Friday, 6 March 2015

IASAM GROUP

Abouts ASAM GROUP

Globalization & knowledge explosion are the major features of present day’s civilization. This has been manifested in creating new dimension in the realms of science, technology, IT and management. IASAM GROUP of Institutions was founded in the year 2007 as a missionary institution to provide professional education, who can face the challenges of this fast changing world.IASAM GROUP of Institutions has grown from strength to strength, establishing top of the line educational institutes in various discipline.

Abouts IASAM GROUP

The empire, IASAM GROUP was founded by a great futurist, Mr.Santosh Kumar who by all means gave it a colossal shape. Evolved as a premier group of institutions, IASAM GROUP has earned unparalleled popularity in the Educational, Law, Finance and Consulting fraternity of Delhi. A leader in technical education, IASAM GROUP has emerged as a high seat of learning with a humanistic approach to life. The history of the Institute is a fascinating chapter in the story of higher education in India in general and Delhi in particular. The Institute provides the highest quality technical education in the streams of Graduation, Engineering, Management, Law and Consulting to students from all over India admitted on the basis of merit Who We Are? IASAM GROUP of Institutions, Delhi, a centre of excellence for education, aims at producing a new breed of technocrats with the competitive edge to match both national and international standards. Who would contribute towards the welfare of the society and help in raising the quality of life of its people. As the growing changes in technology are revolutionizing the lifestyle of people, the IASAM GROUP of Institutions aspires to contribute to the development and betterment of the lives of fellow Indians. Our Mission: Why we are here? To develop strong linkages with corporate sectors, educational institutes and Universities of national and international repute. Creation of intellectual capital by pursuing fundamental and applied research activities integrated at national and international level. To work collaboratively with technical Institutes/Universities/Industries of National and International repute. To keep abreast with latest technological advancements to enhance the R and D activities. Our Vision: Where we are going to? “To impart value based quality education for students on multi disciplines which can enable them to contribute their knowledge in industrial development, technology revolution and economic growth of the nation with global perspective”. To emerge as a global leader in the area of technical education commensurate with the dynamic global scenario for the benefit of man kind.
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Saturday, 10 August 2013

Ministry of Human Resource Development (India)

How Distance Education Works

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

History and development

Distance education dates back to at least as early as 1728 when an advertisement in the Boston Gazette promoted "Caleb Phillips, Teacher of the new method of Short Hand," who sought students who wanted to learn through weekly mailed lessons.
Similarly, Isaac Pitman taught shorthand in Great Britain via correspondence in the 1840s.
Distance education has a long history, but its popularity and use has grown exponentially as more advanced technology has become available. By 2008, online learning programs were available in the [[United States]] in 44 states at the K-12 level.

Correspondence courses from universities

The University of London was the first university to offer distance learning degrees, establishing its External Programme in 1858. This program is now known as the University of London International Programmes and includes Postgraduate, Undergraduate and Diploma degrees created by colleges such as the London School of Economics, Royal Holloway and Goldsmiths.
In the United States William Rainey Harper, first president of the University of Chicago, developed the concept of extended education, whereby the research university had satellite colleges of education in the wider community. In 1892 he also encouraged the concept of correspondence school courses to further promote education, an idea that was put into practice by Columbia University.
Enrollment in the largest private for-profit school based in Scranton, Pennsylvania, the International Correspondence Schools grew explosively in the 1890s. Originally founded in 1888 to provide training for immigrant coal miners aiming to become state mine inspectors or foremen, it enrolled 2500 new students in 1894 and matriculated 72,000 new students in 1895. By 1906 total enrollments reached 900,000. The growth was due to sending out complete textbooks instead of single lessons, and the use of 1200 aggressive in-person salesmen. By 1916 it was spending $2 million a year on magazine advertising.The dropout rates were high; only one in six made it past the first third of the material in a course. Only 2.6% of students who began a course finished it. The students dropped out because they underestimated the difficulty, had little encouragement, and had poor study habits. There was a stark contrast in pedagogy:
"The regular technical school or college aims to educate a man broadly; our aim, on the contrary, is to educate him only along some particular line. The college demands that a student shall have certain educational qualifications to enter it, and that all students study for approximately the same length of time, and when they have finished their courses they are supposed to be qualified to enter any one of a number of branches in some particular profession. We, on the contrary, are aiming to make our courses fit the particular needs of the student who takes them."
Education was a high priority in the Progressive Era, as American high schools and colleges expanded greatly. For men who were older or were too busy with family responsibilities, night schools were opened, such as the YMCA school in Boston that became Northeastern University. Outside the big cities, private correspondence schools offered a flexible, narrowly focused solution. In 1916 efficiency was enhanced by the formation of the National Association of Corporation Schools.
Universities around the world used correspondence courses in the first half of the 20th century, especially to reach rural students. Australia with its vast distances was especially active; the University of Queensland established its Department of Correspondence Studies in 1911. The International Conference for Correspondence Education held its first meeting in 1938. The goal was to provide individualized education for students, at low cost, by using a pedagogy of testing, recording, classification, and differentiation.

