Distance education is a method of learning that allows students to access education remotely, with formats ranging from online courses to hybrid models that require some physical presence. Its history dates back to the 18th century, gaining popularity with advancements in technology, resulting in a diverse range of institutions now offering various programs globally. While distance learning offers flexibility and increased access to education, challenges such as technology barriers and lack of student support remain significant obstacles.

1. Distance & Regular Education
Monday, 5 August 2013
Distance Education Council
How Distance Education Works
Distance education classes at IASAM ACADEMY have both regular and distance format. Some
courses also include a weekend of intensive on-campus lectures. courses span a full semester and
have scheduled assignments and exams. But the formats differ in presentation and technical
requirements.
IASAM ACADEMY
Distance education, distance learning, dlearning or D-Learning is a mode of delivering
education and instruction, often on an individual basis, to students who are not physically present
in a traditional setting such as a classroom. Distance learning provides "access to learning when
the source of information and the learners are separated by time and distance, or both." Distance
education courses that require a physical on-site presence for any reason (including taking
examinations) have been referred to as hybrid or blended courses of study. Massive open online
courses(MOOC), aimed at large-scale interactive participation and open access via the web or
other network technologies, are a recent development in distance education.

2. History and development
Distance education dates back to at least as early as 1728 when an advertisement in the Boston
Gazette promoted "Caleb Phillips, Teacher of the new method of Short Hand," who sought
students who wanted to learn through weekly mailed lessons.
Similarly, Isaac Pitman taught shorthand in Great Britain via correspondence in the 1840s.
Distance education has a long history, but its popularity and use has grown exponentially as
more advanced technology has become available. By 2008, online learning programs were
available in the [[United States]] in 44 states at the K-12 level.
Correspondence courses from universities
The University of London was the first university to offer distance learning degrees, establishing
its External Programme in 1858. This program is now known as the University of London
International Programmes and includes Postgraduate, Undergraduate and Diploma degrees
created by colleges such as the London School of Economics, Royal Holloway and Goldsmiths.
In the United States William Rainey Harper, first president of the University of Chicago,
developed the concept of extended education, whereby the research university had satellite
colleges of education in the wider community. In 1892 he also encouraged the concept of
correspondence school courses to further promote education, an idea that was put into practice
by Columbia University.
Enrollment in the largest private for-profit school based in Scranton, Pennsylvania, the
International Correspondence Schools grew explosively in the 1890s. Originally founded in 1888
to provide training for immigrant coal miners aiming to become state mine inspectors or
foremen, it enrolled 2500 new students in 1894 and matriculated 72,000 new students in 1895.
By 1906 total enrollments reached 900,000. The growth was due to sending out complete
textbooks instead of single lessons, and the use of 1200 aggressive in-person salesmen. By 1916
it was spending $2 million a year on magazine advertising.The dropout rates were high; only one
in six made it past the first third of the material in a course. Only 2.6% of students who began a
course finished it. The students dropped out because they underestimated the difficulty, had little
encouragement, and had poor study habits. There was a stark contrast in pedagogy:

3. UGC,DEC,AICTE,BCI distance education
"The regular technical school or college aims to educate a man broadly; our aim, on the contrary,
is to educate him only along some particular line. The college demands that a student shall have
certain educational qualifications to enter it, and that all students study for approximately the
same length of time, and when they have finished their courses they are supposed to be qualified
to enter any one of a number of branches in some particular profession. We, on the contrary, are
aiming to make our courses fit the particular needs of the student who takes them."
Education was a high priority in the Progressive Era, as American high schools and colleges
expanded greatly. For men who were older or were too busy with family responsibilities, night
schools were opened, such as the YMCA school in Boston that became Northeastern University.
Outside the big cities, private correspondence schools offered a flexible, narrowly focused
solution. In 1916 efficiency was enhanced by the formation of the National Association of
Corporation Schools.
Universities around the world used correspondence courses in the first half of the 20th century,
especially to reach rural students. Australia with its vast distances was especially active; the
University of Queensland established its Department of Correspondence Studies in 1911. The
International Conference for Correspondence Education held its first meeting in 1938. The goal
was to provide individualized education for students, at low cost, by using a pedagogy of testing,
recording, classification, and differentiation.
Radio and television

4. The very rapid spread of radio in the United States in the 1930s led to proposals to use it for
distance education. By 1938, at least 200 city school systems, 25 state boards of education, and
many colleges and universities broadcast educational programs for the public schools. One line
of thought was to use radio as a master teacher.
" Experts in given fields broadcast lessons for pupils within the many schoolrooms of the
public school system, asking questions, suggesting readings, making assignments, and
conducting tests. This mechanizes education and leaves the local teacher only the tasks of
preparing for the broadcast and keeping order in the classroom."
A typical setup came in Kentucky in 1948 when John Wilkinson Taylor, president of the
University of Louisville, teamed up with the National Broadcasting Corporation to use radio as a
medium for distance education, The chairman of the Federal Communications Commission
endorsed the project and predicted that the "college-by-radio" would put "American education 25
years ahead." The University was owned by the city, and local residents would pay the low
tuition rates, receive their study materials in the mail, and listen by radio to live classroom
discussions that were held on campus.
Charles Wedemeyer of the University of Wisconsin–Madison also promoted new methods. From
1964 to 1968, the Carnegie Foundation funded Wedemeyer's Articulated Instructional Media
Project (AIM) which brought in a variety of communications technologies aimed at providing
learning to an off-campus population. According to Moore's recounting, AIM impressed the UK
which imported these ideas when establishing in 1969 The Open University, which initially
relied on radio and television broadcasts for much of its delivery.Athabasca University, Canada's
Open University, was created in 1970 and followed a similar, though independently developed,
pattern. The Open University inspired the creation of Spain's National University of Distance
Education (1972) and Germany's FernUniversität in Hagen (1974). There are now many similar
institutions around the world, often with the name "Open University" (in English or in the local
language). All "open universities" use distance education technologies as delivery methodologies
and some have grown to become 'mega-universities', a term coined to denote institutions with
more than 100,000 students. In 1976, Bernard Luskin launched Coastline Community College as
a college beyond walls, combining computer assisted instruction with telecourses proceed by
KOCE TV, the Coast Community College District public television station. Coastline has been a
landmark strategic success in helping to establish online distance learning using modern
technology for learning.
IASAM ACADEMY

