College Development Scheme
College Development Scheme
The UGC has provided grants under its College Development Scheme, during 2013-14, to 4071 colleges declared eligible, under Section 12B of the UGC, Act, 1956, to receive grants. The UGC has reported that it does not provide development grants to any self financing, purely private funded colleges. The UGC provided grants to self-financing colleges only under its student and teacher centric schemes; these colleges are not eligible to receive development grants from the UGC.
As per the University Grants Commission (UGC) (Mandatory Assessment and Accreditation of Higher Educational Institutions) Regulations, 2012, notified on 19th January, 2013 it is mandatory for each College to get accredited by an Accreditation Agency after passing out of two batches or six years, whichever is earlier, in accordance with the norms and methodology prescribed by such agency or the Commission, as the case may be. Further as per these Regulations, every College, which has completed six years of existence or two batches having passed out, whichever is earlier, has to apply within six months from the date of coming into force of these Regulations, to the Accreditation Agency, for accreditation. The All India Council for Technical Education (AICTE) has notified similar regulations on 29th January, 2014.
Apart from making assessment and accreditation mandatory for higher educational institutions, the UGC has already laid down minimum standards of instruction for the grant of first degree, Master’s degree and M.Phil/Ph.D degree. It has also laid down minimum qualifications for the appointment of teachers and academic staff in Universities and Colleges. The UGC (Minimum qualifications for appointment of teaching staff in universities and colleges and measures for the maintenance of standards) Regulations, 2010 specify these minimum qualifications.
The UGC under its various schemes releases grants to colleges to improve access and quality of higher education. The UGC has reported that it implements various schemes for improving the quality of higher education, such as Colleges with Potential for Excellence (CPE), Autonomous College Scheme, etc.
The Central Government, recognizing the need for providing horizontal and vertical mobility to students from the vocational to the general higher education stream has launched “Skill Assessment Matrix for Vocational Advancement of Youth” (SAMVAY). This credit framework along with the Credit Framework for Skill Development (CFSD) issued by the UGC provides opportunities to pursue Diploma to degree and post-Degree programmes in vocational education, under the schemes of Community Colleges” and “B.Voc degree programme”, in Universities and Colleges. A scheme of “Pandit Deen Dayal Upadhaya KAUSHAL Kendra” has also been approved by the Commission.
As per the University Grants Commission (UGC) (Mandatory Assessment and Accreditation of Higher Educational Institutions) Regulations, 2012, notified on 19th January, 2013 it is mandatory for each College to get accredited by an Accreditation Agency after passing out of two batches or six years, whichever is earlier, in accordance with the norms and methodology prescribed by such agency or the Commission, as the case may be. Further as per these Regulations, every College, which has completed six years of existence or two batches having passed out, whichever is earlier, has to apply within six months from the date of coming into force of these Regulations, to the Accreditation Agency, for accreditation. The All India Council for Technical Education (AICTE) has notified similar regulations on 29th January, 2014.
Apart from making assessment and accreditation mandatory for higher educational institutions, the UGC has already laid down minimum standards of instruction for the grant of first degree, Master’s degree and M.Phil/Ph.D degree. It has also laid down minimum qualifications for the appointment of teachers and academic staff in Universities and Colleges. The UGC (Minimum qualifications for appointment of teaching staff in universities and colleges and measures for the maintenance of standards) Regulations, 2010 specify these minimum qualifications.
The UGC under its various schemes releases grants to colleges to improve access and quality of higher education. The UGC has reported that it implements various schemes for improving the quality of higher education, such as Colleges with Potential for Excellence (CPE), Autonomous College Scheme, etc.
The Central Government, recognizing the need for providing horizontal and vertical mobility to students from the vocational to the general higher education stream has launched “Skill Assessment Matrix for Vocational Advancement of Youth” (SAMVAY). This credit framework along with the Credit Framework for Skill Development (CFSD) issued by the UGC provides opportunities to pursue Diploma to degree and post-Degree programmes in vocational education, under the schemes of Community Colleges” and “B.Voc degree programme”, in Universities and Colleges. A scheme of “Pandit Deen Dayal Upadhaya KAUSHAL Kendra” has also been approved by the Commission.
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Multi-Lingual Education Programme
The National Education Policy recommends Three-Languages Formula at the Secondary stage which includes the study of a modern Indian language apart from Hindi and English in the Hindi-speaking States, and of Hindi along with the regional language and English in the Non-Hindi-speaking States.
Education being in the concurrent list of the Constitution, with the majority of school under the purview of the State/UT Governments, this Ministry has not identified regional and tribal communities requiring multi-lingual education, or the availability of teachers for such programmes.
The Central Institute of Indian Languages, Mysore conducted various programmes and developed various materials on Indian languages. The seven Regional Language Centres provide support to the States and Union Territories of the country in implementing the Three Language Formula in order to promote National Integration through multi-lingual education.
No specific budgetary allocation has been made for multi-lingual education programmes during the current financial year, as such programmes are part of the school education budget. However, an amount of Rs.50 Crore has been allocated for Appointment of Language Teachers.
Education being in the concurrent list of the Constitution, with the majority of school under the purview of the State/UT Governments, this Ministry has not identified regional and tribal communities requiring multi-lingual education, or the availability of teachers for such programmes.