Radio and television

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

Internet

Main article: Virtual education
The widespread use of computers and the internet have made distance learning easier and faster, and today virtual schools and virtual universities deliver full curricula online.[26] In 1996 Jones International University was launched and claims to be the first fully online university accredited by a regional accrediting association in the US.[27]
Between 2000 and 2008, undergraduate enrollment in at least some distance programs became more and more common. The share of students "in at least one distance education class expanded from 8 percent to 20 percent, and the percentage enrolled in a distance education degree program increased from 2 percent to 4 percent."[28]
Many private, public, non-profit and for-profit institutions worldwide now offer distance education courses from the most basic instruction through the highest levels of degree and doctoral programs. Levels of accreditation vary: Widely respected universities such as Stanford University and Harvard now deliver online courses—but other online schools receive little outside oversight, and some are actually fraudulent, i.e., diploma mills. In the US, the Distance Education and Training Council (DETC) specializes in the accreditation of distance education institutions.
In the United States in 2011, it was found that a third of all the students enrolled in postsecondary education had taken an accredited online course in a postsecondary institution. Even though growth rates are slow, enrollment for online courses has been seen to increase with the advance in technology. The majority of public and private colleges now offer full academic programs online.[30] These include, but are not limited to, training programs in the mental health,[31] occupational therapy,[32][33] family therapy,[34] art therapy,[35] physical therapy,[33] and rehabilitation counseling[36] fields.

Technologies

Although the expansion of the Internet blurs the boundaries, distance education technologies are divided into two modes of delivery: synchronous learning and asynchronous learning.
In synchronous learning, all participants are "present" at the same time. In this regard, it resembles traditional classroom teaching methods despite the participants being located remotely. It requires a timetable to be organized. Web conferencing, videoconferencing, educational television, instructional television are examples of synchronous technology, as are direct-broadcast satellite (DBS), internet radio, live streaming, telephone, and web-based VoIP.[37] Online meeting software such as Adobe Connect has helped to facilitate meetings in distance learning courses.
In asynchronous learning, participants access course materials flexibly on their own schedules. Students are not required to be together at the same time. Mail correspondence, which is the oldest form of distance education, is an asynchronous delivery technology, as are message board forums, e-mail, video and audio recordings, print materials, voicemail and fax.[37]
The two methods can be combined. Many courses offered by The Open University use periodic sessions of residential or day teaching to supplement the remote teaching.[38] The Open University uses a blend of technologies and a blend of learning modalities (face-to-face, distance and hybrid) all under the rubric of "distance learning."
Distance learning can also use interactive radio instruction (IRI), interactive audio instruction (IAI), online virtual worlds, digital games, webinars, and webcasts.[38]

Distance e-Learning

For Distance e-Learning in the Philippine setting, see Distance e-Learning (Philippines).
Distance e-Learning, or DeL, is a form of distance education that uses synchronous and asynchronous online communication in an interactive learning environment to bridge the gap in temporal or spatial constraints. Distance e-Learning is different from mainstream distance education because of the former's interactive nature and the latter's traditional focus on content delivery and independent learning.
Distance e-Learning goes beyond the use of information and communications technology as a tool to access information; "the focus is shifted to the education transaction in the form of virtual community of learners sustainable across time."[39] Online learning has its roots in computer conferencing and collaborative constructivist approach to learning.[39]

