The UGC Guidelines for Multidisciplinary Higher Education aim at facilitating the transformation of all higher education institutions into centres of multidisciplinary learning.
The document provides guidelines for implementing multiple entry and exit points in academic programs offered by higher education institutions in India, in accordance with the National Education Policy 2020. It outlines admission paths and qualification frameworks that allow students to exit a program with a certificate after 1 year, diploma after 2 years, or bachelor's degree after 3 years. Students can also pursue a 4th year to obtain an honors or research degree. The guidelines establish an Academic Bank of Credits to facilitate credit transfers between institutions and promote flexible learning. They also define entry and exit points for master's programs that can be completed in 1 or 2 years depending on the undergraduate qualification.
Npe 2020 ppt by Dr. Aarif Hussain BhatArifMuntazir
The document outlines key aspects of the proposed National Education Policy 2020 in India, including:
1. It proposes major reforms to higher education structure including multiple entry/exit points in degree programs, credit-based systems, and multidisciplinary universities and colleges.
2. It recommends increasing the gross enrollment ratio in higher education to 50% by 2035 and moving towards more multidisciplinary undergraduate education.
3. It proposes restructuring institutions into research universities, teaching universities and autonomous degree-granting colleges over time through a transparent accreditation system.
Education must build character, enable learners to be ethical, rational, compassionate and caring while at the same time prepare them for gaining employment.
The document provides information about Sanjay Ghodawat University (SGU) located in Kolhapur, Maharashtra, India. It was established in 2017 under the state government act. SGU follows an outcome-based education model and choice-based credit system across its schools. It aims to provide hands-on learning opportunities to students and promote research. The rules and regulations outlined govern the academic programs, examinations, semester structure, course registration process and other details at SGU.
Development of distance education programs at the university of nebraska–linc...Dillard University Library
The document outlines a 4-year strategic plan for developing distance education programs at the University of Nebraska-Lincoln. It recommends assessing faculty support needs, niche markets, and resources to support existing and new programs. It also recommends developing a market strategy targeting in-state and out-of-state students, identifying programs with large out-of-state markets, and annually providing development grants. The plan projects enrollment increases of 10% annually on average over 4 years, with most growth in masters programs and new certificates.
The National Education Policy 2020 introduces several major reforms in both school and higher education in India. It shifts to a 5+3+3+4 structure for schooling with increased focus on foundational learning. In higher education, it aims to increase gross enrollment to 50% by 2035, establish a new regulatory system under HECI, and transform universities and colleges into more multidisciplinary and research-focused institutions.
This document discusses key aspects of the National Education Policy 2020 (NEP 2020) and the proposed Academic Bank of Credits (ABC) system.
The NEP 2020 aims to make India a global knowledge superpower by revamping the education system to incorporate Indian traditions and develop skills like computational thinking. It proposes universalizing education from preschool to secondary level and introducing a 5+3+3+4 curriculum structure. The ABC system would allow students to accumulate credits from different higher education institutions and online courses, and redeem them to earn a degree with flexibility and mobility. It would function like a bank where students open academic accounts and deposit credits from various sources for verification and transfer.
Zimbabwe qualifications framework on the higher educationGuide Bango
The document discusses the impact of Zimbabwe's envisaged National Qualifications Framework on higher education curriculum. The NQF aims to integrate and harmonize qualifications to improve transparency, access, and quality. This will impact curriculum development by requiring universities to standardize minimum bodies of knowledge for each program, align content levels, and refocus curricula on skills, competencies, and labor market needs. The new curriculum will need to implement recommendations to emphasize STEM, technical/vocational subjects, entrepreneurship, and indigenous knowledge while developing students' collaboration, problem-solving skills.
The document provides guidelines for implementing multiple entry and exit points in academic programs offered by higher education institutions in India, in accordance with the National Education Policy 2020. It outlines admission paths and qualification frameworks that allow students to exit a program with a certificate after 1 year, diploma after 2 years, or bachelor's degree after 3 years. Students can also pursue a 4th year to obtain an honors or research degree. The guidelines establish an Academic Bank of Credits to facilitate credit transfers between institutions and promote flexible learning. They also define entry and exit points for master's programs that can be completed in 1 or 2 years depending on the undergraduate qualification.
