Ac­cred­i­ta­tion now easy for deemed-to-be uni­ver­si­ties

TIE BREAK In­sti­tutes can ap­ply for NAAC ac­cred­i­ta­tion even if they have other cam­puses which have not been ap­proved by UGC or HRD min­istry

Hindustan Times (Delhi) - HT Education - - Front Page - Gauri Kohli HT Ed­u­ca­tion Cor­re­spon­dent HT Ed­u­ca­tion Cor­re­spon­dent

Deemed-to-be uni­ver­si­ties can go for Na­tional As­sess­ment and Ac­cred­i­ta­tion Coun­cil (NAAC) ac­cred­i­ta­tion even if their off- cam­puses have not been ap­proved by the Univer­sity Grants Com­mis­sion (UGC) or the hu­man re­source de­vel­op­ment (HRD) min­istry, UGC has de­cided.

The move is likely to ben­e­fit 122 deemed- to- be In­dian uni­ver­si­ties, in­clud­ing Narsee Mon­jee In­sti­tute of Man­age­ment Stud­ies; I ndian School of Mines, Dhanbad; Banasthali Univer­sity, Ra­jasthan; In­dian Vet­eri­nary Re­search In­sti­tute, Ut­tar Pradesh; Lak­sh­mibai Na­tional Univer­sity of Phys­i­cal Ed­u­ca­tion, Gwalior; and Tata I nsti­tute of Fun­da­men­tal Re­search, Mum­bai.

This can be done i f t he deemed uni­ver­si­ties’ off-cam­puses are not as­sessed, UGC said in a re­cent de­ci­sion. It ex­am­ined the is­sue of NAAC ac­cred­i­ta­tion for the main cam­puses of the deemed uni­ver­si­ties with of­f­cam­pus cen­tre( s) which did not have re­quired ap­provals or per­mis­sions of the UGC or HRD min­istry.

NAAC can be asked to delink the ac­cred­i­ta­tion of the main cam­pus of such uni­ver­si­ties from their off-cam­puses and carry out the ac­cred­i­ta­tion process of the main cam­puses, a UGC source said.

As per ear­lier rules, deemed uni­ver­si­ties de­clared as such un­der Sec­tion 3 of the UGC Act were el­i­gi­ble for NAAC’s as­sess­ment and ac­cred­i­ta­tion process re­gard­less of the num­ber of years of es­tab­lish­ment. The in­sti­tutes had to get as­sessed all of their ap­proved con­stituent units and cam­puses within the coun­try and off-shore cam­puses, if any. Those with units or cam­puses not ap­proved by MHRD or UGC did not qual­ify for ac­cre­di­a­tion.

Ac­cord­ing to Prof DP Singh, di­rec­tor, NAAC, “Ear­lier, all cen­tres of a deemed-to-be univer­sity had to be ap­proved by the UGC or MHRD to be el­i­gi­ble for ac­cred­i­ta­tion. But now, these var­si­ties can ap­ply to NAAC, bar­ring their un­ap­proved cen­tres.”

UGC (Manda­tory As­sess­ment and Ac­cred­i­ta­tion of Higher Ed­u­ca­tional I nstit uti ons) Reg­u­la­tions, 2012, no­ti­fied on Jan­uary 19, 2013, make it manda­tory for ev­ery higher ed­u­ca­tion in­sti­tu­tion to get ac­cred­ited by an ac­cred­i­ta­tion agency af­ter pass­ing out of two batches or six years.

“Un­ap­proved cam­puses were hold­ing up ac­cred­i­ta­tion for deemed-to-be uni­ver­si­ties but now they can go ahead and ap­ply for ac­cred­i­ta­tion for cam­puses which are ap­proved. This will even help in im­prov­ing their qual­ity,” says Prof Singh. The rule is cur­rently ap­pli­ca­ble to deemed-to-be uni­ver­si­ties but it “may be, per­haps, ex­tended to other var­si­ties as well.”

In late 2014, the UGC had writ­ten to these in­sti­tu­tions ask­ing them to shut down their off-cam­pus cen­tres for al­legedly “vi­o­lat­ing” the stip­u­lated num­ber of off-cam­pus cen­tres al­lowed un­der the Deemed Univer­sity Reg­u­la­tions, 2010.

Ear­lier this year, the gov­ern- ment al­lowed deemed uni­ver­si­ties to open off-cam­pus cen­tres af­ter five years of ex­is­tence, pro­vided they had NAAC ac­cred­i­ta­tion. While a pri­vate deemed univer­sity can open six such cam­puses, gov­ern­ment in­sti­tu­tions have no re­stric­tion on off-cam­pus cen­tres.

The UGC (In­sti­tu­tions Deemed- to- be Uni­ver­si­ties) Reg­u­la­tions 2016 state that each con­stituent unit in­cluded in the orig­i­nal pro­posal of ap­pli­ca­tion for a deemed-to-be univer­sity will have con­tin­u­ous ac­cred­i­ta­tion for two cy­cles with the high­est grade of­fered and also get valid high­est grade for third cy­cle, ei­ther from NAAC or an ac­cred­i­ta­tion agency. The draft Na­tional Ed­u­ca­tion Pol­icy aims to pro­duce stu­dents/ grad­u­ates equipped with the knowl­edge, skills, at­ti­tudes and val­ues that are re­quired to lead a pro­duc­tive life.