Benefits

Distance learning can expand access to education and training for both general populace and businesses since its flexible scheduling structure lessens the effects of the many time-constraints imposed by personal responsibilities and commitments.[40] Devolving some activities off-site alleviates institutional capacity constraints arising from the traditional demand on institutional buildings and infrastructure.[40] Furthermore, there is the potential for increased access to more experts in the field and to other students from diverse geographical, social, cultural, economic, and experiential backgrounds.[34] As the population at large becomes more involved in lifelong learning beyond the normal schooling age, institutions can benefit financially, and adult learning business courses may be particularly lucrative.[40] Distance education programs can act as a catalyst for institutional innovation[40] and are at least as effective as face-to-face learning programs,[32][41] especially if the instructor is knowledgeable and skilled.[35]
Distance education can also provide a broader method of communication within the realm of education. With the many tools and programs that technological advancements have to offer, communication appears to increase in distance education amongst students and their professors, as well as students and their classmates. The distance educational increase in communication, particularly communication amongst students and their classmates, is an improvement that has been made to provide distance education students with as many of the opportunities as possible as they would receive in in-person education. The improvement being made in distance education is growing in tandem with the constant technological advancements. Present-day online communication allows students to associate with accredited schools and programs throughout the world that are out of reach for in-person learning. By having the opportunity to be involved in global institutions via distance education, a diverse array of thought is presented to students through communication with their classmates. This is beneficial because students have the opportunity to "combine new opinions with their own, and develop a solid foundation for learning.".[42] It has been shown through research that "as learners become aware of the variations in interpretation and construction of meaning among a range of people [they] construct an individual meaning," which can help students become knowledable of a wide array of viewpoints in education.[42] To increase the likelihood that students will build effective ties with one another during the course, instructors should use similar assignments for students across different locations to overcome the influence of co-location on relationship building.[43]
The high cost of education effects students in higher education, to which distance education may be an alternative in order to provide some relief. Distance education has been a more cost-effective form of learning, and can sometimes save students a significant amount of money as opposed to traditional education. Distance education may be able to help to save students a considerable amount financially by removing the cost of transportation.[44] In addition, distance education may be able to save students from the economic burden of high-priced course textbooks. Many textbooks are now available as electronic textbooks, known as e-textbooks, which can offer digital textbooks for a reduced price in comparison to traditional textbooks. Also, the increasing improvements in technology have resulted in many school libraries having a partnership with digital publishers that offer course materials for free, which can help students significantly with educational costs.[44]
Within the class, students are able to learn in ways that traditional classrooms would not be able to provide. It is able to promote good learning experiences and therefore, allow students to obtain higher satisfaction with their online learning.[45] For example, students can review their lessons more than once according to their need. Students can then manipulate the coursework to fit their learning by focusing more on their weaker topics while breezing through concepts that they already have or can easily grasp.[45] When course design and the learning environment are at their optimal conditions, distance education can lead students to higher satisfaction with their learning experiences.[46] Studies have shown that high satisfaction correlates to increased learning. Students who are enrolled in distance education with high satisfaction in their online coursework are then motivated intrinsically to learn, which often means that their performance in class will improve.[46] For those in a healthcare or mental health distance learning program, online-based interactions have the potential to foster deeper reflections and discussions of client issues[33] as well as a quicker response to client issues, since supervision happens on a regular basis and is not limited to a weekly supervision meeting.[36] This also may contribute to the students feeling a greater sense of support, since they have ongoing and regular access to their instructors and other students.[33][36]
Distance learning may enable students who are unable to attend a traditional school setting, due to disability or illness such as decreased mobility and immune system suppression, to get a good education.[47] Distance education may provide equal access regardless of socioeconomic status or income, area of residence, gender, race, age, or cost per student.[48] Applying universal design strategies to distance learning courses as they are being developed (rather than instituting accommodations for specific students on an as-needed basis) can increase the accessibility of such courses to students with a range of abilities, disabilities, learning styles, and native languages.[49] Distance education graduates, who would have never have been associated with the school under a traditional system, may donate money to the school.[50]
Distance Learning may also offer a final opportunity for adolescences that are no longer permitted in the General Education population due to behavior disorders. Instead of these students having no other academic opportunities, they may continue their education from their homes and earn their diplomas, offering them another chance to be an integral part of society.

Criticism

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

Open universities

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The term open university or open universities usually refers to a university with an open-door academic policy, i.e. no entry requirements. The term may specifically refer to:

Distance Education Council

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Distance Education Council
Distance education council.jpg
Abbreviation DEC
Formation 1985
Headquarters New Delhi
Location Maidan Garhi, New Delhi-110 068, India
Leader Chairman: Dr. M. Aslam,.[1][2] Director: Dr. Nalini A. Lele[1]
Main organ Council
Affiliations Department of Higher Education, Ministry of Human Resource Development
Website Official website
Distance Education Council (DEC) is an organisation based in New Delhi, India responsible for the promotion and coordination of the open university and distance education system and for determination of its standards in India. The Council was constituted under the Indira Gandhi National Open University Act (1985).[3][4] Its consistent with the duty of the University that takes all such steps as it may deem fit for the promotion of the Open University and distance education systems in the educational pattern of the country and for the coordination and determination of standards of teaching, evaluation & research in such systems; and in pursuance of the objects of the University to encourage greater flexibility, diversity, accessibility, mobility and innovation in education at the University level by making full use of the latest scientific knowledge and new educational technology, and to further cooperation between the existing Universities. It is considered necessary and expedient to establish a Distance Education Council as an authority of the University under Section 16 of the Act. [5][6][7] The Distance Education Council (DEC) is an apex body for the Open and Distance Learning (ODL) system in the country. It is empowered, under Statute 28 of the IGNOU Act, to act as an apex body for the ODL system. It is responsible for promotion, coordination and maintenance of standards of the ODL system. The Vice Chancellor of IGNOU is the ex-officio Chairperson of DEC. [8] In june 2013, UGC has taken over Distance Education Council. The UGC has constituted a Committee to examine the pending proposals of programme-wise recognition to the institutions.

