This document outlines amendments made by the University Grants Commission to regulations regarding the minimum qualifications for appointment of teachers and other academic staff at universities and colleges.
Key amendments include: requiring selection procedures to incorporate transparent, objective and credible methodologies for analyzing applicant merits; capping the maximum API score claims allowed in various research and publication sub-categories; and revising clauses related to selection committee procedures, Vice Chancellor qualifications, and the API scoring framework.
The amendments are meant to further ensure standards are maintained in higher education faculty recruitment and promotions.
The document outlines infrastructure requirements and standards for CBSE-affiliated schools in India. It details mandates for minimum land area, building size, classroom size, facilities for different subjects, computer and library resources, sanitation, and sports facilities. Schools must have at least 2 acres of land with buildings and a playground, classroom space of 1 sqm per student, a computer lab with 10 PCs and internet, and a library with 1500 books and 15 magazines. Detailed specifications are provided for classrooms, labs, toilets, administration areas, and outdoor spaces. Ventilation requirements are also outlined for different types of labs.
The document discusses building norms and requirements for schools issued by different educational boards in India such as CBSE, CISCE, NCERT, and state boards. It provides details on the minimum land area, infrastructure requirements for classrooms, laboratories, libraries, and other facilities. For example, it states that CBSE requires schools to have a minimum of 2000 sqm of land and specifies minimum sizes for classrooms, laboratories, and libraries. It also discusses general requirements around facilities like ramps, toilets, drinking water, and safety regulations.
The document discusses the infrastructure requirements for Pinegrove School located in Shimla Hills, Himachal Pradesh. It is a fully residential CBSE-affiliated school with 850 boarders aged between 6-18 years old. The school was established in 1991 and is situated on a 15-acre campus containing classrooms, dormitories, an auditorium, and play areas. Class sizes average 25-30 students with a teacher to student ratio of 1:12. Classrooms are equipped with computers and televisions to aid teaching.
Asalamualikum ,i upload my thesis report school of architecture for the upcoming thesis students ,feel free to contact with me in Facebook named as (Ar Moin khan asnali)
The document discusses key aspects of building design related to fire safety and prevention as outlined in the National Building Code of India. It defines important terms, classifications of buildings, responsibilities of design teams, provisions for means of access for fire tenders, and requirements for fire tender movement around buildings. Special considerations are outlined for high rise and special buildings to allow for safe and timely evacuation and access for firefighting vehicles and equipment.
Inter state bus terminal - Litrature studyAkshey Sharma
This document provides information about the design of an interstate bus terminal. It discusses key elements like the introduction, design issues, planning aspects, area calculations, and standards. The introduction covers what a bus terminal is and its operating elements. Design issues include passenger amenities, safety and security, accessibility, and aesthetic design. Planning aspects consider need, size, location, and design. Area calculations determine space needs based on projected trips. Standards address dimensions for buses, disabled access, and space requirements for facilities.
PARKING GUIDELINES (STANDARDS) IN GDCR
What is the meaning of Parking?
Parking Requirements for Different Building Users
GENERAL REQUIREMENTS FOR PARKING
The document summarizes a research report on school standards and design. It includes an introduction, literature review on the history and standards of schools, and a case study of The Rajasthan School. The literature review covers school site selection, classroom sizes and layouts, laboratory requirements, and door, stair, ramp, and corridor dimensions. The case study describes the 3-level desert climate school's orientation, shaded courtyards, renewable energy sources, and vernacular inspired informal layout.
The document outlines infrastructure requirements and standards for CBSE-affiliated schools in India. It details mandates for minimum land area, building size, classroom size, facilities for different subjects, computer and library resources, sanitation, and sports facilities. Schools must have at least 2 acres of land with buildings and a playground, classroom space of 1 sqm per student, a computer lab with 10 PCs and internet, and a library with 1500 books and 15 magazines. Detailed specifications are provided for classrooms, labs, toilets, administration areas, and outdoor spaces. Ventilation requirements are also outlined for different types of labs.
The document discusses building norms and requirements for schools issued by different educational boards in India such as CBSE, CISCE, NCERT, and state boards. It provides details on the minimum land area, infrastructure requirements for classrooms, laboratories, libraries, and other facilities. For example, it states that CBSE requires schools to have a minimum of 2000 sqm of land and specifies minimum sizes for classrooms, laboratories, and libraries. It also discusses general requirements around facilities like ramps, toilets, drinking water, and safety regulations.
The document discusses the infrastructure requirements for Pinegrove School located in Shimla Hills, Himachal Pradesh. It is a fully residential CBSE-affiliated school with 850 boarders aged between 6-18 years old. The school was established in 1991 and is situated on a 15-acre campus containing classrooms, dormitories, an auditorium, and play areas. Class sizes average 25-30 students with a teacher to student ratio of 1:12. Classrooms are equipped with computers and televisions to aid teaching.
Asalamualikum ,i upload my thesis report school of architecture for the upcoming thesis students ,feel free to contact with me in Facebook named as (Ar Moin khan asnali)
The document discusses key aspects of building design related to fire safety and prevention as outlined in the National Building Code of India. It defines important terms, classifications of buildings, responsibilities of design teams, provisions for means of access for fire tenders, and requirements for fire tender movement around buildings. Special considerations are outlined for high rise and special buildings to allow for safe and timely evacuation and access for firefighting vehicles and equipment.
Inter state bus terminal - Litrature studyAkshey Sharma
This document provides information about the design of an interstate bus terminal. It discusses key elements like the introduction, design issues, planning aspects, area calculations, and standards. The introduction covers what a bus terminal is and its operating elements. Design issues include passenger amenities, safety and security, accessibility, and aesthetic design. Planning aspects consider need, size, location, and design. Area calculations determine space needs based on projected trips. Standards address dimensions for buses, disabled access, and space requirements for facilities.
PARKING GUIDELINES (STANDARDS) IN GDCR
What is the meaning of Parking?
Parking Requirements for Different Building Users
GENERAL REQUIREMENTS FOR PARKING
The document summarizes a research report on school standards and design. It includes an introduction, literature review on the history and standards of schools, and a case study of The Rajasthan School. The literature review covers school site selection, classroom sizes and layouts, laboratory requirements, and door, stair, ramp, and corridor dimensions. The case study describes the 3-level desert climate school's orientation, shaded courtyards, renewable energy sources, and vernacular inspired informal layout.
This document provides details on the design of the Sangam Elementary School in Bhilwara, India. The three-story primary school was designed to connect students with nature through its sloped green roof that includes gardens, slides, and a jungle gym. Classrooms are arranged around two interior courtyards and have small windows providing views and cross ventilation. The organic, perforated building form allows daylight to enter while keeping interiors cool. The angled green roof replaces a conventional flat roof, transforming the building into an interactive outdoor space for learning and play.