5. Internet
Main article: Virtual education
The widespread use of computers and the internet have made distance learning easier and faster,
and today virtual schools and virtual universities deliver full curricula online.[26]
In 1996 Jones
International University was launched and claims to be the first fully online university accredited
by a regional accrediting association in the US.[27]
Between 2000 and 2008, undergraduate enrollment in at least some distance programs became
more and more common. The share of students "in at least one distance education class expanded
from 8 percent to 20 percent, and the percentage enrolled in a distance education degree program
increased from 2 percent to 4 percent."[28]
Many private, public, non-profit and for-profit institutions worldwide now offer distance
education courses from the most basic instruction through the highest levels of degree and
doctoral programs. Levels of accreditation vary: Widely respected universities such as Stanford
University and Harvard now deliver online courses—but other online schools receive little
outside oversight, and some are actually fraudulent, i.e., diploma mills. In the US, the Distance
Education and Training Council (DETC) specializes in the accreditation of distance education
institutions.
In the United States in 2011, it was found that a third of all the students enrolled in
postsecondary education had taken an accredited online course in a postsecondary institution.
Even though growth rates are slow, enrollment for online courses has been seen to increase with
the advance in technology. The majority of public and private colleges now offer full academic
programs online.[30]
These include, but are not limited to, training programs in the mental
health,[31]
occupational therapy,[32][33]
family therapy,[34]
art therapy,[35]
physical therapy,[33]
and
rehabilitation counseling[36]
fields.
Technologies
Although the expansion of the Internet blurs the boundaries, distance education technologies are
divided into two modes of delivery: synchronous learning and asynchronous learning.
In synchronous learning, all participants are "present" at the same time. In this regard, it
resembles traditional classroom teaching methods despite the participants being located
remotely. It requires a timetable to be organized. Web conferencing, videoconferencing,
educational television, instructional television are examples of synchronous technology, as are
direct-broadcast satellite (DBS), internet radio, live streaming, telephone, and web-based
VoIP.[37]
Online meeting software such as Adobe Connect has helped to facilitate meetings in
distance learning courses.
In asynchronous learning, participants access course materials flexibly on their own schedules.
Students are not required to be together at the same time. Mail correspondence, which is the
oldest form of distance education, is an asynchronous delivery technology, as are message board
forums, e-mail, video and audio recordings, print materials, voicemail and fax.[37]
The two methods can be combined. Many courses offered by The Open University use periodic
sessions of residential or day teaching to supplement the remote teaching.[38]
The Open
University uses a blend of technologies and a blend of learning modalities (face-to-face, distance
and hybrid) all under the rubric of "distance learning."

6. Distance learning can also use interactive radio instruction (IRI), interactive audio instruction
(IAI), online virtual worlds, digital games, webinars, and webcasts.[38]
Distance e-Learning
For Distance e-Learning in the Philippine setting, see Distance e-Learning (Philippines).
Distance e-Learning, or DeL, is a form of distance education that uses synchronous and
asynchronous online communication in an interactive learning environment to bridge the gap in
temporal or spatial constraints. Distance e-Learning is different from mainstream distance
education because of the former's interactive nature and the latter's traditional focus on content
delivery and independent learning.
Distance e-Learning goes beyond the use of information and communications technology as a
tool to access information; "the focus is shifted to the education transaction in the form of virtual
community of learners sustainable across time."[39]
Online learning has its roots in computer
conferencing and collaborative constructivist approach to learning.[39]
Benefits
Distance learning can expand access to education and training for both general populace and
businesses since its flexible scheduling structure lessens the effects of the many time-constraints
imposed by personal responsibilities and commitments.[40]
Devolving some activities off-site
alleviates institutional capacity constraints arising from the traditional demand on institutional
buildings and infrastructure.[40]
Furthermore, there is the potential for increased access to more
experts in the field and to other students from diverse geographical, social, cultural, economic,
and experiential backgrounds.[34]
As the population at large becomes more involved in lifelong
learning beyond the normal schooling age, institutions can benefit financially, and adult learning
business courses may be particularly lucrative.[40]
Distance education programs can act as a
catalyst for institutional innovation[40]
and are at least as effective as face-to-face learning
programs,[32][41]
especially if the instructor is knowledgeable and skilled.[35]
Distance education can also provide a broader method of communication within the realm of
education. With the many tools and programs that technological advancements have to offer,
communication appears to increase in distance education amongst students and their professors,
as well as students and their classmates. The distance educational increase in communication,
particularly communication amongst students and their classmates, is an improvement that has
been made to provide distance education students with as many of the opportunities as possible
as they would receive in in-person education. The improvement being made in distance
education is growing in tandem with the constant technological advancements. Present-day
online communication allows students to associate with accredited schools and programs
throughout the world that are out of reach for in-person learning. By having the opportunity to be
involved in global institutions via distance education, a diverse array of thought is presented to
students through communication with their classmates. This is beneficial because students have
the opportunity to "combine new opinions with their own, and develop a solid foundation for
learning.".[42]
It has been shown through research that "as learners become aware of the
variations in interpretation and construction of meaning among a range of people [they] construct
an individual meaning," which can help students become knowledable of a wide array of

7. viewpoints in education.[42]
To increase the likelihood that students will build effective ties with
one another during the course, instructors should use similar assignments for students across
different locations to overcome the influence of co-location on relationship building.[43]
The high cost of education effects students in higher education, to which distance education may
be an alternative in order to provide some relief. Distance education has been a more cost-
effective form of learning, and can sometimes save students a significant amount of money as
opposed to traditional education. Distance education may be able to help to save students a
considerable amount financially by removing the cost of transportation.[44]
In addition, distance
education may be able to save students from the economic burden of high-priced course
textbooks. Many textbooks are now available as electronic textbooks, known as e-textbooks,
which can offer digital textbooks for a reduced price in comparison to traditional textbooks.
Also, the increasing improvements in technology have resulted in many school libraries having a
partnership with digital publishers that offer course materials for free, which can help students
significantly with educational costs.[44]
Within the class, students are able to learn in ways that traditional classrooms would not be able
to provide. It is able to promote good learning experiences and therefore, allow students to obtain
higher satisfaction with their online learning.[45]
For example, students can review their lessons
more than once according to their need. Students can then manipulate the coursework to fit their
learning by focusing more on their weaker topics while breezing through concepts that they
already have or can easily grasp.[45]
When course design and the learning environment are at
their optimal conditions, distance education can lead students to higher satisfaction with their
learning experiences.[46]
Studies have shown that high satisfaction correlates to increased
learning. Students who are enrolled in distance education with high satisfaction in their online
coursework are then motivated intrinsically to learn, which often means that their performance in
class will improve.[46]
For those in a healthcare or mental health distance learning program,
online-based interactions have the potential to foster deeper reflections and discussions of client
issues[33]
as well as a quicker response to client issues, since supervision happens on a regular
basis and is not limited to a weekly supervision meeting.[36]
This also may contribute to the
students feeling a greater sense of support, since they have ongoing and regular access to their
instructors and other students.[33][36]
Distance learning may enable students who are unable to attend a traditional school setting, due
to disability or illness such as decreased mobility and immune system suppression, to get a good
education.[47]
Distance education may provide equal access regardless of socioeconomic status or
income, area of residence, gender, race, age, or cost per student.[48]
Applying universal design
strategies to distance learning courses as they are being developed (rather than instituting
accommodations for specific students on an as-needed basis) can increase the accessibility of
such courses to students with a range of abilities, disabilities, learning styles, and native
languages.[49]
Distance education graduates, who would have never have been associated with
the school under a traditional system, may donate money to the school.[50]
Distance Learning may also offer a final opportunity for adolescences that are no longer
permitted in the General Education population due to behavior disorders. Instead of these
students having no other academic opportunities, they may continue their education from their
homes and earn their diplomas, offering them another chance to be an integral part of society.
Criticism