University Grants Commission (India)
UGC India Logo.png
Abbreviation UGC
Motto Gyan-Vigyan Vimuktaye (Knowledge Liberates)
Formation December 28, 1953
Headquarters New Delhi
Location India
Chairman Prof. Ved Prakash
Affiliations Department of Higher Education, Ministry of Human Resource Development
Website www.ugc.ac.in
The University Grants Commission (UGC) of India is a statutory organisation set up by the Union government in 1956, charged with coordination, determination and maintenance of standards of university education. It provides recognition to universities in India, and disburses funds to such recognized universities and colleges. Prof. Ved Prakash, a noted academician and education administrator, is the incumbent Chairman of UGC, India.[1] Its headquarters are in New Delhi, and six regional centres in Pune, Bhopal, Kolkata, Hyderabad, Guwahati and Bangalore.[2]

History

UGC was recommended in 1945 and formed in 1946 to oversee the work of the three Central Universities of Aligarh, Banaras and, Delhi. In 1947, the Committee was entrusted with the responsibility of dealing with all the then existing Universities. After independence, the University Education Commission was set up in 1948 under the Chairmanship of S. Radhakrishnan and it recommended that the UGC be reconstituted on the general model of the University Grants Commission of the United Kingdom.
UGC was formally inaugurated by Abul Kalam Azad, the Minister of Education, Natural Resources and Scientific Research on 28 December 1953.
The UGC was however, formally established in November 1956, by an Act of Parliament as a statutory body of the Government of India. In order to ensure effective region-wise coverage throughout the country, the UGC has decentralised its operations by setting up six regional centres at Pune, Hyderabad, Kolkata, Bhopal, Guwahati and Bangalore. The head office of the UGC is located at Bahadur Shah Zafar Marg in New Delhi, with two additional bureaus operating from 35, Feroze Shah Road and the South Campus of University of Delhi as well.

UGC's Mandate

The UGC has the unique distinction of being the only grant-giving agency in the country which has been vested with two responsibilities: that of providing funds and that of coordination, determination and maintenance of standards in institutions of higher education.
The UGC's mandate includes:
  • Promoting and coordinating university education.
  • Determining and maintaining standards of teaching, examination and research in universities.
  • Framing regulations on minimum standards of education.
  • Monitoring developments in the field of collegiate and university education; disbursing grants to the universities and colleges.
  • Serving as a vital link between the Union and state governments and institutions of higher learning.
  • Advising the Central and State governments on the measures necessary for improvement of university education.

Professional councils

UGC currently conducts NET for appointments of teachers in colleges and universities. It has made NET qualification mandatory for teaching at Graduation level and at Post Graduation level since July 2009. However, those with Ph.D are given five percent relaxation.
Accreditation for higher learning over Universities under the aegis of University Grants Commission is overseen by following sixteen autonomous statutory institutions :[3][4]

Plans for closing

In 2009, the Union Minister of Education made open the government of India's plans to close down UGC and the related body All India Council for Technical Education (AICTE), in favour of a higher regulatory body with more sweeping powers.[5] As of 2013 the UGC is still operating.

References

  1. ^ Prof. Ved Prakash, Chairman, University Grants Commission, New Delhi. Ugc.ac.in. Retrieved on 2013-07-16.
  2. ^ University Grants Commission Govt. of India website.
  3. ^ "Higher education in India". Department of Higher Education, Ministry of Human Resource Development, Government of India. Retrieved 2009-11-16.
  4. ^ a b "Professional Councils". 'University Grants Commission' (UGC) website.
  5. ^ "UGC, AICTE to be scrapped: Sibal". iGovernment.in. Retrieved 29 November 2011.

NCTE

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NCTE may refer to:

Bar Council of India

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Question book-new.svg
 This article does not cite any references or sources. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (March 2009)
Law of India

This article is part of the series:
Judiciary of India
The Bar Council of India is a statutory body that regulates and represents the Indian bar. It was created by Parliament under the Advocates Act, 1961. It prescribes standards of professional conduct, etiquettes and exercises disciplinary jurisdiction over the bar. It also sets standards for legal education and grants recognition to Universities whose degree in law will serve as a qualification for students to enroll themselves as advocates upon graduation.[1]

History

After the Constitution of India came into force on January 26, 1950, the Inter-University Board passed a resolution emphasizing the need for an all-India Bar and the importance of uniformly high standards for law examinations in different Universities. In May 1950, the Madras Provincial Lawyers Conference, held under the presidency of Shri S. Varadachariar, resolved that a committee appointed by the Government of India should evolve a scheme for an all-India Bar and amend the Indian Bar Councils Act such that it conforms to the new Constitution.
On April 12, 1951, Shri Syed Mohammed Ahmad Kazmi, a Member of Parliament, proposed a bill to amend the India Bar Councils Act. The Government of India concluded that it was necessary for the Government to sponsor the Bill. In August 1951, a Committee of Inquiry was set up to consider the feasibility of a unified Bar in India, the continuance or abolition of the dual system of counsel for each state, possibility of a separate Bar Council for the Supreme Court and the revision of enactments related to the legal profession.
On March 30, 1953, the All India Bar Committee, headed by Hon’ble Shri S. R. Das, submitted a report. This report proposed the creation of a Bar Council for each state and an All-India Bar Council as an apex body. It was suggested that the All India Bar Council should regulate the legal profession and set the standard of legal education. The Law Commission of India was assigned the job of assembling a report on judicial administration reforms.
In 1961, the Advocates Act was introduced to implement the recommendations made by the All India Bar Committee and Law Commission. Shri M. C. Setalvad was the first Chairman and Shri C. K. Daphtary as the Vice Chairman. In 1963, Shri C. K. Daphtary became the Chairman and Shri S. K. Ghose became the Vice Chairman.[1]