IIT Roorkee is located in Roorkee, Uttarakhand near the foothills of the Himalayas. It was founded in 1847 to train engineers for construction projects. Over time it has expanded to include various engineering, science and management programs. It has two campuses in Roorkee and Saharanpur covering over 381 acres with various academic departments, hostels, facilities and centers. It has over 8,000 students and 1,400 faculty and staff. The document provides details on the location, history, programs, infrastructure and facilities of IIT Roorkee.
Sri Dasmesh Academy is a higher secondary school located in Anandpur Sahib, Punjab. It was established in 1980 to provide quality educational facilities to students from various backgrounds, with an emphasis on rural and military populations. The campus features academic blocks, hostels, faculty housing, dining facilities, sports fields, and open green spaces. Buildings are arranged informally with courtyards and landscaping to encourage learning. Local materials like stone and terrazzo are used to reduce costs while imparting character. The extensive landscaping and integration of buildings with the natural site create a serene environment conducive to living and studying.
Selaqui International School, Dehradun
Nestled amidst the idyllic village of SelaQui in Uttarakhand, SelaQui International School is the best boarding school in Dehradun, with an expansive campus of 52-acres.
It is located in Doon valley (Dehradun), heavily forested on the foothills of middle Himalayas.
The school campus is located on Dehradun-Chakrata road about 20km from Dehradun.
Architect: Amandeep Singh.
The document provides a master plan for GGSIPU campus in Dwarka, Delhi. It includes analysis of the site context and surroundings. The plan has 4 entries/exits and divides the site into zones for administrative blocks, academic blocks, hostels, residences, recreational areas, and utilities. Buildings are oriented along the main pedestrian spine for connectivity. Services like the STP, power stations, and water harvesting systems are integrated thoughtfully within the landscaping. Parking is distributed across the site near different facilities. Solar panels are installed to generate renewable energy. The document also discusses future expansion possibilities in a balanced manner considering open spaces.
A student named Ling Teck Ong submitted their portfolio for an architectural design thesis course at University Tunku Abdul Rahman. The portfolio contained scale models of the site at 1:1000 scale and the proposed design at 1:300 scale. The student's portfolio was submitted to fulfill the requirements for the MEAP26108 Architectural Design Thesis 1 course in the second year of studies.
This document outlines norms and space requirements for educational buildings in India. Some key points include:
- Minimum widths for stairways range from 0.9 meters for residential buildings to 2 meters for assembly buildings. Tread widths should be over 25 cm for residential buildings and 30 cm for others.
- Classroom sizes are a minimum of 66 square meters. Tutorial rooms should be 33 square meters. Laboratory sizes depend on student batch size.
- Office and administrative spaces are also specified, including sizes for principal's office, conference rooms, and departmental library.
- Toilet blocks and hostel requirements provide norms based on student enrollment. Hostel room sizes are given as 9 square meters for a single room
The document provides information about architectural practice and professional ethics in India. It discusses the key differences between a profession and a business, and notes that architecture is considered a profession in India. The history of architectural practice and education in India is covered, including the establishment of the first architecture school in 1913. The roles of regulatory bodies like the Council of Architecture and Indian Institute of Architects are explained. Common types of architectural practice structures like proprietorship, partnership and private companies are defined. Typical organization structures for architectural offices and methods for setting up and managing finances of an office are also outlined.
International primary schools case study Sumaiya Islam
The Atelier primary school in Bengaluru, India was designed to provide children with a sensory-rich learning environment protected from noise from surrounding construction, according to the Reggio Emilia educational approach. The single-story building encloses 985 square meters within a compact volume centered around an open piazza, with classrooms, a studio, and outdoor play areas. Its demountable and reusable design allows it to be reconstructed elsewhere to minimize waste.
Architectural skills development centrePrachi Gupta
This document outlines the proposed contents and facilities of an architectural skills development center. It would provide spaces for students to learn various disciplines like draughtsmanship, carpentry, masonry, plumbing, and electrical work. Classrooms, workshops, and specialized spaces like computer labs, libraries, and courtyards would support learning activities. An area statement lists the proposed size of facilities like the principal's office, staff room, classrooms, workshops, and toilets to ensure all necessary functions have adequate space. The center aims to give students hands-on learning in an interactive environment where they can work as part of an architectural project team.
This document provides information about a proposed Greenwood International School project in Kolkata, India. It discusses the location, projected student capacity, architects, and existing Greenwood schools. It also covers the design concept focusing on integration with nature, green practices, and blending old and new approaches. Site analyses are presented, along with case studies of other schools. Program area requirements are listed and the final design includes segregation of junior and senior blocks around a central courtyard with north-south oriented blocks for daylighting. Landscaping plans to reflect the culture and contours of West Bengal are also mentioned.
This document provides an overview of auditorium design considerations including definitions, history, types of auditoriums, terms used, seating arrangements, size and shape factors, stage and wall properties, fire protection, ventilation, and sound insulation. It discusses design principles for site selection, volume, visibility, accessibility, acoustics and various technical systems required in an auditorium.
LIBRARY STUDY, 8TH SEM, COLLEGE OF ARCHITECTURE, BHADDAL,
concourse, hierarchy of bus terminals, i.s.b.t. design, introduction, layout, planning criteria, sizes, space requirements, types of vehicular movement
The document discusses various types of architectural design competitions. It describes:
1) Open competitions are open to all architects, while limited competitions invite a select number (5-8) of architects. Two-stage competitions have an initial concept stage and a second design stage for a smaller number (5-10) of finalists.
2) Competitions can be for actual building projects or conceptual ideas. Student design competitions allow participation by architecture students.
3) Competitions must adhere to guidelines to ensure fair selection of winners based solely on design merit. Assessors must include a majority of registered architects. Competitors retain copyright and right to reproduce their designs.
This document outlines architectural standards for a senior secondary school. It provides requirements for various teaching spaces including standard classrooms, science labs, a library, auditorium, play areas, and gymnasium. It also includes standards for administrative spaces, sanitation facilities, and other support spaces. Requirements include the size, shape, floor area, and special provisions for different types of rooms. Ventilation, electrical services, and accessibility are also addressed according to their functions.
1. AICTE revised the pay scales and terms of service for teachers at diploma level technical institutions based on recommendations from the central pay commission.
2. The revised pay scales and terms are applicable to all diploma level technical institutions under AICTE's purview from January 1, 1996.
3. The notification details the new cadre structure, pay scales, qualifications, recruitment process, career advancement scheme, workload, superannuation age and other terms of service for teachers.