8. Barriers to effective distance education include obstacles such as domestic distractions and
unreliable technology,[51]
as well as students' program costs, adequate contact with teachers and
support services, and a need for more experience.[52]
Some students attempt to participate in distance education without proper training of the tools
needed to be successful in the program. Students must be provided with training on each tool that
is used throughout the program. The lack of advanced technology skills can lead to an
unsuccessful experience. Schools have a responsibility to adopt a proactive policy for managing
technology barriers.[53]
The results of a study of Washington state community college students showed that distance
learning students tended to drop out more often than their traditional counterparts due to
difficulties in language, time management, and study skills.[54]
There is a theoretical problem about the application of traditional teaching methods to online
courses because online courses may have no upper size limit. Daniel Barwick noted that there is
no evidence that large class size is always worse or that small class size is always better,
although a negative link has been established between certain types of instruction in large classes
and learning outcomes; he argued that higher education has not made a sufficient effort to
experiment with a variety of instructional methods to determine whether large class size is
always negatively correlated with a reduction in learning outcomes.[55]
Early proponents of
Massive Open Online Courses (MOOC)s saw them as just the type of experiment that Barwick
had pointed out was lacking in higher education, although Barwick himself has never advocated
for MOOCs.
Finally, there may also be institutional challenges. Distance learning is new enough that it may
be a challenge to gain support for these programs in a traditional brick-and-mortar academic
learning environment.[33]
Furthermore, it may be more difficult for the instructor to organize and
plan a distance learning program,[36]
especially since many are new programs and their
organizational needs are different from a traditional learning program.
Open universities
From Wikipedia, the free encyclopedia
Jump to: navigation, search
The term open university or open universities usually refers to a university with an open-door
academic policy, i.e. no entry requirements. The term may specifically refer to:
The Open University in the UK
Open Universiteit Nederland in the Netherlands
Open University of Mauritius in Mauritius
Hellenic Open University (ΕΑΠ, Ελληνικό Ανοικτό Πανεπιστήμιο) in Greece
Open Universities Australia
Open University Malaysia in Malaysia
Indira Gandhi National Open University in India
Krishna Kanta Handiqui State Open University in Assam, India
The Global Open University Nagaland in India
Allama Iqbal Open University in Pakistan
Bangladesh Open University in Bangladesh

9. Open University of Indonesia
Open University of Israel
Open University of Cyprus
Open University of Japan
Open University of Catalonia
Polytechnic University of the Philippines Open University
University of the Philippines Open University
Open University of Sudan
Open University of Hong Kong
The Intercultural Open University
Sukhothai Thammathirat Open University in Thailand
Wawasan Open University in Malaysia
Distance Education Council
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Distance Education Council
Abbreviation DEC
Formation 1985
Headquarters New Delhi
Location
Maidan Garhi, New Delhi-110 068,
India
Leader
Chairman: Dr. M. Aslam,.[1][2]
Director: Dr. Nalini A. Lele[1]
Main organ Council
Affiliations
Department of Higher Education,
Ministry of Human Resource
Development
Website Official website
Distance Education Council (DEC) is an organisation based in New Delhi, India responsible
for the promotion and coordination of the open university and distance education system and for
determination of its standards in India. The Council was constituted under the Indira Gandhi

10. National Open University Act (1985).[3][4]
Its consistent with the duty of the University that takes
all such steps as it may deem fit for the promotion of the Open University and distance education
systems in the educational pattern of the country and for the coordination and determination of
standards of teaching, evaluation & research in such systems; and in pursuance of the objects of
the University to encourage greater flexibility, diversity, accessibility, mobility and innovation in
education at the University level by making full use of the latest scientific knowledge and new
educational technology, and to further cooperation between the existing Universities. It is
considered necessary and expedient to establish a Distance Education Council as an authority of
the University under Section 16 of the Act. [5][6][7]
The Distance Education Council (DEC) is an
apex body for the Open and Distance Learning (ODL) system in the country. It is empowered,
under Statute 28 of the IGNOU Act, to act as an apex body for the ODL system. It is responsible
for promotion, coordination and maintenance of standards of the ODL system. The Vice
Chancellor of IGNOU is the ex-officio Chairperson of DEC. [8]
In june 2013, UGC has taken
over Distance Education Council. The UGC has constituted a Committee to examine the pending
proposals of programme-wise recognition to the institutions.
University Grants Commission (India)
Abbreviation UGC
Motto
Gyan-Vigyan Vimuktaye
(Knowledge Liberates)
Formation December 28, 1953
Headquarters New Delhi
Location India
Chairman Prof. Ved Prakash
Affiliations
Department of Higher Education,
Ministry of Human Resource
Development
Website www.ugc.ac.in
The University Grants Commission (UGC) of India is a statutory organisation set up by the
Union government in 1956, charged with coordination, determination and maintenance of

11. standards of university education. It provides recognition to universities in India, and disburses
funds to such recognized universities and colleges. Prof. Ved Prakash, a noted academician and
education administrator, is the incumbent Chairman of UGC, India.[1]
Its headquarters are in
New Delhi, and six regional centres in Pune, Bhopal, Kolkata, Hyderabad, Guwahati and
Bangalore.[2]
Contents
1 History
2 UGC's Mandate
3 Professional councils
4 Plans for closing
5 References
6 External links
History
UGC was recommended in 1945 and formed in 1946 to oversee the work of the three Central
Universities of Aligarh, Banaras and, Delhi. In 1947, the Committee was entrusted with the
responsibility of dealing with all the then existing Universities. After independence, the
University Education Commission was set up in 1948 under the Chairmanship of S.
Radhakrishnan and it recommended that the UGC be reconstituted on the general model of the
University Grants Commission of the United Kingdom.
UGC was formally inaugurated by Abul Kalam Azad, the Minister of Education, Natural
Resources and Scientific Research on 28 December 1953.
The UGC was however, formally established in November 1956, by an Act of Parliament as a
statutory body of the Government of India. In order to ensure effective region-wise coverage
throughout the country, the UGC has decentralised its operations by setting up six regional
centres at Pune, Hyderabad, Kolkata, Bhopal, Guwahati and Bangalore. The head office of the
UGC is located at Bahadur Shah Zafar Marg in New Delhi, with two additional bureaus
operating from 35, Feroze Shah Road and the South Campus of University of Delhi as well.
UGC's Mandate
The UGC has the unique distinction of being the only grant-giving agency in the country which
has been vested with two responsibilities: that of providing funds and that of coordination,
determination and maintenance of standards in institutions of higher education.
The UGC's mandate includes:
Promoting and coordinating university education.
Determining and maintaining standards of teaching, examination and research in
universities.
Framing regulations on minimum standards of education.
Monitoring developments in the field of collegiate and university education; disbursing
grants to the universities and colleges.

