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Deemed Universities in the Country



Deemed Universities in the Country
At present, 123 Deemed to be Universities are functioning in the country. State-wise details of these Deemed to be Universities are available at University Grants Commission (UGC)’s website www.ugc.ac.in.


The performance of deemed universities in comparison to the central universities can be assessed through their relative ranking obtained by them under National Institutional Ranking Framework (NIRF) which is  available at www.nirfindia.org. It is seen that in the top twenty list of Universities there are 8 deemed universities.

As per the UGC (Institutions Deemed to be Universities) Regulations, 2016, no institution deemed to be university can collect any fee which is capitation fee or which has not been declared before hand in the prospectus or on website of the institution. Further, the institution is prevented from commercialization of education in any manner. Being run by not for profit society / trust / company, the income cannot be diverted from the deemed university. Further, the income of the institutions can be used solely for promoting the objective of the university. In addition, the Regulations protect students from capitation, donation, refund of fees in case of withdrawal of admission and overcharging of fees.

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Revised Grading System in National Assessment and Accreditation Council (NAAC)
The National Assessment and Accreditation Council (NAAC) has informed that it has reviewed and revised its grading system from a four grade system to a seven grade system. More number of letter grades within the same CGPA range will lead to further differentiation in quality of accredited institutions. The details of the revised grading system, being implemented from 1st July, 2016 onwards, are as follows:

CGPA
Letter Grade
Status
3.76 – 4.00
A++
Accredited
3.51 – 3.75
A+
Accredited
3.01 – 3.50
A
Accredited
2.76 – 3.00
B++
Accredited
2.51 – 2.75
B+
Accredited
2.01 – 2.50
B
Accredited
1.51 – 2.00
C
Accredited
≤ 1.50
D
Not Accredited










The NAAC has further informed that the present system of descriptors for letter grades, i.e., Very Good, Good, Satisfactory, Unsatisfactory, has been discontinued in the revised grading system.

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Guidelines against fraudulent educational institutes abroad
The Government of India takes prompt action to address issues pertaining to security, safety and welfare of Indian students who are enrolled in foreign universities and educational institutions. In addition to this, the Government is in regular contact with foreign Governments, Universities and educational institutions to provide assistance to Indian students in foreign countries, as and when such issues arise. Furthermore, the government also issues advisories to Indian students asking them to carry all documentation and undertake due diligence to ensure that the foreign institutions to which they are seeking admission have proper authorization and capacities. 

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Central support for primary education in country
For universalization of elementary education across the country the Sarva Shiksha Abhiyan (SSA) is implemented as a Centrally Sponsored Scheme in partnership with State Governments. The Central and the State Governments have the concurrent responsibility to implement this Scheme. The existing fund sharing pattern between the Central and the State Government is in the ratio of 60:40 except for the 8 North-Eastern States viz. Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim & Tripura and 3 Himalayan States viz. Jammu & Kashmir, Himachal Pradesh & Uttrakhand where the ratio is 90:10. The Central Government funds 100% in case of Union Territories for implementation of the Scheme with effect from 2015-16. The Central share is released in two or more installments to the State Governments/UT Administrations as per the prevalent criteria laid down in the Scheme.

Apart from the financial assistance provided to State Governments, various initiatives have been taken up by the Central Government to meet the objectives of SSA scheme in accordance with the legal framework of Right of Children to Free and Compulsory Education (RTE) Act, 2009. Some of these are:-

(i) Since the inception of SSA in 2001 till 31.3.2016, 3.64 lakh new elementary schools, construction of 3.11 lakh school buildings, and 18.61 lakh additional classrooms, 2.38 lakh drinking water facilities, 10.14 lakh school toilets and 19.48 lakh teacher posts have been sanctioned to States and UTs.

(ii) Kasturba Gandhi Balika Vidyalayas (KGBVs) have been opened in Educationally Backward Blocks (EBBs) where the female rural literacy is below the national average to provide for residential upper primary schools for girls. 3609 KGBVs have been sanctioned till 31.3.2016, out of which 3599 KGBVs are operational in the country enrolling 3.64 lakh girls.

(iii) Under Swachh Vidyalaya initiative, 4,17,796 toilets were constructed in 2,61,400 elementary and secondary government schools in a period of one year from 15.8.2014 to 15.8.2015, thus ensuring that every government school has separate functional toilets for girls and boys. The initiative was made successful in partnership with all State Governments, 64 Public Sector Undertakings, and 12 Private Corporates. With this, about 13.58 crore children in 11.08 lakh government schools have access to gender segregated toilets.

(iv) The number of children with special needs that have been brought into the fold of education (through enrolment in formal schools, school readiness programme and through home-based education) is 23.18 lakh as per the Unified District Information System for Education (UDISE) 2014-15.

(v) The State Governments and UT Administrations are supported on several interventions to improve teaching standards, including regular in-service teachers’ training, induction training for newly recruited teachers, training of all untrained teachers to acquire professional qualifications through Open Distance Learning (ODL) mode, recruitment of additional teachers for improving pupil-teacher ratios, academic support for teachers through block and cluster resource centres, continuous and comprehensive evaluation system to equip the teacher to measure pupil performance and provide remedial action wherever required, and teacher and school grants for development of appropriate teaching-learning materials, etc.

The implementation of SSA is reviewed twice every year by a Joint Review Mission comprising independent experts and external funding agencies covering States. The Ministry of Human Resource Development convenes periodic meetings with State Education Ministers and Secretaries to review the programme implementation. Educational data on outcomes is collected through a Unified District Information System for Education (UDISE) every year. The status of these evaluations and monitoring is placed in the public domain on the Ministry’s website. National Achievement Surveys (NAS) are conducted to check the health of the educational system and to provide information about the learning achievement of students. In this sample surveys, standardized tests and questionnaires are used to get learning achievement data and background information. 

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Initiatives taken to deal with stress among students
Newspaper reports that appear about mental stress among students from time to time have come to the notice of the Government. However, no specific study has been conducted by this Ministry in the matter. The Right to Free and Compulsory Education Act, 2009 recognizes the need for stress free education. Section 30 (1) of the RTE Act provides that no child should be required to pass any Board examinations till completion of elementary education. The National Curriculum Framework (NCF), 2005 recommends measures like reduction of curriculum load, emphasis on comprehension and application of knowledge, focus on continuous and comprehensive evaluation, emphasis on testing of competencies rather than rote memory, making examinations more flexible, provision of guidance and counseling in schools, and making learning child-centric.

As regards schools affiliated with the Central Board of Secondary Education (CBSE), a number of initiatives have been taken to deal with stress related to examination. These include, restructuring and simplification of question papers, introduction of grading system at Secondary School level for Classes IX & X, additional time to read the Question Paper, optional Class X Board Examination w.e.f. 2011, introduction of Continuous and Comprehensive Evaluation (CCE) in Classes IX and X, counseling services in schools and web-based interaction with CBSE throughout the year.

This information was given by the Union Human Resource Development Minister, Sh. Prakash Javadekar today in a written reply to a Rajya Sabha question.

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