For a young per­son in to­day’s chang­ing world, val­ues could mean dif­fer­ent things. Writ­ing for HT Ed­u­ca­tion’s Young Minds At Work ini­tia­tive, stu­dents from all parts of the coun­try tell you what these are:

I s ha Ya­dav o f Jawa­har N avo d aya Vi dya l aya , Ghazi­abad, val­ues pos­i­tiv­ity. “If our deeds and thoughts are pos­i­tive, the re­sults would be amaz­ing,” she says. Shamb­havi Sharma of DPS Bhi­lai too says one needs to learn how to stay op­ti­mistic and that her tagline is “we should be thank­ful for what we have rather than be­ing sorry for what we don’t have.”

Ujjwal Kalra of Veda Vyasa DAV Pub­lic School, Delhi, is a spir­i­tu­al­ist. “I think there is need for it in our world. This is be­cause of in­creas­ing ter­ror­ism, crimes, feel­ing of re­venge etc. Al­ready, the use of tech­nol­ogy has in­creased, pol­lu­tion has in­creased, oxy­gen has de­creased so there is a need for med­i­ta­tion, yo­gasanas, spir­i­tu­al­ity and know­ing your in­ner peace, power and that is the thing I fol­low.”

Rozal, Kalra’s school­mate, says she works on be­ing calm and lis­tens to others. “By be­ing calm you can han­dle your emo­tions and prob­lems well.”

A n a n d i t a D w ive dy o f Hanu­man Prasad Dhanuka Saraswati Ba­lika Vidya Mandir in Vrin­da­van be­lieves it’s easy to un­der­stand a per­son with val­ues. “My val­ues are very sim­ple, they com­prise of re­spect­ing my elders and be­ing pa­tient.”

Am­bika Mishra of St Raphael’s Higher Sec­ondary School, Indore, val­ues lessons taught by her par­ents. “I cher­ish what they have taught me – stuff like how to milk a cow when we went to a vil­lage and how to fix a bi­cy­cle. it’s amaz­ing,” she says. They wanted at­ten­tion to be paid to stu­dents with spe­cial needs, de­manded that gu­rukuls make a come­back and wondered why there was a dif­fer­ence be­tween “big pub­lic schools and gov­ern­ment schools.” Stu­dents at­tend­ing an In­ter­na­tional Ado­les­cent Sum­mit on Life Skills, Val­ues, Gen­der and School Well­be­ing held at Sum­mer Fields School in Kailash Colony, Delhi, took some time out for HT Ed­u­ca­tion’s Young Minds At Work ini­tia­tive, talk­ing about what they would do if they were made ed­u­ca­tion (HRD) min­is­ter for a day.

Arun of Jawa­har Navo­daya Vi­dalaya, Mothuka, Farid­abad said the medium of in­struc­tion of most gov­ern­ment schools was Hindi – which cre­ated a problem for stu­dents giv­ing en­trance ex­ams for man­age­ment or med­i­cal in­si­tutes as a work­ing knowl­ege of English was re­quired to write the papers. Join­ing an English coach­ing class was ex­pen­sive and most stu­dents could not af­ford it. Also, teach­ers in gov­ern­ment schools were highly qual­i­fied but they did not teach prop­erly. As a min­is­ter, Arun said he would see to it that the teach­ers’chil­dren were also taught in their schools so they (teach­ers) would be forced to pay at­ten­tion to teach­ing.

Bhavya Shah of Gopi Birla Me­mo­rial School, Mum­bai, said he would as ed­u­ca­tion min­is­ter bring about changes in terms of struc­ture and sys­tems of im­part­ing ed­u­ca­tion. It was nec­es­sary to make Howard Gard­ner’s mul­ti­ple in­tel­li­gences the­ory work in In­dia to en­sure“a child’s in­di­vid­ual ta­lents were dis­cov­ered and ac­cord­ingly ed­u­ca­tion was cus­tomised and pro­vided to him or her.”

A stu­dent with spe­cial needs him­self, Shah promised t o pin­point the best qual­i­ties in peo­ple with dif­fer­ent abil­i­ties and dis­abil­i­ties and “im­part knowl­edge to all of them us­ing tech­nol­ogy. There were tools and aids avail­able through tech­nol­ogy to make learn­ing sim­pler for those with learn­ing dis­abil­i­ties,” he said. All ed­u­ca­tion boards of In­dia would be “con­sol­i­dated and to­gether we can pro­vide uni­fied con­sol­i­dated and ex­cel­lent qual­ity of learn­ing to our youth.”

Shree­tama Sur, a 10th grader from Delhi Pub­lic School, (DPS) Bengaluru South, said she would see to it that teach­ers did not take so­cial anx­i­ety or ap­pear­ance disor­ders as mere disor­ders as they “are as dan­ger­ous as phys­i­cal disor­ders.”

Teach­ers should not make some­one with so­cial anx­i­ety speak in class. “I was a per­son who could not speak in front of cam­eras, but with the right help from teach­ers and in­sti­tu­tions I can speak. How­ever, forc­ing a per­son would not work. As min­is­ter I would def­i­nitely take up men­tal health is­sues,” she said.

Kavya of Sri­jan School, Delhi, wanted schools to fol­low an­cient In­dia’s Gurukul sys­tem, some­thing like Guru Drona’s ashram where stu­dents went out and learned to deal with the hard­ships of life. San­desh Dho­lakia from DPS Bhi­lai and Rashi from DPS Bengaluru South wanted to re­move the rote learn­ing con­cept.

“Chil­dren have to think cre­atively. Once they are cu­ri­ous, they would want to learn more,” Dho­lakia added.

I STOCK * TILL JULY 2016

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