12. Serving as a vital link between the Union and state governments and institutions of higher
learning.
Advising the Central and State governments on the measures necessary for improvement
of university education.
Professional councils
UGC currently conducts NET for appointments of teachers in colleges and universities. It has
made NET qualification mandatory for teaching at Graduation level and at Post Graduation level
since July 2009. However, those with Ph.D are given five percent relaxation.
Accreditation for higher learning over Universities under the aegis of University Grants
Commission is overseen by following sixteen autonomous statutory institutions :[3][4]
All India Council for Technical Education (AICTE)
Distance Education Council (DEC)
Indian Council of Agricultural Research (ICAR)
Bar Council of India (BCI)
National Council for Teacher Education (NCTE)
Rehabilitation Council of India (RCI)
Medical Council of India (MCI)
Pharmacy Council of India (PCI)
Indian Nursing Council (INC)
Dental Council of India (DCI)
Central Council of Homoeopathy (CCH)
Central Council of Indian Medicine (CCIM)
Rehabilitation Council[4]
National Council for Rural Institutes
State Councils of Higher Education
Council of Architecture
Plans for closing
In 2009, the Union Minister of Education made open the government of India's plans to close
down UGC and the related body All India Council for Technical Education (AICTE), in favour
of a higher regulatory body with more sweeping powers.[5]
As of 2013 the UGC is still operating.
References
1. ^ Prof. Ved Prakash, Chairman, University Grants Commission, New Delhi. Ugc.ac.in.
Retrieved on 2013-07-16.
2. ^ University Grants Commission Govt. of India website.
3. ^ "Higher education in India". Department of Higher Education, Ministry of Human
Resource Development, Government of India. Retrieved 2009-11-16.
4. ^ a b
"Professional Councils". 'University Grants Commission' (UGC) website.
5. ^ "UGC, AICTE to be scrapped: Sibal". iGovernment.in. Retrieved 29 November 2011.

13. NCTE
From Wikipedia, the free encyclopedia
Jump to: navigation, search
NCTE may refer to:
The National Center for Transgender Equality
The US-based National Council of Teachers of English
The National Centre for Technology in Education, an Irish Government agency
National Council for Teacher Education, the top government of India body regulating
institutions providing education in teacher training in India.
Kind Atten: All Stand Alone Teacher Training Institutions to
upload their data/information on the NIC Portal in the DCF-III for
conducting an All India Survey of Higher Education.
Constitution of the Council and Its Notification
Accounting Standards in Educational Institutions
Recognition Status of Calorx Institute of Education (under the aegis of
Calorx Teachers University), Ahmedabad.
Increase in Processing Fee prescribed in Clause - 6 of NCTE Regulation 2009
Welcome to NCTE, New Delhi
The National Council for Teacher Education, in its previous status since 1973, was an
advisory body for the Central and State Governments on all matters pertaining to teacher
education, with its Secretariat in the Department of Teacher Education of the National
Council of Educational Research and Training (NCERT). Despite its commendable work in
the academic fields, it could not perform essential regulatory functions, to ensure
maintenance of standards in teacher education and preventing proliferation of substandard
teacher education institutions. The National Policy on Education (NPE), 1986 and the
Programme of Action there under, envisaged a National Council for Teacher Education with
statutory status and necessary resources as a first step for overhauling the system of
teacher education. The National Council for Teacher Education as a statutory body came
into existence in pursuance of the National Council for Teacher Education Act, 1993 (No. 73
of 1993) on the 17th August,1995.

14. The main objective of the NCTE is to achieve planned and coordinated development of the
teacher education system throughout the country, the regulation and proper maintenance
of Norms and Standards in the teacher education system and for matters connected
therewith.
All India Council for Technical
Education
From Wikipedia, the free encyclopedia
Jump to: navigation, search
This article's factual accuracy may be compromised due to out-of-date
information. Please update this article to reflect recent events or newly
available information. (April 2012)
All India Council for Technical
Education
Abbreviation AICTE
Formation November, 1945
Headquarters New Delhi
Location
Thiruvananthapuram,Kolkata,
Chennai, Kanpur, Mumbai,
Chandigarh, Guwahati, Bhopal,
Bangalore, Hyderabad, Gurgaon[1]
Main organ Council
Affiliations
Department of Higher Education,
Ministry of Human Resource
Development
Website http://www.aicte-india.org/
Remarks Dr. S S Mantha, Chairperson (acting)

15. The All India Council for Technical Education (AICTE) is the statutory body and a
national-level council for technical education, under Department of Higher Education,
Ministry of Human Resource Development.[2]
Established in November 1945 first as
an advisory body and later on in 1987 given statutory status by an Act of Parliament,
AICTE is responsible for proper planning and coordinated development of the
technical education and management education system in India. The AICTE accredits
postgraduate and graduate programs under specific categories at Indian institutions as
per its charter.[3]
It is assisted by 10 Statutory Boards of Studies, namely, UG Studies in Eng. & Tech.,
PG and Research in Eng. and Tech., Management Studies, Vocational Education,
Technical Education, Pharmaceutical Education, Architecture, Hotel Management and
Catering Technology, Information Technology, Town and Country Planning. The
AICTE has its headquarters in 7th Floor, Chanderlok Building, Janpath, New Delhi,
which has the offices of the chairman, vice-chairman and the member secretary, plus it
has regional offices at Kolkata, Chennai, Kanpur, Mumbai, Chandigarh, Guwahati,
Bhopal, Bangalore, Hyderabad and Gurgaon.[4]
Contents
o 1 Objectives
 1.1 The AICTE Act of 1987
 1.2 Current objective
o 2 AICTE bureaus
o 3 Increase in approved institutions
o 4 Reforms
o 5 See also
o 6 External links
o 7 References
Objectives
The AICTE Act of 1987
AICTE is vested with statutory authority for planning, formulation and maintenance of
norms and standards, quality assurance through school accreditation, funding in
priority areas, monitoring and evaluation, maintaining parity of certification and
awards and ensuring coordinated and integrated development and management of
technical education in the country as part of the AICTE Act No. 52 of 1987.
The AICTE Act, stated verbatim reads:
To provide for establishment of an All India council for Technical Education
with a view to the proper planning and co-ordinated development of the
technical education system throughout the country, the promotion of
qualitative improvement of such education in relation to planned quantitative
growth and the regulation and proper maintenance of norms and standards in
the technical education system and for matters connected therewith.

16. Current objective
In order to improve upon the present technical education system, the current
objectives is to modify the engineering curriculum as follows:
8. Greater emphasis on design oriented teaching, teaching of design
methodologies, problem solving approach.
9. Greater exposure to industrial and manufacturing processes.
10. Exclusion of outmoded technologies and inclusion of the new appropriate and
emerging technologies.
11. Greater input of management education and professional communication
skills.
AICTE bureaus
The AICTE comprises nine bureaus, namely:
o Faculty Development (FD) Bureau
o Undergraduate Education (UG) Bureau
o Postgraduate Education and Research (PGER) Bureau
o Quality Assurance (QA) Bureau
o Planning and Co-ordination (PC) Bureau
o Research and Institutional Development (RID) Bureau
o Administration (Admin) Bureau
o Finance (Fin) Bureau
o Academic (Acad) Bureau
For each bureau, adviser is the bureau head who is assisted by technical officers and
other supporting staff. The multidiscipline technical officer and staff of the Council
are on deputation or on contract from government departments, University Grants
Commission, academic institutions, etc.
Increase in approved institutions
Growth of Seats in different Programs in Technical Institutions[5]
Year Engineering Management MCA Pharmacy Architecture HMCT Total
2005-
06
499697 122663 61991 32708 4379 4435 725873
2006-
07
550986 144372 63394 39517 4543 4242 807054
2007-
08
653290 185780 78692 52334 4543 5275 979914
2008- 841018 227989 82578 64211 4543 5794 1226133