Npe 2020 ppt by Dr. Aarif Hussain BhatArifMuntazir
The document outlines key aspects of the proposed National Education Policy 2020 in India, including:
1. It proposes major reforms to higher education structure including multiple entry/exit points in degree programs, credit-based systems, and multidisciplinary universities and colleges.
2. It recommends increasing the gross enrollment ratio in higher education to 50% by 2035 and moving towards more multidisciplinary undergraduate education.
3. It proposes restructuring institutions into research universities, teaching universities and autonomous degree-granting colleges over time through a transparent accreditation system.
Education must build character, enable learners to be ethical, rational, compassionate and caring while at the same time prepare them for gaining employment.
The document provides information about Sanjay Ghodawat University (SGU) located in Kolhapur, Maharashtra, India. It was established in 2017 under the state government act. SGU follows an outcome-based education model and choice-based credit system across its schools. It aims to provide hands-on learning opportunities to students and promote research. The rules and regulations outlined govern the academic programs, examinations, semester structure, course registration process and other details at SGU.
Development of distance education programs at the university of nebraska–linc...Dillard University Library
The document outlines a 4-year strategic plan for developing distance education programs at the University of Nebraska-Lincoln. It recommends assessing faculty support needs, niche markets, and resources to support existing and new programs. It also recommends developing a market strategy targeting in-state and out-of-state students, identifying programs with large out-of-state markets, and annually providing development grants. The plan projects enrollment increases of 10% annually on average over 4 years, with most growth in masters programs and new certificates.
The National Education Policy 2020 introduces several major reforms in both school and higher education in India. It shifts to a 5+3+3+4 structure for schooling with increased focus on foundational learning. In higher education, it aims to increase gross enrollment to 50% by 2035, establish a new regulatory system under HECI, and transform universities and colleges into more multidisciplinary and research-focused institutions.
This document discusses key aspects of the National Education Policy 2020 (NEP 2020) and the proposed Academic Bank of Credits (ABC) system.
The NEP 2020 aims to make India a global knowledge superpower by revamping the education system to incorporate Indian traditions and develop skills like computational thinking. It proposes universalizing education from preschool to secondary level and introducing a 5+3+3+4 curriculum structure. The ABC system would allow students to accumulate credits from different higher education institutions and online courses, and redeem them to earn a degree with flexibility and mobility. It would function like a bank where students open academic accounts and deposit credits from various sources for verification and transfer.
Zimbabwe qualifications framework on the higher educationGuide Bango
The document discusses the impact of Zimbabwe's envisaged National Qualifications Framework on higher education curriculum. The NQF aims to integrate and harmonize qualifications to improve transparency, access, and quality. This will impact curriculum development by requiring universities to standardize minimum bodies of knowledge for each program, align content levels, and refocus curricula on skills, competencies, and labor market needs. The new curriculum will need to implement recommendations to emphasize STEM, technical/vocational subjects, entrepreneurship, and indigenous knowledge while developing students' collaboration, problem-solving skills.
This document provides a Learning Outcomes-based Curriculum Framework for undergraduate programs in Mass Communication and Journalism. It outlines the nature and aims of such programs, including imparting knowledge of the field and developing industry-ready professionals. Graduate attributes are defined, including disciplinary knowledge, understanding the role of press, communication skills, and leadership qualities. Learning outcomes are designed to start with clearly defining intended outcomes and aligning instruction and assessment accordingly. A variety of assessment methods are discussed, including formative and summative assessments. The framework is intended to help institutions design curricula that demonstrate students have achieved intended learning outcomes by program completion.