The document provides information about the Career Advancement Scheme (CAS) for higher education faculty in India. It discusses the eligibility requirements, assessment criteria, and promotion stages under both the CAS 2010 and CAS 2018 regulations.
Some key points include:
- CAS 2018 and the relaxed CAS 2010 provide options for promotion that are available before and after July 18, 2018.
- There are four promotion stages from Assistant Professor to Professor with requirements for years of service, training, publications, and other academic activities.
- CAS 2018 focuses more on performance assessments in APAR reports while CAS 2010 had quantitative API score requirements that have been relaxed in some cases.
- The assessment process under CAS 2018 involves grading teaching and involvement in university
This document provides details on the design of the Sangam Elementary School in Bhilwara, India. The three-story primary school was designed to connect students with nature through its sloped green roof that includes gardens, slides, and a jungle gym. Classrooms are arranged around two interior courtyards and have small windows providing views and cross ventilation. The organic, perforated building form allows daylight to enter while keeping interiors cool. The angled green roof replaces a conventional flat roof, transforming the building into an interactive outdoor space for learning and play.
IIT Roorkee is located in Roorkee, Uttarakhand near the foothills of the Himalayas. It was founded in 1847 to train engineers for construction projects. Over time it has expanded to include various engineering, science and management programs. It has two campuses in Roorkee and Saharanpur covering over 381 acres with various academic departments, hostels, facilities and centers. It has over 8,000 students and 1,400 faculty and staff. The document provides details on the location, history, programs, infrastructure and facilities of IIT Roorkee.
Sri Dasmesh Academy is a higher secondary school located in Anandpur Sahib, Punjab. It was established in 1980 to provide quality educational facilities to students from various backgrounds, with an emphasis on rural and military populations. The campus features academic blocks, hostels, faculty housing, dining facilities, sports fields, and open green spaces. Buildings are arranged informally with courtyards and landscaping to encourage learning. Local materials like stone and terrazzo are used to reduce costs while imparting character. The extensive landscaping and integration of buildings with the natural site create a serene environment conducive to living and studying.
Selaqui International School, Dehradun
Nestled amidst the idyllic village of SelaQui in Uttarakhand, SelaQui International School is the best boarding school in Dehradun, with an expansive campus of 52-acres.
It is located in Doon valley (Dehradun), heavily forested on the foothills of middle Himalayas.
The school campus is located on Dehradun-Chakrata road about 20km from Dehradun.
Architect: Amandeep Singh.
The document provides a master plan for GGSIPU campus in Dwarka, Delhi. It includes analysis of the site context and surroundings. The plan has 4 entries/exits and divides the site into zones for administrative blocks, academic blocks, hostels, residences, recreational areas, and utilities. Buildings are oriented along the main pedestrian spine for connectivity. Services like the STP, power stations, and water harvesting systems are integrated thoughtfully within the landscaping. Parking is distributed across the site near different facilities. Solar panels are installed to generate renewable energy. The document also discusses future expansion possibilities in a balanced manner considering open spaces.
A student named Ling Teck Ong submitted their portfolio for an architectural design thesis course at University Tunku Abdul Rahman. The portfolio contained scale models of the site at 1:1000 scale and the proposed design at 1:300 scale. The student's portfolio was submitted to fulfill the requirements for the MEAP26108 Architectural Design Thesis 1 course in the second year of studies.
This document outlines norms and space requirements for educational buildings in India. Some key points include:
- Minimum widths for stairways range from 0.9 meters for residential buildings to 2 meters for assembly buildings. Tread widths should be over 25 cm for residential buildings and 30 cm for others.
- Classroom sizes are a minimum of 66 square meters. Tutorial rooms should be 33 square meters. Laboratory sizes depend on student batch size.
- Office and administrative spaces are also specified, including sizes for principal's office, conference rooms, and departmental library.
- Toilet blocks and hostel requirements provide norms based on student enrollment. Hostel room sizes are given as 9 square meters for a single room
The document provides information about architectural practice and professional ethics in India. It discusses the key differences between a profession and a business, and notes that architecture is considered a profession in India. The history of architectural practice and education in India is covered, including the establishment of the first architecture school in 1913. The roles of regulatory bodies like the Council of Architecture and Indian Institute of Architects are explained. Common types of architectural practice structures like proprietorship, partnership and private companies are defined. Typical organization structures for architectural offices and methods for setting up and managing finances of an office are also outlined.
International primary schools case study Sumaiya Islam
The Atelier primary school in Bengaluru, India was designed to provide children with a sensory-rich learning environment protected from noise from surrounding construction, according to the Reggio Emilia educational approach. The single-story building encloses 985 square meters within a compact volume centered around an open piazza, with classrooms, a studio, and outdoor play areas. Its demountable and reusable design allows it to be reconstructed elsewhere to minimize waste.
Architectural skills development centrePrachi Gupta
This document outlines the proposed contents and facilities of an architectural skills development center. It would provide spaces for students to learn various disciplines like draughtsmanship, carpentry, masonry, plumbing, and electrical work. Classrooms, workshops, and specialized spaces like computer labs, libraries, and courtyards would support learning activities. An area statement lists the proposed size of facilities like the principal's office, staff room, classrooms, workshops, and toilets to ensure all necessary functions have adequate space. The center aims to give students hands-on learning in an interactive environment where they can work as part of an architectural project team.
This document provides information about a proposed Greenwood International School project in Kolkata, India. It discusses the location, projected student capacity, architects, and existing Greenwood schools. It also covers the design concept focusing on integration with nature, green practices, and blending old and new approaches. Site analyses are presented, along with case studies of other schools. Program area requirements are listed and the final design includes segregation of junior and senior blocks around a central courtyard with north-south oriented blocks for daylighting. Landscaping plans to reflect the culture and contours of West Bengal are also mentioned.
This document provides an overview of auditorium design considerations including definitions, history, types of auditoriums, terms used, seating arrangements, size and shape factors, stage and wall properties, fire protection, ventilation, and sound insulation. It discusses design principles for site selection, volume, visibility, accessibility, acoustics and various technical systems required in an auditorium.
LIBRARY STUDY, 8TH SEM, COLLEGE OF ARCHITECTURE, BHADDAL,
concourse, hierarchy of bus terminals, i.s.b.t. design, introduction, layout, planning criteria, sizes, space requirements, types of vehicular movement
The document discusses various types of architectural design competitions. It describes:
1) Open competitions are open to all architects, while limited competitions invite a select number (5-8) of architects. Two-stage competitions have an initial concept stage and a second design stage for a smaller number (5-10) of finalists.
2) Competitions can be for actual building projects or conceptual ideas. Student design competitions allow participation by architecture students.