17. 09
2009-
10
1071896 273732 121123 72836 4133 6387 1550107
2010-
11
1324246 378907 135173 103867 4933 7061 1954482
Reforms
In 2009, the Union Minister of Education formally communicated his intentions of
closing down AICTE and related body, the University Grants Commission (UGC).[6]
This later led to reforms in the way the AICTE approves institutes, and to establishing
the National Board of Accreditation (NBA) as an independent body.[7]
As of 2013 the
AICTE still operates.
See also
o Regional accreditation
o Education in India
o DOEACC
o Science and technology in India
External links
o Official web site
References
26. ^ Regional Offices AICTE website.
27. ^ Technical Education Overview Department of Higher Education
28. ^ AICTE Act[dead link]
29. ^ National Level Councils Tech Ed., Department of Higher Education.
30. ^ Growth of institutions affiliated to AICTE
31. ^ "UGC, AICTE to be scrapped: Sibal". iGovernment.in. Retrieved 29
November 2011.
32. ^ "AICTE to revamp its approval system next week". Business Standard.
Retrieved 29 November 2011.
Bar Council of India
From Wikipedia, the free encyclopedia

18. Jump to: navigation, search
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adding citations to reliable sources. Unsourced material may be challenged and
removed. (March 2009)
Law of India
This article is part of the series:
Judiciary of India
Administration[show]
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Criminal courts[show]
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The Bar Council of India is a statutory body that regulates and represents the Indian bar. It was
created by Parliament under the Advocates Act, 1961. It prescribes standards of professional
conduct, etiquettes and exercises disciplinary jurisdiction over the bar. It also sets standards for
legal education and grants recognition to Universities whose degree in law will serve as a
qualification for students to enroll themselves as advocates upon graduation.[1]
Contents
1 History
2 Functions
3 Constitution
4 Enrollment of advocates
5 Committees
6 Directorate of Legal Education
7 All India Bar Examination
8 References
9 External links
History

19. After the Constitution of India came into force on January 26, 1950, the Inter-University Board
passed a resolution emphasizing the need for an all-India Bar and the importance of uniformly
high standards for law examinations in different Universities. In May 1950, the Madras
Provincial Lawyers Conference, held under the presidency of Shri S. Varadachariar, resolved
that a committee appointed by the Government of India should evolve a scheme for an all-India
Bar and amend the Indian Bar Councils Act such that it conforms to the new Constitution.
On April 12, 1951, Shri Syed Mohammed Ahmad Kazmi, a Member of Parliament, proposed a
bill to amend the India Bar Councils Act. The Government of India concluded that it was
necessary for the Government to sponsor the Bill. In August 1951, a Committee of Inquiry was
set up to consider the feasibility of a unified Bar in India, the continuance or abolition of the dual
system of counsel for each state, possibility of a separate Bar Council for the Supreme Court and
the revision of enactments related to the legal profession.
On March 30, 1953, the All India Bar Committee, headed by Hon’ble Shri S. R. Das, submitted a
report. This report proposed the creation of a Bar Council for each state and an All-India Bar
Council as an apex body. It was suggested that the All India Bar Council should regulate the
legal profession and set the standard of legal education. The Law Commission of India was
assigned the job of assembling a report on judicial administration reforms.
In 1961, the Advocates Act was introduced to implement the recommendations made by the All
India Bar Committee and Law Commission. Shri M. C. Setalvad was the first Chairman and Shri
C. K. Daphtary as the Vice Chairman. In 1963, Shri C. K. Daphtary became the Chairman and
Shri S. K. Ghose became the Vice Chairman.[1]
Functions
Section 7 of the Advocates Act, 1961[2]
lays down the Bar Council’s regulatory and
representative mandate. The functions of the Bar Council are to:
1. Lay down standards of professional conduct and etiquette for advocates
2. Lay down procedure to be followed by disciplinary committees
3. Safeguard the rights, privileges and interests of advocates
4. Promote and support law reform
5. Deal with and dispose of any matter which may be referred by a State Bar Council
6. Promote legal education and lay down standards of legal education.
7. Determine universities whose degree in law shall be a qualification for enrollment as an
advocate.
8. Conduct seminars on legal topics by eminent jurists and publish journals and papers of legal
interest.
9. Organize and provide legal aid to the poor.
10. Recognize foreign qualifications in law obtained outside India for admission as an advocate.
11. Manage and invest funds of the Bar Council.
12. Provide for the election of its members who shall run the Bar Councils.
13: organize and provide legal aid to the scheduled cast.
Constitution

20. The Bar Council of India consists of members elected from each State Bar Council, and the
Attorney General of India and the Solicitor General of India who are ex-officio members. The
members from the State Bar Councils are elected for a period of five years.
The Council elects its own Chairman and Vice-Chairman for a period of two years from amongst
its members. Assisted by the various committees of the Council, the chairman acts as the chief
executive and director of the Council.
The current Chairman is Manan Kumar Mishra. He succeeded Ashok Parija who in turn
succeeded Gopal Subramaniam who laid down office upon his elevation as Solicitor General of
the country.
The other members of the Council are:
R. Dhanapal Raj, the Vice-Chairman of the Bar Council of India, enrolled in Tamil Nadu in
1978. He was first elected to the State Bar Council of Tamil Nadu in 1994 and to the Bar Council
of India in 2005, where he was Chairman of the Executive Committee till 2007.
Ashok Kumar Deb, the Managing Trustee of the Bar Council of India Trust, is the member
from the State Bar Council of West Bengal.
Milan Kumar Dey, who is the Chairman of the Executive Committee, is the member from the
State Bar Council of Jharkhand. He enrolled as an advocate in 1990. He was elected member of
the Bar Council of Jharkhand and a member of the Bar Council of India in 2006.
Daulat Ram Sharma, the Associate Managing Trustee of the Bar Council of India Trust, is the
member from the State Bar Council of Himachal Pradesh. He enrolled as an advocate in 1976.
He was elected to the State Bar Council of Himachal Pradesh in 2000 and to the Bar Council of
India in 2006.
Brij Mohan Vinayak is the member from the State Bar Council of Punjab & Haryana. He
enrolled as an advocate in 1979 and became a member of the State Bar Council of Punjab and
Haryana in 2002. He became Vice-Chairman in 2005 and was elected member of the Bar
Council of India in 2010.
G E Vahanvati is the Attorney General of India and an ex-officio member of the Bar Council of
India.
Faisal Rizvi is the member from the State Bar Council of Chhattisgarh. He has practiced law
since 1991. In 2002, he was first elected to the State Bar Council of Chattisgarh and was elected
to the Bar Council of India in the same year.
Rajendra B. Raghuvanshi is the member from the State Bar Council of Maharashtra & Goa. He
enrolled as an advocate in 1981. He was elected Chairman of the Bar Council of Maharashtra
and Goa in 1998, and in 2004, he was elected to the Bar Council of India.
S. Gopakumaran Nair is the member from the State Bar Council of Kerala.
Gopal Narain Mishra is the member from the State Bar Council of Uttar Pradesh. He enrolled
in Lucknow in 1970. He was first elected to the State Bar Council of Uttar Pradesh in 1994 and
to the Bar Council of India in 2006.
N. Ramchander Rao is the member from the State Bar Council of Andhra Pradesh.He enrolled
as an advocate in 1986.He was elected to the andhra pradesh bar council in 2006 and 2012.He
was elected to the bar council of India for the first time in 2012.
Hemantkumar J. Patel is the member from the State Bar Council of Gujarat. He enrolled in
Ahmedabad in 1977. He was first elected to the State Bar Council of Gujarat in 1994 and to the
Bar Council of India in 2006.
Ashok Parija is the member from the State Bar Council of Orissa.
Zafar Ahmed Khan is the member from the State Bar Council of Madhya Pradesh. He enrolled