Functions

Section 7 of the Advocates Act, 1961[2] lays down the Bar Council’s regulatory and representative mandate. The functions of the Bar Council are to:
1. Lay down standards of professional conduct and etiquette for advocates
2. Lay down procedure to be followed by disciplinary committees
3. Safeguard the rights, privileges and interests of advocates
4. Promote and support law reform
5. Deal with and dispose of any matter which may be referred by a State Bar Council
6. Promote legal education and lay down standards of legal education.
7. Determine universities whose degree in law shall be a qualification for enrollment as an advocate.
8. Conduct seminars on legal topics by eminent jurists and publish journals and papers of legal interest.
9. Organize and provide legal aid to the poor.
10. Recognize foreign qualifications in law obtained outside India for admission as an advocate.
11. Manage and invest funds of the Bar Council.
12. Provide for the election of its members who shall run the Bar Councils.
13: organize and provide legal aid to the scheduled cast.

Constitution

The Bar Council of India consists of members elected from each State Bar Council, and the Attorney General of India and the Solicitor General of India who are ex-officio members. The members from the State Bar Councils are elected for a period of five years.
The Council elects its own Chairman and Vice-Chairman for a period of two years from amongst its members. Assisted by the various committees of the Council, the chairman acts as the chief executive and director of the Council.
The current Chairman is Manan Kumar Mishra. He succeeded Ashok Parija who in turn succeeded Gopal Subramaniam who laid down office upon his elevation as Solicitor General of the country.
The other members of the Council are:
R. Dhanapal Raj, the Vice-Chairman of the Bar Council of India, enrolled in Tamil Nadu in 1978. He was first elected to the State Bar Council of Tamil Nadu in 1994 and to the Bar Council of India in 2005, where he was Chairman of the Executive Committee till 2007.
Ashok Kumar Deb, the Managing Trustee of the Bar Council of India Trust, is the member from the State Bar Council of West Bengal.
Milan Kumar Dey, who is the Chairman of the Executive Committee, is the member from the State Bar Council of Jharkhand. He enrolled as an advocate in 1990. He was elected member of the Bar Council of Jharkhand and a member of the Bar Council of India in 2006.
Daulat Ram Sharma, the Associate Managing Trustee of the Bar Council of India Trust, is the member from the State Bar Council of Himachal Pradesh. He enrolled as an advocate in 1976. He was elected to the State Bar Council of Himachal Pradesh in 2000 and to the Bar Council of India in 2006.
Brij Mohan Vinayak is the member from the State Bar Council of Punjab & Haryana. He enrolled as an advocate in 1979 and became a member of the State Bar Council of Punjab and Haryana in 2002. He became Vice-Chairman in 2005 and was elected member of the Bar Council of India in 2010.
G E Vahanvati is the Attorney General of India and an ex-officio member of the Bar Council of India.
Faisal Rizvi is the member from the State Bar Council of Chhattisgarh. He has practiced law since 1991. In 2002, he was first elected to the State Bar Council of Chattisgarh and was elected to the Bar Council of India in the same year.
Rajendra B. Raghuvanshi is the member from the State Bar Council of Maharashtra & Goa. He enrolled as an advocate in 1981. He was elected Chairman of the Bar Council of Maharashtra and Goa in 1998, and in 2004, he was elected to the Bar Council of India.
S. Gopakumaran Nair is the member from the State Bar Council of Kerala.
Gopal Narain Mishra is the member from the State Bar Council of Uttar Pradesh. He enrolled in Lucknow in 1970. He was first elected to the State Bar Council of Uttar Pradesh in 1994 and to the Bar Council of India in 2006.
N. Ramchander Rao is the member from the State Bar Council of Andhra Pradesh.He enrolled as an advocate in 1986.He was elected to the andhra pradesh bar council in 2006 and 2012.He was elected to the bar council of India for the first time in 2012.
Hemantkumar J. Patel is the member from the State Bar Council of Gujarat. He enrolled in Ahmedabad in 1977. He was first elected to the State Bar Council of Gujarat in 1994 and to the Bar Council of India in 2006.
Ashok Parija is the member from the State Bar Council of Orissa.
Zafar Ahmed Khan is the member from the State Bar Council of Madhya Pradesh. He enrolled as an advocate in 1973. He was first elected member of the State Bar Council of Madhya Pradesh in 2008 and a member of the Bar Council of India in the same year.
Jagdeesh C M is the member from the State Bar Council of Karnataka. He enrolled as an advocate in 1981 and was elected as a member of the State Bar Council of Karnataka in 2006. In 2008, he was elected to the Bar Council of India.
Apurba Kumar Sharma is the member from the State Bar Council of Assam, Nagaland, Meghalaya, Mizoram, Sikkim and Arunachal Pradesh.
Vijay Bhatt is the member from the State Bar Council of Uttarakhand. He was first elected to the State Bar Council of Uttarkhand in 2004. He was elected to the Bar Council of India in 2010.
Biri Singh Sinsinwar is the member from the State Bar Council of Rajasthan. He was elected Chairman of the Bar Council of Rajasthan in 2003 and recently to the Bar Council of India.
Shri Rajinder Singh Rana is the member from the State Bar Council of Delhi. He was first elected to the state Bar Council of Delhi in 1998 where he became Vice Chairman in 2000. In 2010, he was elected to the Bar Council of India. He was arrested on 20 December 2010 by CBI on charges of taking bribe for granting recognition to a Law college in Ghaziabad.[3]
Manan Kumar Mishra is the member from the State Bar Council of Bihar. He enrolled as an advocate in 1980 and was elected a member of the State Bar Council of Bihar in 1988. He was elected to the Bar Council of India in 2010.

