired. In the end, I simply used Zotero, which is freely available on the Internet. The university's digital library of academic literature was only slightly better in the sense that it wasn't mostly useless. Generally, I could find and download most journal articles and e-books that I needed for my academic research; but there were multiple occasions when I found great journal articles that I couldn't download because the University of Copenhagen wasn't subscribed to such-and-such academic service. Notably, I could not even access the premium version of the Chicago Manual of Style (a prominent academic reference style) to check for reference rules because the university lacked an online subscription to the manual. On another occasion, I found an excellent journal article from Cambridge University that I could not download but badly wanted, and I had to ask my course instructor (who used to teach at Cambridge University) if he was able to download it for me. When you also consider that this university has been having rental woes for a long time now, plus what I have explained in point (c), it becomes even clearer why I say that non-EU students are treated as cash cows. Seeing how financially challenged the University of Copenhagen is, I would not be surprised if payments from non-EU students are being used to subsidise non-rental costs as well: #FridayBar fridges in on-campus departmental pantries, maybe? MORAL OF THE STORY: Paying for an MA degree from this university for the sake of getting your foot in the door of the Danish job market would be a pricey move that could involve infuriating instances of injustice. You should consider alternative ways to enter the Danish job market.
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I studied Health Promotion & Environmental Health Education at the University of Ilorin, and the journey was both enlightening and character-building. Each session came with fresh and impactful learning, and the program gave me the opportunity to connect classroom knowledge with real-life health challenges. One of the most eye-opening courses I took was Legal Health. It deepened my understanding of the legal and ethical responsibilities of health educators and public health practitioners. It was an intense but necessary wake-up call about how public health, human rights, and the law are deeply connected. We also participated in health outreaches, awareness campaigns, and field work, which made the program very practical and community-oriented. These experiences helped me grow in confidence, communication, and problem-solving. The University of Ilorin is known for its strict discipline and zero tolerance for indecency and malpractice. The university lives up to its Latin motto: “Probitas Doctrina” – “Learning and Character.” This core value is reflected in both academic expectations and student conduct. The environment fosters focus, modesty, and personal responsibility. Campus life was calm, structured, and secure, making it easy to focus on academics. Living in the hostel gave me a chance to experience independence, build meaningful friendships, and develop strong time management skills. Though hostel life came with its challenges, it taught me resilience, resourcefulness, and how to live peacefully with people from diverse backgrounds. If you’re looking for a program that combines public health, education, real-world experience, and strong values, this course and university will give you a solid foundation.
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