Friday, August 26, 2016

Azadi 70- Yaad Karo Kurbani (Freedom Fortnight) from 09 August to 23 August 2016







Sunday, April 3, 2016

Society Registration of NCPUL


The National Council for Promotion of Urdu Language (NCPUL) is an autonomous body under the Ministry of Human Resource Development (HRD), Department of Secondary and Higher Education, Government of India. Set up to promote, develop and propagate Urdu language, Council started its operation in Delhi on April 1, 1996. In its capacity as the National Nodal Agency for the promotion of the Urdu language NCPUL is the principal coordinating and monitoring authority for promotion of Urdu language and Urdu education.

Tuesday, March 29, 2016

Education gets key focus in Delhi government budget

The Delhi government on Monday presented an annual budget of Rs 46,600 crore for 2016-17 — an increase of Rs 8,850 crore over last year, with education bagging the lion's share of Rs 10,690 crore, or nearly 23 per cent of the total allocation.

Saturday, February 20, 2016

UGC tells universities to celebrate Matribhasha Diwas on March 3

Universities across India will celebrate "Matribhasha Diwas" to promote the use of mother tongue on March 3 this year as February 21, the day declared by UNESCO as Mother languages day, happens to be a Sunday.


In a letter written to vice-chancellors, University Grants Commission (UGC) has said that since February 21, which is celebrated as the Mother Languages Day falls on a Sunday, it has been decided to celebrate "Matribhasha Diwas" on March 3.


You are, therefore, requested to kindly ensure celebration of Matribhasha Diwas on March 3, 2016, the letter written by UGC secretary Jaspal Sandhu to VCs said.


The commission has also asked universities to hold various activities to celebrate "Matribhasha Diwas".

Wednesday, December 16, 2015

'Over 85 lakh students benefited from scholarship schemes'


Over 85 lakh students have benefited from scholarship schemes meant for the youth from the minority communities during the last fiscal, Rajya Sabha was informed today. 

Union minister of state for minority affairs Mukhtar Abbas Naqvi said this in Rajya Sabha in reply to questions pertaining to measures taken by the government on such schemes. 

According to the ministry, government's pre-matric, post-matric and merit-cum-means based scholarships benefited a total of 74,96,593, 9,05,818 and 1,38,770 students (totaling 85,41,181) respectively during that fiscal year. 

Naqvi said the government runs multi-media campaigns to spread information about the drive for the awareness of students from minority communities. 

He said from 2015-16, students can apply online to seek benefits under the three schemes and added the scholarships are required to be disbursed under direct benefit transfer (DBT) mode to bank accounts of youngsters. 

"Moreover, under simplified procedure, students can submit self-declaration/self-certification and self-attested copies of documents in respect of religion certificate, annual family income, mark sheets, etc. 

"Periodic regional reviews are undertaken with state government/Union Territories administrations in addition to regular video conferencing," the minister said.

Madrassa students get trained to aid in time of natural calamity

Jamiat Ulema-e-Hind, one of India's leading Islamic organization, is giving training to students enrolled in government-aided madrassas to become scouts and guides. The madrassa students are being trained to help people during emergencies and natural calamities including floods and earthquakes.

At present, the Jamiat is offering training to 50 students enrolled at madrassa Ashfaqia in Bareilly. Similar training had already been given at government-aided madrassas located in Shahjahanpur, Muzaffarnagar and Shamli. The members of the organization said that they will carry out this training at government-aided madrassas, schools and colleges across the country.

Saturday, October 31, 2015

Universities can revive learning in Muslim world: Study

Universities in the Muslim world must become meritocracies with greater autonomy and aspire for true scientific excellence rather than playing for temporary gains in numbers or rankings, a new report says.

The recommendations came from a task force of international experts, formed by the Muslim World Science Initiative on the state of science at universities of the Muslim world.

To assess the state of science at the universities, the task force reviewed the rankings of Muslim-world's universities globally, scientific production (number of papers published and citations), the level of spending on research and development (R&D), female participation in the scientific workforce, and other indicators.

The results were compared to those of countries deemed comparable in terms of gross domestic product (GDP) per capita, e.g. Brazil, Israel, Spain, South Africa, and South Korea.

The study found that science education in most Organisation of Islamic Cooperation (OIC) member countries was extremely narrow in focus and did little to enable students to think critically, especially beyond their respective domains of specialty.

The task force has called for broad liberal education for scientists and engineers to enable them to function effectively in addressing complex multi-disciplinary challenges that the world faces today.

It called for the introduction and systematic study of philosophy of science and history of the sciences of the Muslim 'Golden Age' and beyond for students to navigate and develop a perspective on these difficult disciplinary boundaries and overlaps.

The language of instruction also created significant challenges.

Faculty members were also ill-trained to teach using cutting-edge methods such as inquiry-based science education and had little autonomy to innovate.

Director of the project Athar Osama noted that "the purpose of Muslim World Science Initiative is to jumpstart a dialogue within the society on critical issues at the intersection of science, society, and Islam."

A commentary on the findings and recommendations appeared in the science journal Nature.

Sunday, October 25, 2015

Distance Education Bureau

About Distance Education

The open and distance learning system in India has emerged as an important mode for providing education to diverse sections of society. Besides, the changing dynamics of the ODL system in the last six decades have been encouraging. With the proliferation in the ICT, the boundaries of classroom or campus are becoming blurred. As it is said, the temporal and spatial boundaries have disappeared ( Kulandaiswamy, 2011). The impressive number of ODL institutions in the country bear testimony to the fact. Single-mode open universities have increased from four in number during the 8th Plan period to 14 in the 10th Plan period. The number of dual mode universities offering programmes through the distance mode (DEIs) has risen to more than 200. This is due to the fact that the growth in the infrastructure for face-to-face instruction is unable to match the educational demands of the ever-increasing number of aspiring students. At present nearly 25% students of higher education in the country are enrolled in the ODL system. 

In the last six decades the ODL system has registered a phenoimenal growth in the context of expansion and diversification of higher education. From a single institution in 1962 ( Delhi University) the number of ODL institutions has reached approximately 250 including Central, State, Deemed to be and Private Universities along with many stand alone institutions.