3) Competitions must adhere to guidelines to ensure fair selection of winners based solely on design merit. Assessors must include a majority of registered architects. Competitors retain copyright and right to reproduce their designs.
This document outlines architectural standards for a senior secondary school. It provides requirements for various teaching spaces including standard classrooms, science labs, a library, auditorium, play areas, and gymnasium. It also includes standards for administrative spaces, sanitation facilities, and other support spaces. Requirements include the size, shape, floor area, and special provisions for different types of rooms. Ventilation, electrical services, and accessibility are also addressed according to their functions.
1. AICTE revised the pay scales and terms of service for teachers at diploma level technical institutions based on recommendations from the central pay commission.
2. The revised pay scales and terms are applicable to all diploma level technical institutions under AICTE's purview from January 1, 1996.
3. The notification details the new cadre structure, pay scales, qualifications, recruitment process, career advancement scheme, workload, superannuation age and other terms of service for teachers.
The document provides information about the Career Advancement Scheme (CAS) for higher education faculty in India. It discusses the eligibility requirements, assessment criteria, and promotion stages under both the CAS 2010 and CAS 2018 regulations.
Some key points include:
- CAS 2018 and the relaxed CAS 2010 provide options for promotion that are available before and after July 18, 2018.
- There are four promotion stages from Assistant Professor to Professor with requirements for years of service, training, publications, and other academic activities.
- CAS 2018 focuses more on performance assessments in APAR reports while CAS 2010 had quantitative API score requirements that have been relaxed in some cases.
- The assessment process under CAS 2018 involves grading teaching and involvement in university
This document outlines draft regulations from the University Grants Commission (UGC) in India on minimum qualifications for appointment of teachers and other academic staff in universities and colleges. Key points include:
1. Revising pay scales and other service conditions for university and college teachers in line with central government decisions.
2. Setting minimum qualifications for positions like Assistant Professor, Associate Professor, Professor, and academic staff in libraries and physical education.
3. Requiring a Ph.D. for appointment and promotion to Associate Professor and Professor, and making it mandatory for direct recruitment of Assistant Professors by 2021.
4. Continuing to require qualifying in the National Eligibility Test (NET) or other accredited tests
This circular revises and updates the compensation and position classification plan for faculty positions in state universities, colleges, higher education institutions, and technical education institutions in the Philippines. It establishes new rules and regulations for implementing the revised plan based on a modified common criteria for evaluation of faculty positions. Key changes include revising the point allocation system used to determine faculty ranks, limiting top ranks to the Associate Professor level, adjusting quotas for certain ranks, and prescribing guidelines for appointment and promotion processes.
This document outlines revisions to the pay scales of teachers and equivalent positions in universities and colleges in Maharashtra according to the 6th Pay Commission. Key points include:
- Three designations are established: Assistant Professor, Associate Professor, and Professor.
- Pay bands and academic grade pay are established for different positions, allowing for career progression.
- Requirements for promotion between positions like years of service and educational qualifications are defined.
- Pay scales are also established for positions like Principals, Librarians, Vice Chancellors and Pro-Vice Chancellors.
The document outlines the PhD regulations of Punjab Technical University. It details the eligibility criteria which includes having a masters degree with 60% marks or equivalent. It discusses the residency requirements, registration procedures including the application process, entrance exam, selection criteria and appointment of supervisors. It provides guidelines for candidates including completing coursework, submitting a synopsis within 18 months and restrictions on changing supervisors. The maximum number of candidates under a supervisor is also specified.
The document is a request for proposals (RFP) from University of Education, Lahore for developing a University Management System (UMS). It provides background on the university's need for automation and outlines the scope of work, deliverables, bid requirements, selection process, payment terms, and annexes with more details. Key requirements include developing a web-based UMS, implementing and customizing the software, and providing training and support. Bids will be evaluated based on technical and financial criteria, with emphasis on functionality meeting requirements, experience, and cost. The selected bidder will develop the UMS in phases, with initial priority given to user management, campus management, and other core modules.
Final bba sem_i_to_vi_dt_17-5_231219_2018Rahul More
This document outlines the program structure and requirements for a Bachelor of Business Administration (BBA) degree offered by Bharati Vidyapeeth Deemed to be University in India. It provides details about the vision, objectives, eligibility, duration of 3 years divided into 6 semesters, scheme of examinations, grading system, course structure and requirements for the program. The BBA aims to provide both theoretical and practical knowledge of business administration and management concepts to prepare students for business careers or further education.
SLA SERVICE LEVEL AGREEMENT
Including recruitment procedure. This procedure supports the implementation of the School’s Recruitment Policy. The
Procedure intends to outline clear processes and the division of responsibility for the
operation of recruitment exercises in the School.
The Procedure is underpinned by best-practice guidelines on specific topics that
provide advice to managers on key aspects of recruitment and selection.
Scope
The Procedure applies to all vacancies of six months duration or over. As modified
below, these arrangements apply to teaching-only and research-only posts.
These procedures do not apply to the appointment of Graduate Teaching Assistants;
due to the nature of the role, such vacancies are advertised internally only to relevant
This document outlines the key changes to the curriculum for diploma courses in Andhra Pradesh starting in 2016. Some of the main changes include:
1. The curriculum is now designed in a semester pattern instead of being year-wise, though the first year remains year-wise.
2. All diploma courses now include a 6 month to 1 year industrial training placement.
3. New subjects like fundamentals of internet of things (IOT) and modern industry-relevant topics have been added.
4. Life skills and communication skills labs have been introduced to all branches to improve employability.
More emphasis is now placed on practical skills and labs over theoretical content to better prepare students for industry needs
This document provides information on the revised 2016 curriculum for diploma courses in Andhra Pradesh. Some key points:
- The curriculum was updated based on recommendations from a committee that reviewed needs of local industries and recommendations to enhance student employability.
- Revisions include introducing topics like Internet of Things, modern industry-relevant subjects, and Cisco certification training for some courses.
- Greater emphasis is placed on practical skills, with more practical content and outcome-based learning.
- Other changes involve increasing English communication skills training, introducing new labs, and aligning content with environmental guidelines and use of CAD software.
- Rules cover admission criteria, medium of instruction, attendance requirements, examination scheme and passing marks
This document provides information about the revised 2016 curriculum for diploma courses in Andhra Pradesh. Some key points:
- The curriculum was revised by a committee to better align with industry needs and improve student employability. It incorporates recommendations from industry experts.
- Key changes include introducing industrial training, fundamentals of IoT, modern subjects, CISCO certification training, improved practical and communication skills training, and outcome-based learning.
- The curriculum structure was changed to 3-3.5 year duration with the first year as year-wise and remaining semesters in pattern. Exams, attendance rules, and readmission policies are also outlined.