the ppt is about National Education Policy 2020
EVALUATION OF SCIENCE TEXTBOOK OF CLASS VIII OF JAMMUAND KASHMIR STATE BOARD OF SCHOOL EDUCATION ON THEBASIS OF RESPONSES OF EXPERTSMohd Arif Hussain Bhat1 , Bilal Ahmad Shah
(PDF) EVALUATION OF SCIENCE TEXTBOOK OF CLASS VIII OF JAMMU AND KASHMIR STATE BOARD OF SCHOOL EDUCATION ON THE BASIS OF RESPONSES OF EXPERTS PJAEE, 18(8) (2021) EVALUATION OF SCIENCE TEXTBOOK OF CLASS VIII OF JAMMU ANKASHMIR STATE BOARD OF SCHOOL EDUCATION ON THE BASIS OF RESPONSES OF EXPERTS Evaluation Of Science Textbook Of Class Viii Of Jammu And Kashmir State Board Of School Education On The Basis Of Responses Of Experts , Palarch's Journal Of Archaeology Of Egypt/Egyptology 18(8). ISSN 1567-214x. Available from: https://www.researchgate.net/publication/360754972_EVALUATION_OF_SCIENCE_TEXTBOOK_OF_CLASS_VIII_OF_JAMMU_AND_KASHMIR_STATE_BOARD_OF_SCHOOL_EDUCATION_ON_THE_BASIS_OF_RESPONSES_OF_EXPERTS_PJAEE_188_2021_EVALUATION_OF_SCIENCE_TEXTBOOK_OF_CLASS_VIII_OF_JA [accessed Oct 31 2022].
1. The National Education Policy 2020 is India's third education policy approved in July 2020, replacing previous policies from 1968 and 1986.
2. Over 2 lakh public suggestions were received during the policy's formulation led by a committee headed by Dr. K. Kasturirangan.
3. The policy outlines a new school education structure of 5+3+3+4, higher education reforms including multidisciplinary universities, and establishes new regulatory bodies to oversee higher education in India.
The National Education Policy 2020 is India's third education policy. It was drafted by a committee headed by Dr. K. Kasturirangan and approved by the Union Cabinet in 2020. Some key highlights include:
1. A new 5+3+3+4 structure for school education with foundational, preparatory, middle, and secondary stages.
2. Higher education reforms like multiple entry/exit options, multidisciplinary institutions, research focus.
3. Promoting autonomy of colleges and universities, phasing out affiliation over 15 years.
4. Establishing a Higher Education Commission of India as a single regulator.
The document discusses India's academic credit system for higher education. It explains that the University Grants Commission has asked universities to adopt credit systems to measure student work through internal evaluations and fewer exams. However, credit systems vary between institutions. Generally, credits correspond to study time, and students need a set number to graduate. The document outlines the characteristics and structure of credit-based courses, including defining credits based on lecture, tutorial, and practical hours. It also discusses the advantages of credit systems in promoting flexibility, student-centered learning, and transferability between institutions. However, challenges include difficulty estimating marks and needing good infrastructure.
The document outlines eligibility requirements and guidelines for orientation programs and refresher courses conducted by Universities and Colleges in India.
Newly appointed lecturers within their first 6 years of service and those needing the program for career advancement are eligible to attend orientation. Refresher courses require completion of an orientation program first. Courses are 4 weeks for orientation and 3 weeks for refresher, with minimum contact hours each day.
The document details the curriculum components which include awareness of societal issues, the education system, developing resources and skills, and management training. It provides examples of topics to be covered in each component. Evaluation includes exams, projects and participation. Certificates awarded list the grade achieved.
1. The document provides information about the Master of Arts in Economics distance learning program offered by JAIN (Deemed-to-be University), including an overview of the program, academic approach, assignments, course materials, and guidelines.
2. The 2-year MA Economics program follows the CBCS system and includes 19 courses across 4 semesters. Learning involves a combination of online lectures, e-content, discussions, assignments, and a dissertation.
3. Assignments comprise an online MCQ section and descriptive questions. Students must score a minimum of 12 out of 30 marks in each assignment to be eligible for the end-semester exams.
The document outlines the revised syllabus for the Master of Business Administration (MBA) program at the University of Pune, incorporating a choice-based credit system and grading system. Key points include:
- The MBA program is a two-year full-time postgraduate degree program consisting of four semesters.
- The curriculum was revised to align with national priorities, international practices, and the evolving needs of students, industry, and faculty.
- The revised curriculum adopts a choice-based credit system and grading system to provide flexibility, emphasize continuous evaluation, and incorporate experiential learning.
- The objectives of the MBA program are to equip students with knowledge, skills, and
Top 10 Trends In Global Education Focused On Competency-based Education | Fut...Future Education Magazine
Here are 10 trends in global education focused on competency-based education: 1. Personalized Learning Pathways 2. Mastery-Based Progression 3. Stackable Credentials 4. Integration of Technology 5. Lifelong Learning
The Board of Trustees approved the final draft of the Charting the Future document on November 20th. The Chancellor is seeking student feedback on priorities for implementing the plan over the next 3-4 years and will release the implementation strategy at the January Board meeting.