Enrollment of advocates

Eligible persons are admitted as advocates on the rolls of the State Bar Councils. The Advocates Act, 1961 empowers State Bar Councils to frame their own rules regarding enrollment of advocates. The Council’s Enrollment Committee may scrutinize a candidate’s application. Those admitted as advocates by any State Bar Council are eligible for a Certificate of Enrollment.
All applicants for enrollment as advocates are required under Section 24 (1) (f) of the Advocates Act, 1961 to pay an enrollment fee of Rs.600/- (Rupees Six hundred only) to the respective State Bar Council and Rs.150/- (Rupees One hundred Fifty only) to the Bar Council of India. These payments should be made using separate demand drafts.

Committees

The Bar Council of India has various committees that make recommendations to the Council. The members of these committees are elected from amongst the members of the Council.
Executive Committee
The Executive Committee is the head authority of the Council and responsible for giving effect to the resolutions of the Council. The chairman is Shri Milan Kumar Dey. The committee’s duties are to: 1. Manage and invest funds in a manner directed by the Council 2. Grant leave to staff members 3. Prescribe books of account, registers and files for the proper management of the Council’s affairs 4. Assign and supervise the staff’s work and define the conditions of service 5. Appoint auditors and determine their pay 6. Present the annual audit report, administration report and statement of account to the Council 7. Maintain a library and issue legal publications 8. Determine allowances to members of the different committees of the Council as well as staff members 9. Delegate any of the powers to the Chairman and/or Vice Chairman
Legal Education Committee
The Legal Education Committee make recommendations to the Bar Council of India on matters related to legal education. The Legal Education Committee has the authority to set standards of legal education, visit and inspect universities, recommend the pre requisites for foreign advocates practicing law in India, recommend recognition or discontinuance of a law degree from a University. The Chairman, presently Hon’ble Mr. Justice A. P. Misra, is elected by the members of the committee.
Disciplinary Committee
The disciplinary committee of the Bar Council of India reviews applications by persons against summary dismissal of their complaints against advocates for professional misconduct, by the State Bar Councils.
Appeals lie before the Bar Council of India against orders of the disciplinary committees of the State Bar Councils. Every such appeal is heard by the disciplinary committee of the Bar Council of India, which may pass an order, including an order varying the punishment awarded by the disciplinary committee of the State Bar Council. Each disciplinary committee consists of three members. The term of the members of this committee is three years.
Advocate Welfare Committee
The Advocates Welfare Committee looks into applications made by advocates for welfare funds. It verifies the application and provides funds. The Advocates Welfare committee is certified by the Advocates Welfare Fund Act, 2001.
Legal Aid Committee
The Legal Aid Committee provides aids to those requiring legal assistance.
Building Committee
The Building Committee is responsible for setting up offices for the Council.
Rules Committee
The Rules Committee reviews the rules and regulations of the Council.

Directorate of Legal Education

The Bar Council of India has established a Directorate of Legal Education for the purpose of organizing, running, conducting, holding, and administering the following.
(a) Continuing Legal Education
(b) Teachers training
(c) Advanced specialized professional courses
(d) Education program for Indian students seeking registration after obtaining Law Degree from a Foreign University
(c) Research on professional Legal Education and Standardization
(f) Seminar and workshop
(g) Legal Research
(h)Any other assignment that may be assigned to it by the Legal Education committee and the Bar Council of India.