This document outlines the requirements for an assignment on professional ethics for a Bachelor of Quantity Surveying program. Students must complete three main tasks:
1) Discuss the differences between professions and occupations, and analyze if quantity surveying, construction management, and contracting are considered professions.
2) Complete the RICS 'Ethics Walkthrough' online course and attach the certificate of completion.
3) Critically review and comment on ten provisions from the BQSM Code of Conduct, providing examples. Also explain the professional duty of care expected of quantity surveyors.
The assignment must be submitted in a formatted report no longer than 3000 words, with references in APA style. It will be submitted
This document outlines the regulations for the BBA (CBCS) degree program offered by Bangalore University's Department of Commerce for the 2014-2015 academic year. Some key details include:
- The objectives of the program are to develop ethical managers, entrepreneurs, and specialists in finance, marketing, and human resources.
- The program duration is 4 years over 8 semesters. Students can exit after 2 years with a diploma or 3 years with a BBM degree.
- The medium of instruction is English. Class sizes are capped at 60 students.
- Students must maintain a minimum of 75% attendance each semester.
- The course matrix outlines the subjects, credits, instruction hours,
1. The document outlines the regulations for the BBA (CBCS) degree program offered by Bangalore University's Department of Commerce.
2. It details 14 sections on various aspects of the program including its objectives, eligibility, duration, medium of instruction, attendance requirements, course structure, teaching and evaluation guidelines, examination scheme and classification of results.
3. The regulations aim to develop ethical managers and entrepreneurs with interdisciplinary knowledge through a 4-year degree program divided into 8 semesters of academic instruction and evaluation.
The document outlines regulations for post-graduate programs at Anna University in Chennai, India. It defines key terms, lists the programs offered and admission requirements. Programs include M.E., M.Tech., M.B.A., and M.C.A. and can be full-time or part-time. The duration is a minimum of 4 semesters for full-time and 6 semesters part-time. Students must earn 65-75 credits including core courses, electives, and a project. Project work is evaluated over two phases and must be supervised by qualified faculty.
This document outlines the academic regulations for M.Tech, MBA, and MCA programs at a university. It discusses the vision, admission process, program structure, grading system, course registration requirements, attendance policies, assessment procedures, and declaration of results.
The key details are:
- The vision is to provide quality education and help all students succeed. Programs aim to develop students with technical skills and ethical values.
- Admission is based on guidelines from MHRD. Some seats are reserved for foreign students.
- Programs have core and elective courses and last 4-6 semesters depending on full or part-time. A minimum of 75-125 credits is needed to graduate
The document outlines the revised syllabus for the Bachelor of Engineering in Information Technology program at the University of Mumbai effective from the 2016-17 academic year onwards. It introduces the choice based credit and grading system and discusses the implementation of this system across second, third, and final years from 2017-18, 2018-19, and 2019-20 respectively. The preamble provides background on aligning engineering education with outcome-based learning and emphasizes the role of accreditation in quality assurance. Program outcomes for the IT program are also listed.
The document provides details of the revised syllabus for the Bachelor of Engineering in Information Technology program at the University of Mumbai effective from the 2016-17 academic year onwards. It includes the program structure, course details, course objectives and outcomes for the third semester. The syllabus covers topics like applied mathematics, logic design, data structures, databases, communications and includes labs. It aims to incorporate latest technologies and improve employability. The revised syllabus was prepared by faculty involving industry experts and focuses on outcome-based education.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Ugc guidelines new
1.
2. 1
UNIVERSITY GRANTS COMMISSION (MINIMUM QUALIFICATIONS FOR
APPOINTMENT OF TEACHERS AND OTHER ACADEMIC STAFF IN
UNIVERSITIES AND COLLEGES AND MEASURES FOR THE MAINTENANCE OF
STANDARDS IN HIGHER EDUCATION) (2ND
AMENDMENT), REGULATIONS,
2013
To be published in the Gazette of India
Part III Sector 4
UNIVERSITY GRANTS COMMISSION
BAHADUR SHAH ZAFAR MARG
NEW DELHI-110002
No.F.1-2/2009(EC/PS) V(i) Vol-II 13th
June, 2013
In exercise of the powers conferred under clause (e) and (g) of sub-section (1)
of Section 26 of University Grants Commission Act, 1956 (3 of 1956), the University
Grants Commission hereby frames the following amendment Regulations, namely:-
1. Short title, application and commencement:
1.1. These Regulations may be called the University Grants Commission
(Minimum Qualifications for Appointment of Teachers and other
Academic Staff in Universities and Colleges and Measures for the
Maintenance of Standards in Higher Education) (2nd
Amendment),
Regulations, 2013.
1.2 They shall come into force with immediate effect from their publication
in the Official Gazette.
2. The clause 6.1.0 of the Annexure of University Grants Commission (Minimum
Qualifications for Appointment of Teachers and other Academic Staff in
Universities and Colleges and other Measures for the Maintenance of
Standards in Higher Education) Regulations, 2010 (hereinafter to be called
‘The Principal Regulations’) shall stand amended and be substituted by the
following clause:-
“6.1.0 ‘The overall selection procedure shall incorporate transparent, objective
and credible methodology of analysis of the merits and credentials of the
applicants based on weightages given to the performance of the candidate in
different relevant dimensions and his/her performance on a scoring system
proforma, based on the Academic Performance Indicators (API) as provided in
this Regulations in Tables I to IX of Appendix III.
3. 2
Provided that API scores will be used for screening purpose only and will
have no bearing on expert assessment of candidates in Direct Recruitment/
CAS
Provided also that the API score claim of each of the sub-categories in the
Category III (Research and Publications and Academic Contributions) will
have the following cap to calculate the total API score claim for Direct
Recruitment / CAS
Sub-Category Cap as % of API
cumulative score in
application
III (A) : Research papers (Journals, etc) 30%
III (B) Research publications (Books,
etc)
25%
III (C) Research Projects 20%
III (D) Research Guidance 10%
III (E) Training Courses and Conference
/Seminar, etc
15%
In order to make the system more credible, universities may assess the ability
for teaching and/or research aptitude through a seminar or lecture in a class
room situation or discussion on the capacity to use latest technology in
teaching and research at the interview stage. These procedures can be
followed for both direct recruitment and CAS promotions wherever selection
committees are prescribed in these Regulations.”