The document outlines the revised syllabus for the Master of Business Administration (MBA) program at the University of Pune. Some key points:
- The MBA program is a two-year full-time program divided into four semesters.
- The revised curriculum incorporates a Choice Based Credit System (CBCS) and grading system in line with national policies and international practices.
- The objectives of the MBA program are to equip students with the knowledge, skills, and attitude for effective leadership in a global environment and to develop competent management professionals with strong ethical values.
- The CBCS provides flexibility through a cafeteria approach offering generic core, subject core, generic elective, and
This document summarizes the recommendations from the Washington State Paraeducator Work Group's second report. The work group was tasked with developing standards and professional development for paraeducators. Key recommendations include:
1) Adopting new minimum employment standards and requiring professional development for paraeducators.
2) Establishing a Paraeducator Advisory Board to oversee a statewide professional development system and certification.
3) Providing state funding to develop the professional development system and certifications over a 5-year timeline.
4) Ensuring paraeducators, teachers, and administrators receive training on effectively working as an instructional team.
The document provides information about two institutions - St. Xavier's Institute of Education in Mumbai and Guru Angad Dev Teaching Learning Centre in Delhi.
St. Xavier's Institute is the oldest government-aided Christian minority teacher education college in Mumbai. It offers B.Ed. and Ph.D. programs affiliated to the University of Mumbai. It aims to provide quality teacher education and holistic development.
Guru Angad Dev Teaching Learning Centre is situated at SGTB Khalsa College, University of Delhi. It is a leading center under the Ministry of Education's teacher training mission. It has trained over 75,000 teachers in areas like eLearning and educational technologies.
The two institutions are
Punjab Technical University offers distance education programs to increase access to higher education. It aims to provide education opportunities to those deprived of higher education due to social, economic, or geographical barriers. Its distance education programs provide avenues for upgrading skills and qualifications while working. Currently, PTU has over 60 courses in more than 700 learning centers across India in disciplines like IT, management, and healthcare. It continuously works to improve program quality and student support.
1. Punjab Technical University started its distance education program in 2001 to provide higher education opportunities to disadvantaged groups and working professionals seeking skill upgrades.
2. The program offers over 60 job-oriented technical courses through over 700 learning centers across India.
3. Key aspects of the distance education program include flexible learning, relaxed entry requirements, comprehensive self-learning materials, and student support services through regional learning centers.
1. Punjab Technical University started its distance education program in 2001 to provide higher education opportunities to disadvantaged groups and working professionals seeking skill upgrades.
2. The program offers over 60 job-oriented technical courses through over 700 learning centers across India.
3. Key aspects of the distance education program include flexible learning, relaxed entry requirements, comprehensive self-learning materials, and student support services.
The document summarizes key aspects of India's National Education Policy 2020. It outlines plans to increase public investment in education to 6% of GDP. The policy aims to transform India's education system by making school and higher education more holistic, flexible, multidisciplinary, and suited to 21st century needs. It proposes reorganizing higher education institutions into research, teaching, and autonomous degree-granting types and establishing new multidisciplinary institutions.
The National Education Policy 2020 aims to transform India into an equitable and vibrant knowledge society by providing high-quality education for all. It proposes major reforms in school and higher education including a single regulator for higher education, multiple entry/exit options in degree programs, and establishing multidisciplinary universities. The policy emphasizes making education more holistic, flexible, and aligned with 21st century needs through measures like integrating humanities into technical programs and credit-based courses on values and community service.
