Distnace Education

8/9/2019 Distnace Education

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GYANODAY INSTITUTE,JAISINGHNAGAR

A

PROJECT REPORT

ON

DISTANCE EDUCATION

2014-15

SUBMITTED TO SUBMITTED BY

ROHINI VYASPRINCIPAL NEHA

B.ED.





TABLE O CONTENTS

• INTRODUCTION

• HISTORY O EDUCATION IN INDIA

( )#*+" & +$- !/I#" I" I"$I!.

• OBJECTIVES O THE STUDY

• P!"#"$% E&'()%*+$ # #%" *$ I$&*)

• H+ S #%" +/ "&'()%*+$ *$ USA *# &*//"!"$% /!+I$&*).

• ISSUES ON EDUCATION SYSTEM O INDIA.

• INTERPRETATION

• CONCLUSION

• SUGGESTIONS RECOMENDATIONS.

• BIBLOGRAPHY





/he alifornia $istance 0earning Project 4 $0P( defines distance learning as follows.

? Distance Learning (DL) is an instructional delivery system that connects learners with

educational resources. DL provides educational access to learners not enrolled in

educational institutions and can augment the learning opportunities of current students.

The implementation of DL is a process that uses available resources and will evolve to

incorporate emerging technologies. ?

&everal key features define distance learning. /he importance of the teacher 3 learner

communications cannot be overstated.

• the separation of teacher and learner during at least a majority of each

instructional process• separation of teacher and learner in space and=or time

• the use of educational media to unite teacher and learner and carry course content

• the provision of two@way communication between teacher, tutor, or educational

agency and learner, and• control of the learning pace by the student rather than the distance instructor.

/hese definitions apply e>ually to high tech and low tech approaches to distance learning.

/he multiple distance learning definitions and other terminology is addressed in thetutorial.

$istance 0earning +ffectiveness

alifornia research shows that the adult schoolsA Innovation Programs meet the three

crucial benefit;cost criteria necessary to be accepted by adult education providers and the

alifornia $epartment of +ducation. /hese programs are effective, efficient, and

e>uitable. /he annual research can be found on the alifornia $istance 0earning ProjectAs)eb site. lick on ?Bor !dult +ducators? and then ? Research .?

In alifornia adult schools are reimbursed for student participation based on seat time or

average daily attendance 4a.d.a.(. In the distance learning programs the e>uivalent hours

per unit of instruction or module for a comparable classroom course are determined. In

http://www.cdlponline.org/fivepercent.htm







Brom 0ow /ech to the Internet

/he next hurdle for adult basic education distance learning will be to transition from a

low tech video based instructional system to the interactive Internet. In our judgment the

interactivity, depth and breadth of the instructional content, and the student ; teacher

communications provide a richer learning experience than the more passive video and print materials experience that is the current norm. /his is precluded by several

significant challenges, and the absence of current research supporting the viability of the

InternetAs effectiveness with adult basic education learners.

/he availability of course length +&0 video based instructional materials spurred the

initial growth of adult basic distance learning in alifornia. It is impractical to expect a

profession of mostly part time teachers to be able to develop their own course length

learning content. /he alifornia $istance 0earning Project staff expects that the growingavailability of online course length materials will likewise stimulate the transition to the

Internet. #ne example of the popularity of an online course curriculum is +nglish for

!ll 4+B!(. /his high beginning +&0 )eb site had over 95:,E88 visitors in 9887, of whom

C7,:56 were uni>ue and 56,79F were persons visiting more than once.

http://www.myefa.org/login.cfm







!dult basic education classroom instructors are likely to increase their

use of the Internet to supplement instruction. /he cornucopia of online

materials makes this easy to do. 'owever, growing the availability of

the Internet centered course length curricula for adult basic learners that include learning

management systems 40*&( and communications tools will re>uire commercial, state,

university, and non;profit resources. -nfortunately, this is not a profitable development

niche, and the development will re>uire underwriting and public support. It will slowly

emerge over the next 58 years.

Introduction to $istance 0earning

$istance learning traditionally has provided access to instructional programs for students

who are separated by time and=or physical location from an instructor. $istance learning

has been thought of as prepackaged text, audio, and=or video courses taken by an isolated

learner with limited interaction with an instructor or other students. /his perspective is

changing. /oday information technologies and the Internet can allow rich interactive

distance learning experiences that may surpass the interactivity of a traditional classroom.

$istance learning can be provided in several contexts including stand alone distance

learning, blended learning where the student participates in a regular class and distancelearning class concurrently, and hybrid learning where distance learning supplements

classroom instruction.

$efinitions

0earning is defined as ?the act, process, or experience of gaining knowledge or skill.?

0earning is the preferred term rather than education that is generally defined as the

knowledge or skill obtained or developed by the learning process. 'owever educators

often use the terms interchangeably.