All India Bar Examination

On April 10, 2010, the Bar Council of India resolved to conduct an All India Bar Examination that tests an advocate’s ability to practice law. It is required for an advocate to pass this examination to practice law. This examination shall be held biannually, in April and November, and will test advocates on substantive and procedural law. It will assess basic analytical capabilities and knowledge of law. The syllabi for this examination will be published at least three months before the examination. An advocate may appear for the examination any number of times. Once the advocate passes the examination, he/she will be entitled to a Certificate of Practice.
The first All India Bar Examination took place on December 5, 2010. It is mandatory for all future law graduates to clear this examination in order to practice law in India. Since then it has organised five more examinations (as of May 2013).

References

  1. ^ a b About the Bar Council of India
  2. ^ Advocates Act, 1961
  3. ^ Chauhan, Neha (21 December 2010). "CBI detains Delhi BCI member Rana amidst allegations of bribery". Legally India. Retrieved 12 July 2012.

External links


Ministry of Human Resource Development (India)

From Wikipedia, the free encyclopedia
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This article may require cleanup to meet Wikipedia's quality standards. The specific problem is: School education and literacy needs to be expanded. Please help improve this article if you can. (June 2011)
Republic of India
Ministry of Human Resource Development
Mhrdgoilogo.jpg
Department overview
Formed Grameen Bharat Hindi Prachar Mandal
Jurisdiction Republic of India
Headquarters Shastri Bhawan, New Delhi
Minister responsible Pallam Raju, Union Cabinet Minister for Human Resource Development
Website
mhrd.gov.in
The Ministry of Human Resource Development (HRD or MHRD) (Hindi: मानव संसाधन विकास मंत्रालय) is an Indian government ministry, responsible for the development of human resources. The ministry is divided into two departments: the Department of School Education and Literacy, which deals with primary and secondary education, adult education and literacy, and the Department of Higher Education, which deals with university education, technical education, scholarship etc. The erstwhile Ministry of Education now functions under these two departments, as of September 26, 1985.[1]
The Ministry of Human Resources Development is headed by a minister of cabinet rank as a member of the Council of Ministers. The current minister of Human Resource Development is Pallam Raju. He is assisted by ministers of state for HRD, Shashi Tharoor and Jitin Prasada.

Ministers of Human Resource Development

Department of School Education and Literacy

The Department of School Education and Literacy is responsible for development of school education and literacy in the country. It works on “universalisation of education” and for making better citizens out of youth.And it is also Human Republican Development.

Department of Higher Education

Main article: Department of Higher Education (India)
The Department of Higher Education is in charge of secondary and post-secondary education. The department is empowered to grant deemed university status to educational institutions on the advice of the University Grants Commission (UGC) of India, under Section 3 of the University Grants Commission (UGC) Act, 1956.[2][3] The Department of Higher Education takes care of one of the largest higher education systems of the world, just after the United States and China. The department is engaged in bringing world-class opportunities of higher education and research to the country so that Indian students are not found lacking when facing an international platform. For this, the government has launched joint ventures and signed MoUs to help the Indian student benefit from the world opinion.

Organisational Structure

The department is divided into eight bureaus, and most the work of the department is handled through over 100 autonomous organisations under the these bureaus.[4]
Others:

Inter-university centres (IUCs)

See also

References

  1. ^ Ministry of Education Govt. of India portal.
  2. ^ "Indian Institute of Space Science and Technology (IISST) Thiruvanathapuram Declared as Deemed to be University". Ministry of Human Resource Development (India), Press Information Bureau. July 14, 2008.
  3. ^ "IIST gets deemed university status". The Hindu. Jul 15, 2008.
  4. ^ ORGANIZATIONAL STRUCTURE Department of Higher Education.
  5. ^ Technical Education Overview Dept of Ed.
  6. ^ National Level Councils Tech Ed.
  7. ^ Council of Architecture website. Coa.gov.in (1972-09-01). Retrieved on 2012-04-14.

External links


List of universities in India

From Wikipedia, the free encyclopedia
Jump to: navigation, search
view of University of Madras from the beach
The University of Madras, established 1857, is one of the three oldest modern state universities in India, the others being the University of Calcutta and the University of Mumbai.
The higher education system in India includes both private and public universities. Public universities are supported by the Government of India and the state governments, while private universities are mostly supported by various bodies and societies. Universities in India are recognized by the University Grants Commission (UGC), which draws its power from the University Grants Commission Act, 1956.[1] In addition, 15 Professional Councils are established, controlling different aspects of accreditation and coordination.[2]
The types of universities include:
As of 22 June 2012, the total number of universities in India is 567. There are universities of some kind in each and every of the 28 states of India as well as three of the union territories, Chandigarh, Delhi and Puducherry. The state with the most universities is Tamil Nadu with 55 universities. It is also the state with the most deemed universities, numbering 29.[7] Andhra Pradesh has the most state universities (32),[5] Rajasthan the most private universities (25),[9] while Delhi and Uttar Pradesh have four central universities each, the largest number of all the states and territories.[4]
Apart from the above universities, other institutions are granted the permission to autonomously award degrees. However, they do not affiliate colleges and are not officially called "universities" but "autonomous organizations" or "autonomous institutes". They fall under the administrative control of the Department of Higher Education.[10] These organizations include the Indian Institutes of Technology, the National Institutes of Technology, the Indian Institutes of Science Education and Research, the Indian Institutes of Management (though these award diplomas, not degrees)[11] and other autonomous institutes. These institutes are not listed below. Also not listed are institutes which are under the control of the professional councils, without approval of the UGC, e.g. Agricultural Universities, which are under the control of the Agricultural Education Division of the Indian Council of Agricultural Research (ICAR), one of the professional councils.[12][13]