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
Choice Based Credit System(CBCS)-Ugc guidelines:SSB Lec/Gp Dis 14:Col Mukteshwar Prasad
This in line with Semester and credit system being followed across good Institution still it is drawing flakes in India.System is in vogue in IITs since 80s
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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 ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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Similar to Understanding the UGC Guidelines for Multidisciplinary Higher Education.pdf
This document provides a Learning Outcomes-based Curriculum Framework for undergraduate programs in Mass Communication and Journalism. It outlines the nature and aims of such programs, including imparting knowledge of the field and developing industry-ready professionals. Graduate attributes are defined, including disciplinary knowledge, understanding the role of press, communication skills, and leadership qualities. Learning outcomes are designed to start with clearly defining intended outcomes and aligning instruction and assessment accordingly. A variety of assessment methods are discussed, including formative and summative assessments. The framework is intended to help institutions design curricula that demonstrate students have achieved intended learning outcomes by program completion.
the ppt is about National Education Policy 2020
EVALUATION OF SCIENCE TEXTBOOK OF CLASS VIII OF JAMMUAND KASHMIR STATE BOARD OF SCHOOL EDUCATION ON THEBASIS OF RESPONSES OF EXPERTSMohd Arif Hussain Bhat1 , Bilal Ahmad Shah
(PDF) EVALUATION OF SCIENCE TEXTBOOK OF CLASS VIII OF JAMMU AND KASHMIR STATE BOARD OF SCHOOL EDUCATION ON THE BASIS OF RESPONSES OF EXPERTS PJAEE, 18(8) (2021) EVALUATION OF SCIENCE TEXTBOOK OF CLASS VIII OF JAMMU ANKASHMIR STATE BOARD OF SCHOOL EDUCATION ON THE BASIS OF RESPONSES OF EXPERTS Evaluation Of Science Textbook Of Class Viii Of Jammu And Kashmir State Board Of School Education On The Basis Of Responses Of Experts , Palarch's Journal Of Archaeology Of Egypt/Egyptology 18(8). ISSN 1567-214x. Available from: https://www.researchgate.net/publication/360754972_EVALUATION_OF_SCIENCE_TEXTBOOK_OF_CLASS_VIII_OF_JAMMU_AND_KASHMIR_STATE_BOARD_OF_SCHOOL_EDUCATION_ON_THE_BASIS_OF_RESPONSES_OF_EXPERTS_PJAEE_188_2021_EVALUATION_OF_SCIENCE_TEXTBOOK_OF_CLASS_VIII_OF_JA [accessed Oct 31 2022].
1. The National Education Policy 2020 is India's third education policy approved in July 2020, replacing previous policies from 1968 and 1986.
2. Over 2 lakh public suggestions were received during the policy's formulation led by a committee headed by Dr. K. Kasturirangan.
3. The policy outlines a new school education structure of 5+3+3+4, higher education reforms including multidisciplinary universities, and establishes new regulatory bodies to oversee higher education in India.
The National Education Policy 2020 is India's third education policy. It was drafted by a committee headed by Dr. K. Kasturirangan and approved by the Union Cabinet in 2020. Some key highlights include:
1. A new 5+3+3+4 structure for school education with foundational, preparatory, middle, and secondary stages.
2. Higher education reforms like multiple entry/exit options, multidisciplinary institutions, research focus.
3. Promoting autonomy of colleges and universities, phasing out affiliation over 15 years.
4. Establishing a Higher Education Commission of India as a single regulator.
The document discusses India's academic credit system for higher education. It explains that the University Grants Commission has asked universities to adopt credit systems to measure student work through internal evaluations and fewer exams. However, credit systems vary between institutions. Generally, credits correspond to study time, and students need a set number to graduate. The document outlines the characteristics and structure of credit-based courses, including defining credits based on lecture, tutorial, and practical hours. It also discusses the advantages of credit systems in promoting flexibility, student-centered learning, and transferability between institutions. However, challenges include difficulty estimating marks and needing good infrastructure.
The document outlines eligibility requirements and guidelines for orientation programs and refresher courses conducted by Universities and Colleges in India.
Newly appointed lecturers within their first 6 years of service and those needing the program for career advancement are eligible to attend orientation. Refresher courses require completion of an orientation program first. Courses are 4 weeks for orientation and 3 weeks for refresher, with minimum contact hours each day.
The document details the curriculum components which include awareness of societal issues, the education system, developing resources and skills, and management training. It provides examples of topics to be covered in each component. Evaluation includes exams, projects and participation. Certificates awarded list the grade achieved.
1. The document provides information about the Master of Arts in Economics distance learning program offered by JAIN (Deemed-to-be University), including an overview of the program, academic approach, assignments, course materials, and guidelines.