3. The clause 6.0.2 of the Principal Regulations shall stand amended and be
substituted by the following clause:-
“6.0.2The Universities shall adopt these Regulations for selection committees
and selection procedures through their respective statutory bodies
incorporating the Academic Performance Indicator (API) basedPerformance
Based Appraisal System (PBAS) at the institutional level for University
Departments and their Constituent colleges/ affiliated colleges
(Government/Government-aided/Autonomous/ Private Colleges) to be
followed transparently in all the selection processes. An indicative PBAS
template proforma for direct recruitment and for Career Advancement
Schemes (CAS) based on API based PBAS is annexed in Appendix III. The
universities may adopt the template proforma or may devise their own self-
assessment cum performance appraisal forms for teachers.While adopting
this, universities shall not change any of the categories or scores of the API
given in Appendix-III.The universities can, if they wish so, increase the
minimum required score or devise appropriate additional criteria for screening
of candidates at any level of recruitment.”
4. 3
4. The clause 7.3.0 of the Principal Regulations shall stand amended and be
substituted by the following clause:-
7.3.0. VICE CHANCELLOR:
i. Persons of the highest level of competence, integrity, morals and
institutional commitment are to be appointed as Vice-Chancellors. The
Vice-Chancellor to be appointed should be a distinguished academician,
with a minimum of ten years of experience as Professor in a University
system or ten years of experience in an equivalent position in a reputed
research and / or academic administrative organization.
ii. The selection of Vice Chancellor should be through proper identification
of a panel of 3-5 names by a Search Committee through a public
notification or nomination or a talent search process or in combination.
The members of the above Search Committee shall be persons of
eminence in the sphere of higher education and shall not be connected
in any manner with the university concerned or its colleges. While
preparing the panel, the Search Committee must give proper weightage
to academic excellence, exposure to the higher education system in the
country and abroad, and adequate experience in academic and
administrative governance to be given in writing along with the panel to
be submitted to the Visitor/ Chancellor. The constitution of the Search
Committee could be as per the Act/ Statutes of the concerned
university.
iii. The Visitor/ Chancellor shall appoint the Vice Chancellor out of the
Panel of names recommended by the Search Committee.
iv. The conditions of services of the Vice Chancellor shall be as prescribed
in the Act/ Statutes of the university concerned in conformity with the
Principal Regulations.
v. The term of office of the Vice Chancellor shall form part of the service
period of the incumbent concerned making him/her eligible for all
service related benefits.”
5. The Table I [Category I, II &III] of Appendix-III of the Principal Regulations
shall stand amended and be substituted by Table I [Category I, II & III]
appended to these amendment Regulations.
To:
The Manager, Government Press (Akhilesh Gupta)
Secretary, UGC
5. 4
AMENDED APPENDIX – III TABLE – I
PROPOSED SCORES FOR ACADEMIC PERFORMANCE INDICATORS (APIs) IN
RECRUITMENTS AND CAREER ADVANCEMENT SCHEME (CAS) PROMOTIONS
OF UNIVERSITY / COLLEGE TEACHERS.
Category I: Teaching, LEARNING AND EVALUATION Related ACTIVITIES
Brief Explanation: Based on the teacher’s self-assessment, API scores are proposed
for (a) teaching related activities; (b) domain knowledge; (c) participation in
examination and evaluation; (d) contribution to innovative teaching, new courses etc.
The minimum API score required by teachers from this category is 75. The self-
assessment score should be based on objectively verifiable criteria wherever
possible and will be finalized by the screening/selection committee.
Universities will be required to detail the activities and in case institutional specificities
require, adjust the weightages, without changing the minimum total API scores
required under this category.
S. No. Nature of Activity Maximum Score
1
Lectures, seminars, tutorials, practicals,
contact hours undertaken taken as
percentage of lectures allocated
50
2
Lectures or other teaching duties in excess of
the UGC norms
10
3
Preparation and Imparting of knowledge /
instruction as per curriculum; syllabus
enrichment by providing additional resources
to students
20
4
Use of participatory and innovative teaching-
learning methodologies; updating of subject
content, course improvement etc.
20
5
Examination duties (Invigilation; question
paper setting, evaluation/assessment of
answer scripts) as per allotment.
25
Total Score 125
Minimum API Score Required 75
Note: a: Lectures and tutorials allocation to add up to the UGC norm for particular
category of teacher. University may prescribe minimum cut-off (net of due leave), say
80 %, for 1 and 5 above, below which no scores may be assigned in these sub-
categories.
6. 5
Note 2 :
The model table proposes API scores and the mode for awarding these scores for
various parameters of Category I of PBAS.
1. Wherever the unit of assessment is the number of hours, the teacher is
required to compute the total number of hours allocated as per the time-table
or the actual number of hours spent in that activity in the previous academic
year. The institution can verify these from the official Time Table and the
record of students’ attendance.
2. In calculating the number of hours allocated, only working days/weeks will be
taken into account. For example, if a teacher has been assigned 20 hours of
classroom teaching per week in an institution that teaches for 16 weeks per
semester, the teacher would write 320 hours (plus another 320 hours if her
teaching load is the same in the second semester) in the row 1A(i). Since this
is 2 hours higher than the UGC norm, she would claim additional 2 x 16 hours
in row 1A (ii). If she has actually taught for 275 hours in that semester, she
would claim 275 hours in row 1A (iii). So, in all, she would get credit for
320+32+275 = 627 hours for that semester. She would do similar calculation
for the second semester and the total would be entered in each row.
3. In most sub-categories, the total score of a teacher may exceed the maximum
score permitted against the relevant sub-total. In that case, the score of the
teacher will be credited the maximum score. For example, a teacher who
marks 900 scripts can get credit for 300 hours and may have spent another 40
hours on examination duty. This adds up to 340 hours = 34 points. But he will
be awarded the maximum of 20 points in that category.
4. Wherever the criterion involves an assessment by the screening committee,
the teacher will be required to submit some evidence of work done. Each
institution may further develop these criteria and specify the requirements for
the various categories mentioned here.
5. Under 4c, the teacher is only required to give a proof that she administered an
anonymous feedback questionnaire wherein the students can give their
assessment of the quality of her teaching. She would be entitled to the points
irrespective of the content of the feedback. The comments given by the
students may not be used against the teacher in this exercise.