Universities by state and type

Summary of universities in India by state and type
State Central
universities		 State
universities		 Deemed
universities		 Private
universities		 Total
Andhra Pradesh (list) 3 33 7 0 43
Arunachal Pradesh (list) 1 0 1 1 3
Assam (list) 2 4 0 2 8
Bihar (list) 1 15 2 0 18
Chandigarh (list) 0 1 1 0 2
Chhattisgarh (list) 1 10 0 4 15
Delhi (list) 4 5 11 0 20
Goa (list) 0 1 0 0 1
Gujarat (list) 1 18 2 11 32
Haryana (list) 1 10 5 6 22
Himachal Pradesh (list) 1 4 0 12 17
Jammu and Kashmir (list) 2 6 0 0 8
Jharkhand (list) 1 7 2 1 11
Karnataka (list) 1 22 15 2 40
Kerala (list) 1 11 2 0 14
Madhya Pradesh (list) 2 15 3 7 27
Maharashtra (list) 1 19 21 0 41
Manipur (list) 2 0 0 0 2
Meghalaya (list) 1 0 1 8 10
Mizoram (list) 1 0 0 1 2
Nagaland (list) 1 0 0 2 3
Odisha (list) 1 12 2 3 18
Puducherry (list) 1 0 1 0 2
Punjab (list) 1 7 2 3 13
Rajasthan (list) 1 14 8 25 48
Sikkim (list) 1 0 0 4 5
Tamil Nadu (list) 2 24 29 0 55
Tripura (list) 1 0 0 1 2
Uttar Pradesh (list) 4 23 10 16 53
Uttarakhand (list) 1 6 4 6 17
West Bengal (list) 1 20 1 1 23
Total 42 286 129 115 570
% Does not include the National School of Drama which changed status on 7 October 2011, and its current status is unclear.[14]

Universities by type

See also

External links

References

  1. ^ "University Grants Commission Act, 1956" (PDF). Union Human Resource Development Ministry. Retrieved 3 September 2011.
  2. ^ "::: Professional Councils-Inside H E – University Grants Commission :::". ugc.ac.in. University Grants Commission. Retrieved 11 August 2011.
  3. ^ "Central Universities". mhrd.gov.in. Union Human Resource Development Ministry. Retrieved 13 March 2012.
  4. ^ a b "Central Universities". ugc.ac.in. University Grants Commission. Retrieved 22 June 2012.
  5. ^ a b "List of State Universities" (PDF). University Grants Commission. 30 November 2011. Retrieved 13 February 2012.
  6. ^ "Indian Institute of Space Science and Technology (IISST) Thiruvanathapuram Declared as Deemed to be University". Union Human Resource Development Ministry, Press Information Bureau. 14 July 2008. Retrieved 3 September 2011.
  7. ^ a b ":::Deemed University – University Grants Commission :::". ugc.ac.in. University Grants Commission. 23 June 2008. Retrieved 6 June 2011.
  8. ^ "Listing of Homi Bhabha National Institute as deemed university". ugc.ac.in. University Grants Commission. Retrieved 13 September 2011.
  9. ^ a b ":::Private Universities – University Grants Commission :::". ugc.ac.in. University Grants Commission. 7 June 2012. Archived from the original on 12 June 2012. Retrieved 12 June 2012.
  10. ^ "Autonomous Bodies – Higher Education". education.nic.in. Union Human Resource Development Ministry. Archived from the original on 17 December 2010. Retrieved 30 June 2011.
  11. ^ Mathang Seshagiri (1 May 2011). "It's time IIMs give degree, not diploma: Panel". articles.timesofindia.indiatimes.com (Times of India).
  12. ^ "Agricultural Education Division | Indian Council of Agricultural Research". icar.org.in. Indian Council of Agricultural Research. Retrieved 11 August 2011.
  13. ^ "Universities | Indian Council of Agricultural Research". icar.org.in. Indian Council of Agricultural Research. Retrieved 11 August 2011.
  14. ^ "NSD loses deemed varsity status on own request". The Hindu. 7 October 2011. Retrieved 9 
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