2. The 2-year MA Economics program follows the CBCS system and includes 19 courses across 4 semesters. Learning involves a combination of online lectures, e-content, discussions, assignments, and a dissertation.
3. Assignments comprise an online MCQ section and descriptive questions. Students must score a minimum of 12 out of 30 marks in each assignment to be eligible for the end-semester exams.
The document outlines the revised syllabus for the Master of Business Administration (MBA) program at the University of Pune, incorporating a choice-based credit system and grading system. Key points include:
- The MBA program is a two-year full-time postgraduate degree program consisting of four semesters.
- The curriculum was revised to align with national priorities, international practices, and the evolving needs of students, industry, and faculty.
- The revised curriculum adopts a choice-based credit system and grading system to provide flexibility, emphasize continuous evaluation, and incorporate experiential learning.
- The objectives of the MBA program are to equip students with knowledge, skills, and
Top 10 Trends In Global Education Focused On Competency-based Education | Fut...Future Education Magazine
Here are 10 trends in global education focused on competency-based education: 1. Personalized Learning Pathways 2. Mastery-Based Progression 3. Stackable Credentials 4. Integration of Technology 5. Lifelong Learning
The Board of Trustees approved the final draft of the Charting the Future document on November 20th. The Chancellor is seeking student feedback on priorities for implementing the plan over the next 3-4 years and will release the implementation strategy at the January Board meeting.
The document outlines the revised syllabus for the Master of Business Administration (MBA) program at the University of Pune. Some key points:
- The MBA program is a two-year full-time program divided into four semesters.
- The revised curriculum incorporates a Choice Based Credit System (CBCS) and grading system in line with national policies and international practices.
- The objectives of the MBA program are to equip students with the knowledge, skills, and attitude for effective leadership in a global environment and to develop competent management professionals with strong ethical values.
- The CBCS provides flexibility through a cafeteria approach offering generic core, subject core, generic elective, and
This document summarizes the recommendations from the Washington State Paraeducator Work Group's second report. The work group was tasked with developing standards and professional development for paraeducators. Key recommendations include:
1) Adopting new minimum employment standards and requiring professional development for paraeducators.
2) Establishing a Paraeducator Advisory Board to oversee a statewide professional development system and certification.
3) Providing state funding to develop the professional development system and certifications over a 5-year timeline.
4) Ensuring paraeducators, teachers, and administrators receive training on effectively working as an instructional team.
The document provides information about two institutions - St. Xavier's Institute of Education in Mumbai and Guru Angad Dev Teaching Learning Centre in Delhi.
St. Xavier's Institute is the oldest government-aided Christian minority teacher education college in Mumbai. It offers B.Ed. and Ph.D. programs affiliated to the University of Mumbai. It aims to provide quality teacher education and holistic development.
Guru Angad Dev Teaching Learning Centre is situated at SGTB Khalsa College, University of Delhi. It is a leading center under the Ministry of Education's teacher training mission. It has trained over 75,000 teachers in areas like eLearning and educational technologies.
The two institutions are
Punjab Technical University offers distance education programs to increase access to higher education. It aims to provide education opportunities to those deprived of higher education due to social, economic, or geographical barriers. Its distance education programs provide avenues for upgrading skills and qualifications while working. Currently, PTU has over 60 courses in more than 700 learning centers across India in disciplines like IT, management, and healthcare. It continuously works to improve program quality and student support.
1. Punjab Technical University started its distance education program in 2001 to provide higher education opportunities to disadvantaged groups and working professionals seeking skill upgrades.
2. The program offers over 60 job-oriented technical courses through over 700 learning centers across India.
3. Key aspects of the distance education program include flexible learning, relaxed entry requirements, comprehensive self-learning materials, and student support services through regional learning centers.
1. Punjab Technical University started its distance education program in 2001 to provide higher education opportunities to disadvantaged groups and working professionals seeking skill upgrades.
2. The program offers over 60 job-oriented technical courses through over 700 learning centers across India.
3. Key aspects of the distance education program include flexible learning, relaxed entry requirements, comprehensive self-learning materials, and student support services.
The document summarizes key aspects of India's National Education Policy 2020. It outlines plans to increase public investment in education to 6% of GDP. The policy aims to transform India's education system by making school and higher education more holistic, flexible, multidisciplinary, and suited to 21st century needs. It proposes reorganizing higher education institutions into research, teaching, and autonomous degree-granting types and establishing new multidisciplinary institutions.