21. as an advocate in 1973. He was first elected member of the State Bar Council of Madhya Pradesh
in 2008 and a member of the Bar Council of India in the same year.
Jagdeesh C M is the member from the State Bar Council of Karnataka. He enrolled as an
advocate in 1981 and was elected as a member of the State Bar Council of Karnataka in 2006. In
2008, he was elected to the Bar Council of India.
Apurba Kumar Sharma is the member from the State Bar Council of Assam, Nagaland,
Meghalaya, Mizoram, Sikkim and Arunachal Pradesh.
Vijay Bhatt is the member from the State Bar Council of Uttarakhand. He was first elected to
the State Bar Council of Uttarkhand in 2004. He was elected to the Bar Council of India in 2010.
Biri Singh Sinsinwar is the member from the State Bar Council of Rajasthan. He was elected
Chairman of the Bar Council of Rajasthan in 2003 and recently to the Bar Council of India.
Shri Rajinder Singh Rana is the member from the State Bar Council of Delhi. He was first
elected to the state Bar Council of Delhi in 1998 where he became Vice Chairman in 2000. In
2010, he was elected to the Bar Council of India. He was arrested on 20 December 2010 by CBI
on charges of taking bribe for granting recognition to a Law college in Ghaziabad.[3]
Manan Kumar Mishra is the member from the State Bar Council of Bihar. He enrolled as an
advocate in 1980 and was elected a member of the State Bar Council of Bihar in 1988. He was
elected to the Bar Council of India in 2010.
Enrollment of advocates
Eligible persons are admitted as advocates on the rolls of the State Bar Councils. The Advocates
Act, 1961 empowers State Bar Councils to frame their own rules regarding enrollment of
advocates. The Council’s Enrollment Committee may scrutinize a candidate’s application. Those
admitted as advocates by any State Bar Council are eligible for a Certificate of Enrollment.
All applicants for enrollment as advocates are required under Section 24 (1) (f) of the Advocates
Act, 1961 to pay an enrollment fee of Rs.600/- (Rupees Six hundred only) to the respective State
Bar Council and Rs.150/- (Rupees One hundred Fifty only) to the Bar Council of India. These
payments should be made using separate demand drafts.
Committees
The Bar Council of India has various committees that make recommendations to the Council.
The members of these committees are elected from amongst the members of the Council.
Executive Committee
The Executive Committee is the head authority of the Council and responsible for giving effect
to the resolutions of the Council. The chairman is Shri Milan Kumar Dey. The committee’s
duties are to: 1. Manage and invest funds in a manner directed by the Council 2. Grant leave to
staff members 3. Prescribe books of account, registers and files for the proper management of the
Council’s affairs 4. Assign and supervise the staff’s work and define the conditions of service 5.
Appoint auditors and determine their pay 6. Present the annual audit report, administration report
and statement of account to the Council 7. Maintain a library and issue legal publications 8.
Determine allowances to members of the different committees of the Council as well as staff
members 9. Delegate any of the powers to the Chairman and/or Vice Chairman
Legal Education Committee

22. The Legal Education Committee make recommendations to the Bar Council of India on matters
related to legal education. The Legal Education Committee has the authority to set standards of
legal education, visit and inspect universities, recommend the pre requisites for foreign advocates
practicing law in India, recommend recognition or discontinuance of a law degree from a
University. The Chairman, presently Hon’ble Mr. Justice A. P. Misra, is elected by the members
of the committee.
Disciplinary Committee
The disciplinary committee of the Bar Council of India reviews applications by persons against
summary dismissal of their complaints against advocates for professional misconduct, by the
State Bar Councils.
Appeals lie before the Bar Council of India against orders of the disciplinary committees of the
State Bar Councils. Every such appeal is heard by the disciplinary committee of the Bar Council
of India, which may pass an order, including an order varying the punishment awarded by the
disciplinary committee of the State Bar Council. Each disciplinary committee consists of three
members. The term of the members of this committee is three years.
Advocate Welfare Committee
The Advocates Welfare Committee looks into applications made by advocates for welfare funds.
It verifies the application and provides funds. The Advocates Welfare committee is certified by
the Advocates Welfare Fund Act, 2001.
Legal Aid Committee
The Legal Aid Committee provides aids to those requiring legal assistance.
Building Committee
The Building Committee is responsible for setting up offices for the Council.
Rules Committee
The Rules Committee reviews the rules and regulations of the Council.
Directorate of Legal Education
The Bar Council of India has established a Directorate of Legal Education for the purpose of
organizing, running, conducting, holding, and administering the following.
(a) Continuing Legal Education
(b) Teachers training
(c) Advanced specialized professional courses
(d) Education program for Indian students seeking registration after obtaining Law Degree from
a Foreign University
(c) Research on professional Legal Education and Standardization
(f) Seminar and workshop
(g) Legal Research
(h)Any other assignment that may be assigned to it by the Legal Education committee and the
Bar Council of India.
All India Bar Examination
On April 10, 2010, the Bar Council of India resolved to conduct an All India Bar Examination
that tests an advocate’s ability to practice law. It is required for an advocate to pass this

23. examination to practice law. This examination shall be held biannually, in April and November,
and will test advocates on substantive and procedural law. It will assess basic analytical
capabilities and knowledge of law. The syllabi for this examination will be published at least
three months before the examination. An advocate may appear for the examination any number
of times. Once the advocate passes the examination, he/she will be entitled to a Certificate of
Practice.
The first All India Bar Examination took place on December 5, 2010. It is mandatory for all
future law graduates to clear this examination in order to practice law in India. Since then it has
organised five more examinations (as of May 2013).
References
1. ^ a b
About the Bar Council of India
2. ^ Advocates Act, 1961
3. ^ Chauhan, Neha (21 December 2010). "CBI detains Delhi BCI member Rana amidst
allegations of bribery". Legally India. Retrieved 12 July 2012.
External links
http://barcouncilofindia.org/
http://www.allindiabarexamination.com/
Ministry of Human Resource Development
(India)
From Wikipedia, the free encyclopedia
Jump to: navigation, search
This article may require cleanup to meet Wikipedia's quality standards. The specific
problem is: School education and literacy needs to be expanded. Please help improve
this article if you can. (June 2011)
Republic of India
Ministry of Human Resource Development
Department overview
Formed Grameen Bharat Hindi Prachar Mandal