The Central Institute of Indian Languages, Mysore conducted various programmes and developed various materials on Indian languages. The seven Regional Language Centres provide support to the States and Union Territories of the country in implementing the Three Language Formula in order to promote National Integration through multi-lingual education.
No specific budgetary allocation has been made for multi-lingual education programmes during the current financial year, as such programmes are part of the school education budget. However, an amount of Rs.50 Crore has been allocated for Appointment of Language Teachers.
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Learning Disability
2.84 lakh children of age 6-14 years with learning disabilities are enrolled as per Unified District Information System for Education (UDISE) 2013-14. These constitute 0.14% of the total enrolment at the elementary level.
Under SSA, regular parental counselling programmes are conducted for parents of children with special needs (CWSNs) including those of learning disabilities. Against the target of training of 3.56 lakh parents of CWSN in 2014-15, 4.96 lakh parents have been given training. Besides, the resource persons engaged at the Block Resource Centres (BRC) exclusively for CWSNs under SSA also conduct home visits to counsel parents. States like Kerala and Odisha do exclusive counselling programmes for parents of CWSNs.
Under SSA, 20910 resource persons have specifically been engaged for children with special needs. These resource persons are technically qualified to teach CWSNs. They provide remedial education to children with specific learning disability.
SSA promotes inclusion in schools for children with special needs (CWSN) through their early identification, educational placement, provision of aids and appliances and other resource support services, teacher training, parental training, community mobilisation, curricular adaptations, removal of architectural barriers, as well as residential, non residential or even home based education, as per their specific requirements. The National Council of Educational Research & Training (NCERT) has developed exemplar material on curricular adaptations, inclusive teaching and how to adopt flexibility in evaluation for children with disabilities in inclusive classrooms. This handbook, meant for primary level teachers, covers all disabilities, including cognitive and intellectual disabilities, has been disseminated to States/UTs. Media campaigns of SSA show inclusion of CWSNs in schools. In the current year, another book on curricular adaptations for upper primary level has been prepared.
Under SSA, regular parental counselling programmes are conducted for parents of children with special needs (CWSNs) including those of learning disabilities. Against the target of training of 3.56 lakh parents of CWSN in 2014-15, 4.96 lakh parents have been given training. Besides, the resource persons engaged at the Block Resource Centres (BRC) exclusively for CWSNs under SSA also conduct home visits to counsel parents. States like Kerala and Odisha do exclusive counselling programmes for parents of CWSNs.
Under SSA, 20910 resource persons have specifically been engaged for children with special needs. These resource persons are technically qualified to teach CWSNs. They provide remedial education to children with specific learning disability.
SSA promotes inclusion in schools for children with special needs (CWSN) through their early identification, educational placement, provision of aids and appliances and other resource support services, teacher training, parental training, community mobilisation, curricular adaptations, removal of architectural barriers, as well as residential, non residential or even home based education, as per their specific requirements. The National Council of Educational Research & Training (NCERT) has developed exemplar material on curricular adaptations, inclusive teaching and how to adopt flexibility in evaluation for children with disabilities in inclusive classrooms. This handbook, meant for primary level teachers, covers all disabilities, including cognitive and intellectual disabilities, has been disseminated to States/UTs. Media campaigns of SSA show inclusion of CWSNs in schools. In the current year, another book on curricular adaptations for upper primary level has been prepared.
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International Research Publications
The Information and Library Network (INFLIBNET), an Inter University Centre (IUC) under the University Grants Commission (UGC) has reported that the year-wise contribution, from 2010 to 2014, by Indian Institutions in high quality publications indexed in Science Citation Index, Social Science Citation Index and Arts and Humanities Citation Index, also indexed on the Web of Science (WoS), is as follows:
Year
|
2010
|
2011
|
2012
|
2013
|
2014
|
Total
(2010-2014)
|
Number of Publications
|
48163
|
52448
|
55538
|
61206
|
65198
|
282553
|
The INFLIBNET has further informed that as per the data of Indian publications on the Indian Citation Index, also indexed on the WoS, 58.26% of Articles are published in International Journals and 41.74% in Indian Journals. This comparision, however, does not take into account those journals that fail to make to the Indian Citation Index or the WoS.
The UGC has advised all universities to adhere to Regulations 6.0.5 of the UGC (Minimum Qualifications for Appointment of Teachers and Other Academic Staff in Universities and Colleges and Measures for the Maintenance of Standards in Higher Education) Regulations, 2010 in this regard. The UGC has, further, imposed a ceiling on maximum Academic Performance Indicatory (API) that can be claimed for research, including publications. The Central Government has constituted a Committee to review the API scheme as regards entry point and career advancement of teachers.
The UGC has launched various scholarships / fellowships for backward classes / women for attracting them to research. Such scholarships/ fellowships are Rajiv Gandhi National Fellowship for SC & ST Candidates; Post Doctoral Fellowship to SC/ST Candidates; Post Graduate Scholarships for Professional Courses for SC/ST Candidates; Swami Vivekananda Single Girl Child Scholarship for Research in Social Sciences; National Fellowship for OBC Candidate; Post-Graduate Indira Gandhi Scholarship for Single Girl Child and Post Doctoral Fellowship to Women Candidates.
This information was given by the Union Human Resource Development Minister, Smt. Smriti Irani in a written reply to the Lok Sabha question.
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