The National Education Policy 2020 aims to transform India into an equitable and vibrant knowledge society by providing high-quality education for all. It proposes major reforms in school and higher education including a single regulator for higher education, multiple entry/exit options in degree programs, and establishing multidisciplinary universities. The policy emphasizes making education more holistic, flexible, and aligned with 21st century needs through measures like integrating humanities into technical programs and credit-based courses on values and community service.
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
Choice Based Credit System(CBCS)-Ugc guidelines:SSB Lec/Gp Dis 14:Col Mukteshwar Prasad
This in line with Semester and credit system being followed across good Institution still it is drawing flakes in India.System is in vogue in IITs since 80s
Similar to Understanding the UGC Guidelines for Multidisciplinary Higher Education.pdf (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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cover support policymakers and scientists in making well-informed decisions, as alterations in
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Understanding the UGC Guidelines for Multidisciplinary Higher Education.pdf
1. Understanding the UGC Guidelines for
Multidisciplinary Higher Education
Dr Amrita Dass
Educationist & Career Consultant
Founder Director, Institute for Career Studies (ICS)
The new National Education Policy (NEP 2020) calls for a complete overhaul of the
higher education system to deliver high-quality higher education with equity and
inclusion.
2. The policy’s vision includes several key changes to the current system such as:
● Moving towards a higher educational system consisting of large,
multidisciplinary universities and colleges
● Having at least one such institution/university in or near every district
● Increasing the number of higher education institutions (HEIs) across India
that offer programmes in local/Indian languages
● Revamping curriculum, pedagogy, assessment, and support for enhanced
student experiences
The main thrust of the policy regarding higher education is to transform HEIs into
large multidisciplinary universities, colleges, and HEI Clusters/Knowledge Hubs.
To facilitate this, the University Grants Commission (UGC) has created a draft of
its Guidelines for Multidisciplinary Higher Education.
The Guidelines aim at enabling HEIs to offer courses in diverse subjects, breaking the
silos in higher education.
UGC’s three-pronged approach to transforming HEIs into multidisciplinary
institutions includes:
1. Collaboration between colleges and universities
2. Integration of single-discipline institutions with multidisciplinary ones
3. Helping institutions move towards a multidisciplinary approach by adding
departments of other disciplines/subjects
UGC will also identify the colleges and universities that can be transformed into robust
multidisciplinary higher education institutions.
College-University Collaboration
The UGC aims to promote this through the following strategies:
● University-affiliated colleges can offer multidisciplinary education and elevate
their status to that of degree-awarding autonomous colleges.
● Colleges can also form clusters to overcome institutional weaknesses that
hinder their entry into the field of multidisciplinary higher education.
● Colleges or universities can collaborate to offer dual degrees. There will
be a single admission process for two institutions. A student can complete
3. one degree at the host institution and the second one at the partner
institution.
The National Qualifications Framework (NQF)
To make the above vision a reality, the guidelines take a comprehensive look at NQF –
an instrument to classify qualifications according to a set of criteria for specified levels of
learning achieved.
This would integrate and coordinate the qualifications from each education and training
sector into a single comprehensive qualification framework.
It would define what the learner is expected to know at a given level of a specified
programme.
NQF would help:
● Improve the transparency of individual qualifications
● Enhance the understanding of education and training systems
● Promote credit accumulation and transfer within and between programmes
of study
● Make education and training systems more demand-focused and user
friendly
● Reduce the ‘mismatch’ between education and the labour market
● Facilitate the recognition of prior learning
The NQF will be especially helpful with the NEP proposing multiple entry-and-exit
points for under-graduation without the loss of an academic year.
So, if a student exits the course after the First Year, he/she will receive a Vocational
Certificate. On exiting after the Second Year, the student will get an Advanced Diploma;
after the Third Year, a Bachelor’s Degree, and after the Fourth Year, an Honour’s
Degree.
It is believed that this restructuring will increase the students’ job readiness.
(Disclaimer: The opinions expressed in the above mentioned article are those of
the author(s). They do not purport to reflect the opinions or views of ICS Career
GPS or its staff.)
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