24. Jurisdiction Republic of India
Headquarters Shastri Bhawan, New Delhi
Minister responsible
Pallam Raju, Union Cabinet Minister for
Human Resource Development
Website
mhrd.gov.in
The Ministry of Human Resource Development (HRD or MHRD) (Hindi:
) is an Indian government ministry, responsible for the development of human
resources. The ministry is divided into two departments: the Department of School Education
and Literacy, which deals with primary and secondary education, adult education and literacy,
and the Department of Higher Education, which deals with university education, technical
education, scholarship etc. The erstwhile Ministry of Education now functions under these two
departments, as of September 26, 1985.[1]
The Ministry of Human Resources Development is headed by a minister of cabinet rank as a
member of the Council of Ministers. The current minister of Human Resource Development is
Pallam Raju. He is assisted by ministers of state for HRD, Shashi Tharoor and Jitin Prasada.
Contents
1 Ministers of Human Resource Development
2 Department of School Education and Literacy
3 Department of Higher Education
o 3.1 Organisational Structure
4 Inter-university centres (IUCs)
5 See also
6 References
7 External links
Ministers of Human Resource Development
Murli Manohar Joshi (1998-2004)
Arjun Singh (2004–2009)
Kapil Sibal (2009-2012)
Pallam Raju (2012–Present)
Department of School Education and Literacy
The Department of School Education and Literacy is responsible for development of school
education and literacy in the country. It works on ―universalisation of education‖ and for making
better citizens out of youth.And it is also Human Republican Development.

25. Department of Higher Education
Main article: Department of Higher Education (India)
The Department of Higher Education is in charge of secondary and post-secondary education.
The department is empowered to grant deemed university status to educational institutions on the
advice of the University Grants Commission (UGC) of India, under Section 3 of the University
Grants Commission (UGC) Act, 1956.[2][3]
The Department of Higher Education takes care of
one of the largest higher education systems of the world, just after the United States and China.
The department is engaged in bringing world-class opportunities of higher education and
research to the country so that Indian students are not found lacking when facing an international
platform. For this, the government has launched joint ventures and signed MoUs to help the
Indian student benefit from the world opinion.
Organisational Structure
The department is divided into eight bureaus, and most the work of the department is handled
through over 100 autonomous organisations under the these bureaus.[4]
University and Higher Education; Minoritiese Education
o University Grants Commission (UGC)
o Indian Council of Social Science Research (ICSSR)
o Indian Council of Historical Research (ICHR)
o Indian Council of Philosophical Research (ICPR)
o 39 Central Universities (including 12 new Central Universities which have been
established w.e.f. 15.01.2009 by an ordinance promulgated by President of India)
o Indian Institute of Advanced Studies (IIAS), Shimla
Technical Education
o All India Council of Technical Education (AICTE)[5][6]
o Council of Architecture (COA)[7]
o 3 School of Planning and Architecture (SPAs)
o 16 Indian Institutes of Technology (IITs)
o 5 Indian Institutes of Science Education and Research (IISERs)
o 13 Indian Institutes of Management (IIMs)
o 30 National Institutes of Technology (NITs)
o 4 Indian Institutes of Information Technology (IIITs)
o Sant Longowal Institute of Engineering and Technology
o 4 National Institutes of Technical Teachers’ Training & Research (NITTTRs)
o 4 Regional Boards of Apprenticeship / Practical Training
Administration and Languages
o Three Deemed Universities in the field of Sanskrit, viz.
o Rashtriya Sanskrit Sansthan (RSkS)www.sanskrit.nic.in New Delhi,
o Shri Lal Bahadur Shastri Rashtriya Sanskrit Vidyapeeth
(SLBSRSV)www.slbsrsv.ac.in New Delhi,
o Rashtriya Sanskrit Vidyapeeth (RSV)www.rsvidyapeetha.ac.in Tirupati
o Kendriya Hindi Sansthan (KHS), Agra
o English and Foreign Language University (EFLU), Hyderabad

26. o National Council for Promotion of Urdu Language (NCPUL)
o National Council for Promotion of Sindhi Language (NCPSL)
o Three subordinate offices: Central Hindi Directorate (CHD), New Delhi;
Commission for Scientific & Technological Terminology (CSTT), New Delhi;
and Central Institute of Indian Languages (CIIL), Mysore
Distance Education and Scholarships
o Indira Gandhi National Open University (IGNOU)
UNESCO, International Cooperation, Book Promotion and Copyrights, Education Policy,
Planning and Monitoring
Integrated Finance Division.
Statistics, Annual Plan and CMIS
Administrative Reform, North Eastern Region, SC/ST/OBC
Others:
National University of Educational Planning and Administration (NUEPA)
National Book Trust (NBT)
National Board of Accreditation (NBA)
National Commission for Minority Educational Institutions (NCMEI)
National Council of Educational Research and Training (NCERT)
Central Board of Secondary Education (CBSE)
Kendriya Vidyalaya Sangathan (KVS)
Navodaya Vidyalaya Samiti (NVS)
National Institute of Open Schooling (NIOS)
Central Tibetan Administration (CTA)
National Foundation for Teachers' Welfare
a public sector enterprise, Educational Consultants (India) Limited (EdCIL)
Central Tibetan Administration,(Buearu of HH the Dalai Lama),(Lajpat nagar),Delhi
Inter-university centres (IUCs)
Nuclear Science Centre, New Delhi
Inter-University Centre for Astronomy and Astrophysics (IUCAA), Pune
Inter–University Consortium for DAE Facilities, Indore
Information and Library Network (INFLIBNET), Ahmedabad
Consortium for Educational Communication (CEC)
National Assessment and Accreditation Council (NAAC), Bangalore
Central Tibetan Administration, (Dharmsala)
See also
Department of Higher Education (Tamil Nadu)
Department of School Education (Goa)
References

27. 1. ^ Ministry of Education Govt. of India portal.
2. ^ "Indian Institute of Space Science and Technology (IISST) Thiruvanathapuram
Declared as Deemed to be University". Ministry of Human Resource Development
(India), Press Information Bureau. July 14, 2008.
3. ^ "IIST gets deemed university status". The Hindu. Jul 15, 2008.
4. ^ ORGANIZATIONAL STRUCTURE Department of Higher Education.
5. ^ Technical Education Overview Dept of Ed.
6. ^ National Level Councils Tech Ed.
7. ^ Council of Architecture website. Coa.gov.in (1972-09-01). Retrieved on 2012-04-14.
External links
Official website
Department of School Education and Literacy, website
News Update on MHRD
[http.poornachandra.co.in//index.php EdCIL, Website]
List of universities in India
From Wikipedia, the free encyclopedia
Jump to: navigation, search
The University of Madras, established 1857, is one of the three oldest modern state universities
in India, the others being the University of Calcutta and the University of Mumbai.
The higher education system in India includes both private and public universities. Public
universities are supported by the Government of India and the state governments, while private
universities are mostly supported by various bodies and societies. Universities in India are
recognized by the University Grants Commission (UGC), which draws its power from the
University Grants Commission Act, 1956.[1]
In addition, 15 Professional Councils are
established, controlling different aspects of accreditation and coordination.[2]
The types of universities include:

28. Central universities, or Union universities are established by an Act of Parliament and
are under the purview of the Department of Higher Education in the Union Human
Resource Development Ministry.[3]
The UGC lists 42 central universities.[4]
State universities are run by the state government of each of the states and territories of
India, and are usually established by a local legislative assembly act. As of
30 November 2011, the UGC lists 285 state universities.[5]
The oldest establishment date
listed by the UGC is 1857, shared by the University of Mumbai, the University of Madras
and the University of Calcutta. Note that most State Universities are "affiliating
universities" in that they administer a large number of "affiliated colleges" (many located
in very small towns) that typically offer a range of undergraduate courses, but may also
offer post-graduate courses. More established colleges might even offer PhD programs in
some departments with the approval of the affiliating university.
Deemed university, or "Deemed to be University", is a status of autonomy granted by
the Department of Higher Education on the advice of the UGC, under Section 3 of the
UGC Act.[6]
The UGC list from 23 June 2008 lists 130 deemed universities.[7]
According
to this list, the first institute to be granted deemed university status was Indian Institute of
Science which was granted this status on 12 May 1958. Note that in many cases, the same
listing by the UGC covers several institutes. For example, the listing for Homi Bhabha
National Institute covers the Institute of Mathematical Sciences, the Sam Higginbottom
Institute of Agriculture, Technology and Sciences and other institutes.[8]
Private universities are approved by the UGC. They can grant degrees but they are not
allowed to have off-campus affiliated colleges. The UGC list of private universities from
7 June 2012 lists 112 private universities.[9]
As of 22 June 2012, the total number of universities in India is 567. There are universities of
some kind in each and every of the 28 states of India as well as three of the union territories,
Chandigarh, Delhi and Puducherry. The state with the most universities is Tamil Nadu with 55
universities. It is also the state with the most deemed universities, numbering 29.[7]
Andhra
Pradesh has the most state universities (32),[5]
Rajasthan the most private universities (25),[9]
while Delhi and Uttar Pradesh have four central universities each, the largest number of all the
states and territories.[4]
Apart from the above universities, other institutions are granted the permission to autonomously
award degrees. However, they do not affiliate colleges and are not officially called "universities"
but "autonomous organizations" or "autonomous institutes". They fall under the administrative
control of the Department of Higher Education.[10]
These organizations include the Indian
Institutes of Technology, the National Institutes of Technology, the Indian Institutes of Science
Education and Research, the Indian Institutes of Management (though these award diplomas, not
degrees)[11]
and other autonomous institutes. These institutes are not listed below. Also not listed
are institutes which are under the control of the professional councils, without approval of the
UGC, e.g. Agricultural Universities, which are under the control of the Agricultural Education
Division of the Indian Council of Agricultural Research (ICAR), one of the professional
councils.[12][13]
Contents
1 Universities by state and type

29. 2 Universities by type
3 See also
4 External links
5 References
Universities by state and type
Summary of universities in India by state and type
State
Central
universities
State
universities
Deemed
universities
Private
universities
Total
Andhra Pradesh (list) 3 33 7 0 43
Arunachal Pradesh (list) 1 0 1 1 3
Assam (list) 2 4 0 2 8
Bihar (list) 1 15 2 0 18
Chandigarh (list) 0 1 1 0 2
Chhattisgarh (list) 1 10 0 4 15
Delhi (list) 4 5 11 0 20
Goa (list) 0 1 0 0 1
Gujarat (list) 1 18 2 11 32
Haryana (list) 1 10 5 6 22
Himachal Pradesh (list) 1 4 0 12 17
Jammu and Kashmir (list) 2 6 0 0 8
Jharkhand (list) 1 7 2 1 11
Karnataka (list) 1 22 15 2 40
Kerala (list) 1 11 2 0 14
Madhya Pradesh (list) 2 15 3 7 27
Maharashtra (list) 1 19 21 0 41
Manipur (list) 2 0 0 0 2
Meghalaya (list) 1 0 1 8 10
Mizoram (list) 1 0 0 1 2
Nagaland (list) 1 0 0 2 3
Odisha (list) 1 12 2 3 18
Puducherry (list) 1 0 1 0 2
Punjab (list) 1 7 2 3 13
Rajasthan (list) 1 14 8 25 48
Sikkim (list) 1 0 0 4 5

30. Tamil Nadu (list) 2 24 29 0 55
Tripura (list) 1 0 0 1 2
Uttar Pradesh (list) 4 23 10 16 53
Uttarakhand (list) 1 6 4 6 17
West Bengal (list) 1 20 1 1 23
Total 42 286 129 115 570
%
Does not include the National School of Drama which changed status on 7 October 2011, and
its current status is unclear.[14]
Universities by type
List of agricultural universities in India
List of central universities in India
List of deemed universities in India
List of forestry universities in India
List of private universities in India
List of state universities in India
See also
List of autonomous higher education institutes in India
University Grants Commission (India) (UGC)
External links
Universities in India
References
1. ^ "University Grants Commission Act, 1956" (PDF). Union Human Resource
Development Ministry. Retrieved 3 September 2011.
2. ^ "::: Professional Councils-Inside H E – University Grants Commission :::". ugc.ac.in.
University Grants Commission. Retrieved 11 August 2011.
3. ^ "Central Universities". mhrd.gov.in. Union Human Resource Development Ministry.
Retrieved 13 March 2012.
4. ^ a b
"Central Universities". ugc.ac.in. University Grants Commission. Retrieved 22 June
2012.
5. ^ a b
"List of State Universities" (PDF). University Grants Commission. 30 November
2011. Retrieved 13 February 2012.
6. ^ "Indian Institute of Space Science and Technology (IISST) Thiruvanathapuram
Declared as Deemed to be University". Union Human Resource Development Ministry,
Press Information Bureau. 14 July 2008. Retrieved 3 September 2011.

31. 7. ^ a b
":::Deemed University – University Grants Commission :::". ugc.ac.in. University
Grants Commission. 23 June 2008. Retrieved 6 June 2011.
8. ^ "Listing of Homi Bhabha National Institute as deemed university". ugc.ac.in.
University Grants Commission. Retrieved 13 September 2011.
9. ^ a b
":::Private Universities – University Grants Commission :::". ugc.ac.in. University
Grants Commission. 7 June 2012. Archived from the original on 12 June 2012. Retrieved
12 June 2012.
10. ^ "Autonomous Bodies – Higher Education". education.nic.in. Union Human Resource
Development Ministry. Archived from the original on 17 December 2010. Retrieved 30
June 2011.
11. ^ Mathang Seshagiri (1 May 2011). "It's time IIMs give degree, not diploma: Panel".
articles.timesofindia.indiatimes.com (Times of India).
12. ^ "Agricultural Education Division | Indian Council of Agricultural Research".
icar.org.in. Indian Council of Agricultural Research. Retrieved 11 August 2011.
13. ^ "Universities | Indian Council of Agricultural Research". icar.org.in. Indian Council of
Agricultural Research. Retrieved 11 August 2011.
14. ^ "NSD loses deemed varsity status on own request". The Hindu. 7 October 2011.
Retrieved 9 October 2011.
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32. IASAM ACADEMY
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