Category Nature of activity Notes Unit of
assessment
Score
Category
I
TEACHING, LEARNING AND
EVALUATION RELATED ACTIVITIES
1A (i) Classroom teaching
(including lectures, seminar)
As per
allocation
Hours per
academic year
1A (ii) Classroom teaching (including
lectures, seminar) in excess of UGC
norms
As per
allocation
Hours per
academic year
7. 6
1A (iii) Classroom teaching
(including lectures, seminar)
preparation time
Same as
actual
teaching
hours as
per
attendance
register
Hours per
academic year
1B Tutorials and Practicals Actuals as
per
attendance
register
Hours per
academic year
1C Outside classroom interaction
with students
Max 0.5 of
hours in 1A
Hours per
academic year
Sub-total 1 Score =
hours/10
(max score
100)
2 Research Supervision
(including Masters thesis)
Max 1 hour
per student
per working
week
Hours per
academic year
Sub-total 2 Score =
hours/10
(Max score
= 30)
3A Question paper setting,
moderation and related work
Actual
hours
Hours per
academic year
3B Invigilation/supervision and
related examination duties
Actual
hours
Hours per
academic year
3C Evaluation/assessment of
answer scripts and
assignments related to
internal assessment, external
and re evaluation
Max 20
minutes per
full script
Hours per
academic year
Sub-total 3 Score =
hours/10
(Max score
= 20)
8. 7
4A Teaching innovation including
preparation of innovative
course, use of innovative
methodologies for teaching
including bilingual/multi-
lingual teaching
Evidence to
be
provided.
Scores to
be finalized
by the
screening
committee
Outstanding = 10
Very good = 7
Good = 5
Average = 3
Modest = 1
4B Preparation of new teaching-
learning material including
translation, bridge material,
study pack or similar
additional resource for
students
Evidence to
be
provided.
Scores to
be finalized
by the
screening
committee
Outstanding = 10
Very good = 7
Good = 5
Average = 3
Modest = 1
4C Use of anonymous students’
feedback on the quality of
classroom teaching and
students’ interaction
Performa
and
summary
feedback to
be attached
2 points per
course (max 10
points)
Minimum score required for promotion: 150 out of a total of 250 from category I and
II, at least 100 (from Maximum of 180) from category I and 20 (from maximum of 70)
from category II.
******
9. 8
AMENDED Category II: Co-curricular, EXTENSION AND PROFESSIONAL
DEVELOPMENT RELATED ACTIVITIES
Brief Explanation: Based on the teacher’s self-assessment, category II API scores
are proposed for co-curricular and extension activities; and Professional development
related contributions. The minimum API required by teachers for eligibility for
promotion is 15. A list of items and proposed scores is given below. It will be noticed
that all teachers can earn scores from a number of items, whereas some activities will
be carried out only be one or a few teachers. The list of activities is broad enough for
the minimum API score required (15) in this category to accrue to all teachers. As
before, the self-assessment score should be based on objectively verifiable criteria
and will be finalized by the screening/selection committee.
The model table below gives groups of activities and API scores. Universities may
detail the activities or, in case institutional specificities require, adjust the weightages,
without changing the minimum total API scores required under this category.
S. No. Nature of Activity Maximum Score
1
Student related co-curricular, extension and
field based activities (such as extension work
through NSS/NCC and other channels,
cultural activities, subject related events,
advisement and counseling)
20
2
Contribution to Corporate life and
management of the department and institution
through participation in academic and
administrative committees and
responsibilities.
15
3
Professional Development activities (such as
participation in seminars, conferences, short
term, training courses, talks, lectures,
membership of associations, dissemination
and general articles, not covered in Category
III below)
15
Minimum API Score Required 15
Note :
The model table proposes API scores and the mode for awarding these scores for
various parameters of Category II of PBAS.
1. Wherever the unit of assessment is the number of hours, the teacher is
required to compute the total number of hours allocated as per the time-table
or the actual number of hours spent in that activity in the previous academic
year. The institution can verify these from the official Time Table and the
record of students’ attendance.
10. 9
2. In calculating the number of hours allocated, only working days/weeks will be
taken into account. For example, if a teacher has been assigned 20 hours of
classroom teaching per week in an institution that teaches for 16 weeks per
semester, the teacher would write 320 hours (plus another 320 hours if her
teaching load is the same in the second semester) in the row 1A(i). Since this
is 2 hours higher than the UGC norm, she would claim additional 2 x 16 hours
in row 1A (ii). If she has actually taught for 275 hours in that semester, she
would claim 275 hours in row 1A (iii). So, in all, she would get credit for
320+32+275 = 627 hours for that semester. She would do similar calculation
for the second semester and the total would be entered in each row.
3. In most sub-categories, the total score of a teacher may exceed the maximum
score permitted against the relevant sub-total. In that case, the score of the
teacher will be credited the maximum score. For example, a teacher who
marks 900 scripts can get credit for 300 hours and may have spent another 40
hours on examination duty. This adds up to 340 hours = 34 points. But he will
be awarded the maximum of 20 points in that category.
4. Wherever the criterion involves an assessment by the screening committee,
the teacher will be required to submit some evidence of work done. Each
institution may further develop these criteria and specify the requirements for
the various categories mentioned here.
5. Under 4c, the teacher is only required to give a proof that she administered an
anonymous feedback questionnaire wherein the students can give their
assessment of the quality of her teaching. She would be entitled to the points
irrespective of the content of the feedback. The comments given by the
students may not be used against the teacher in this exercise.
Category Nature of activity Notes Unit of
assessment
Score
Category II CO-CURRICULAR,
EXTENSION AND
PROFESSIONAL
DEVELOPMENT
RELATED ACTIVITIES
5A Discipline related co-
curricular activities (e.g.
field work, study visit,
student seminar, events,
career counseling etc)
Evidence to
be
provided.
Scores to
be finalized
by the
screening
committee
Outstanding = 10
Very good = 7
Good = 5
Average = 3
Modest = 1
5B Other co-curricular
activities (Cultural,
Evidence to
be
provided.
Outstanding = 10
Very good = 7
11. 10
Sports, NSS, NCC etc) Scores to
be finalized
by the
screening
committee
Good = 5
Average = 3
Modest = 1
5C Extension and
dissemination activities
(public lectures, talks,
seminars, popular
writings not covered
under III)
Evidence to
be
provided.
Scores to
be finalized
by the
screening
committee
Outstanding = 10
Very good = 7
Good = 5
Average = 3
Modest = 1
Sub-total 5
6A Administrative
responsibility (including
Dean, Principal,
Chairperson, Convenor,
Teacher-in-charge or
similar duties that require
regular office hours for its
discharge)
Actual
hours spent
Hours per
academic year
6B Participation in Board of
Studies, Academic and
Administrative
Committees
Actual
hours spent
Hours per
academic year
Sub-total 6 Score =
hours/10
(Max score
= 30)
7 Overall contribution to the
collective/corporate life of
the institution (including
5, 6 and any other
contribution)
Evidence to
be
provided.
Scores to
be finalized
by the
screening
committee
Outstanding = 10
Very good = 7
Good = 5
Average = 3
Modest = 1
GRAND TOTAL (1 TO 7) (OUT OF
250)
12. 11
Minimum score required for promotion: 150 out of a total of 250 from category I and
II, at least 100 (from Maximum of 180) from category I and 20 (from maximum of 70)
from category II.
******
13. 12
AMENDED CATEGORY-III: RESEARCH AND ACADEMIC CONTRIBUTIONS
Brief Explanation: Based on the teacher’s self-assessment, API scores are proposed
for research and academic contributions. The minimum API score required by
teachers from this category is different for different levels of promotion and between
university and colleges. The self-assessment score will be based on verifiable criteria
and will be finalized by the screening/selection committee.
S No. APIs Engineering/Agriculture/
Veterinary
Science/Sciences/Medical
Sciences
Faculties of Languages
Arts/Humanities/Social
Sciences/Library/
Physical
education/Management
Max. points for
University and
college
teacher
position
III A
Research
Papers
published in:
Refereed Journals * Refereed Journals*
15 /
publication
Non-refereed but
recognized and reputable
journals and periodicals,
having ISBN/ISSN
numbers.
Non-refereed but
recognized and
reputable journals and
periodicals, having
ISBN/ISSN numbers.
10 /
Publication
Conference proceedings
as full papers, etc.
(Abstracts not to be
included)
Conference
proceedings as full
papers, etc. (Abstracts
not to be included)
10/ publication
III (B) Research
Publications
(books,
chapters in
books, other
than refereed
journal
articles)
Text or Reference Books
Published by International
Publishers with an
established peer review
system
Text or Reference
Books Published by
International Publishers
with an established
peer review system
50 /sole
author; 10
/chapter in an
edited book
Subjects Books by
National level
publishers/State and
Central Govt. Publications
with ISBN/ISSN numbers.
Subject Books by /
national level
publishers/State and
Central Govt.
Publications with
ISBN/ISSN numbers.
25 /sole
author, and 5/
chapter in
edited books
Subject Books by Other
local publishers with
ISBN/ISSN numbers.
Subject Books by Other
local publishers with
ISBN/ISSN numbers.
15 / sole
author, and 3 /
chapter in
edited books
14. 13
Chapters contributed to
edited knowledge based
volumes published by
International Publishers
Chapters contributed to
edited knowledge
based volumes
published
byInternational
Publishers
10 /Chapter
Chapters in knowledge
based volumes by
Indian/National level
publishers with ISBN/ISSN
numbers and withnumbers
of national and
international directories
Chapters in knowledge
based volumes in
Indian/National level
publishers with ISBN
/ISSN numbers and
withnumbers of national
and international
directories
5 / Chapter
III (C) RESEARCH PROJECTS
III (C)
(i)
Sponsored
Projects
carried out/
ongoing
(a) Major Projects
amount mobilized with
grants above 30.0 lakhs
Major Projects amount
mobilized with grants
above 5.0 lakhs
20 /each
Project
(b) Major Projects
amount mobilized with
grants above 5.0 lakhs up
to 30.00 lakhs
Major Projects Amount
mobilized with minimum
of Rs. 3.00 lakhs up to
Rs. 5.00 lakhs
15 /each
Project
(c) Minor Projects
(Amount mobilized with
grants above Rs. 50,000
up to Rs. 5 lakh)
Minor Projects (Amount
mobilized with grants
above Rs. 25,000 up to
Rs. 3 lakh)
10/each
Project
III (C)
(ii)
Consultancy
Projects
carried out /
ongoing
Amount mobilized with
minimum of Rs.10.00 lakh
Amount mobilized with
minimum of Rs.2.0
lakhs
10 per every
Rs.10.0 lakhs
and Rs.2.0
lakhs,
respectively
III (C)
(iii)
Completed
projects :
Quality
Evaluation
Completed project Report
(Acceptance from funding
agency)
Completed project
report (Accepted by
funding agency)
20 /each
major project
and 10 / each
minor project
III (C)
(iv)
Projects
Outcome /
Outputs
Patent/Technology
transfer/ Product/Process
Major Policy document
of Govt. Bodies at
Central and State level
30 / each
national level
output or
patent /50
/each for
International
level,
III (D) RESEARCH GUIDANCE
III (D)
(i)
M.Phil. Degree awarded only Degree awarded only
3 /each
candidate
15. 14
III (D)
(ii)
Ph.D Degree awarded Degree awarded
10 /each
candidate
Thesis submitted Thesis submitted
7 /each
candidate
III(E) TRAINING COURSES AND CONFERENCE /SEMINAR/WORKSHOP PAPERS
III(E)
(i)
Refresher courses, Methodology
workshops, Training, Teaching-
Learning-Evaluation Technology
Programmes, Soft Skills
development Programmes,
Faculty Development
Programmes (Max: 30 points)
(a) Not less than
two weeks
duration
(a) Not less than two
weeks duration
20/each
(b) One week
duration
(b) One week
duration
10/each
III(E)
(ii)
Papers in Conferences/
Seminars/
workshops etc.**
Participation
and
Presentation of
research papers
(oral/poster) in
Participation and
Presentation of
research papers
(oral/poster) in
a) International
conference
a) International
conference
10 each
b) National b) National 7.5 /
each
c)
Regional/State
level
c) Regional/State
level
5 /
each
d) Local –
University/Co
llege level
d) Local –
University/Colle
ge level
3 / each
III(E)
(iv)
Invited lectures or presentations
for conferences/ / symposia
(a) Internationa
l
(a) International 10
/each
(b) National
level
(b) National level 5
*Wherever relevant to any specific discipline, the API score for paper in refereed
journal would be augmented as follows: (i) indexed journals – by 5 points; (ii) papers
with impact factor between 1 and 2 by 10 points; (iii) papers with impact factor
between 2 and 5 by 15 points; (iv) papers with impact factor between 5 and 10 by 25
points.
** If a paper presented in Conference/Seminar is published in the form of
Proceedings, the points would accrue for the publication (III (a)) and not under
presentation (III (e)(ii)).
Notes.
16. 15
1. It is incumbent on the Coordination Committee proposed in these Regulations
and the University to prepare and publicize within six months subject-wise lists of
journals, periodicals and publishers under categories IIIA and B. Till such time,
screening/selection committees will assess and verify the categorization and
scores of publications.
2. The API for joint publications will have to be calculated in the following manner:
Of the total score for the relevant category of publication by the concerned
teacher, the first/Principal author and the corresponding
author/supervisor/mentor of the teacher would share equally 60% of the total
points and the remaining 40% would be shared equally by all other authors.
3. The parameters listed in table of category-III (Research and Academic
contributions) shall have following capping in relation to the total API score
claimed by the candidates:-
III (A) : Research papers (Journals, etc) 30%
III (B) : Research publications (Books, etc) 25%
III (C): Research Projects 20%
III (D): Research Guidance 10%
III (E): Training Courses and Conf/Seminar, etc 15%
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