$istance learning is conventionally defined as... ? any educational or learning process or

system in which the teacher and instructor are separated geographically or in time from

his or her students; or in which students are separated from other students or





/hese definitions apply e>ually to high tech and low tech approaches to distance learning.

'aving the appropriate, enthusiastic, and >ualified staff is a make or break re>uirement.

/wo /ypes of $istance 0earning

/here are two distance education delivery system categories @ synchronous and

asynchronous. &ynchronous instruction re>uires the simultaneous participation of all

students and instructors. /he advantage of synchronous instruction is that interaction is

done in ?real time? and has an immediacy. +xamples include interactive telecourses,

teleconferencing and web conferencing, and Internet chats.

!synchronous instruction does not re>uire the simultaneous participation of all students

and instructors. &tudents do not need to be gathered together in the same location at thesame time. Rather, students may choose their own instructional time frame and interact

with the learning materials and instructor according to their schedules. !synchronous

instruction is more flexible than synchronous instruction but experience shows that time

limits are necessary to main focus and participation. /he self@paced format

accommodates multiple learning levels and schedules. +xamples of asynchronous

delivery include e@mail, listservs, audiocassette courses, videotaped courses,

correspondence courses, and )))@based courses.

/he advantages of asynchronous delivery include student choice of location and time,

and interaction opportunities among the students as well as the instructor. #ne

disadvantage is that self paced instruction places a substantial burden on the student to

maintain interest, focus, and pace. /his motivation can be difficult to sustain.

/hree elements are of paramount importance to any successful distance education

program

• instructional design

• technology

• support

http://www.cdlponline.org/images/DL_Categories.swf







Huestions are raised whether lower literacy learners benefit from the rich

opportunities emerging with distributed Internet instruction1 /his is the

well known digital divide. )hile the Internet broadband access is

available in schools, libraries, and community centers, it still may not be available in

some homes. /he $0P encourages adult education programs that are considering

including Internet delivered instruction to survey its learners about their home access to

computers and the Internet.

In the past most adult learners had videotape players 4D Rs( or access to them. /his is

why video delivered instruction has been so popular in alifornia. "ow the same

popularity and increased instructional functionality is being provided via digital video

disks 4$D$s(. #ne challenge for adult educators is to transition to interactive Internet based instruction that offers a much richer palate of learning materials, communications,

and testing possibilities.

$istance 0earning asic !ssumptions

/he following set of common assumptions was developed for the alifornia $istance

0earning Project by a 95 person resource team. It was developed to help guide collective

thinking and discussions about distance learning policies and priorities.

• !nytime, any place, any pace instruction is one goal for alifornia adult

education.• Baced with an increasingly competitive global market, alifornia, a state of

immigrants, will look to adult education to play a key role in developing and

maintaining a world class workforce.• /he potential demand for adult basic education services in alifornia far outstrips

the supply. "ew methods must be found to effectively and efficiently reach outand serve more adult learners.

• $istance learning provides access for learners not presently served in traditional

settings and enhances learning opportunities for those not being served in

traditional programs.





• ecause learning is social and sensitive to context, learning experiences should

support interaction and the development of learning communities, whether social,

public, or professional.• /he development of a learning society may re>uire significant changes in the

roles, responsibilities, and activities of provider organi2ations and personnel as

well as of the learners themselves.

KHuoted from the !merican ouncil on +ducation s ?Guiding Principles for $istance

0earning in a 0earning &ociety?L

/erminology

/here are several useful glossaries to find commonly used distance learning terms. /hey

can be found at the $istance 0earning learninghouse . +@learning terminology can be

found at !&/$As e@learning .

/ypes of $istance 0earning

$istance learning is a modality @ a broad, mixed category of methods to deliver learning.

/he types can be organi2ed along several descriptive dimensions. 0ow tech to high tech

is useful in the adult basic education field. Remember, however, that these individualtypes can be mixed into hybrid forms. /he following table outlines the most popular

types of distance learning by their characteristics and notable features.

/ype haracteristic "otable Beatures

!udiotape

!udio learning tool, very mobile

and inexpensive when combined

with print materials.

-seful in language learning and

practice as well as literature.

0inear format.

Dideotape in

D'& and $D$

formats

Disual and audio toolJ the

checkout approach with print

materials is very popular in

*ulti@sensory tool with linear

delivery format.

http://www.uwex.edu/disted/index.cfm

http://www.learningcircuits.org/glossary.html


http://www.learningcircuits.org/glossary.html





+mail!synchronous text files and

attachments.

Good tool to stimulate learning,

writing, and communications

skills.

Internet

Instructionally delivery over the

Internet, either learning modulesor entire courses.

Instructional learning systems

permit teachers to create,

manage, communicate with, and

test students online. /he

interactivity and ability to

hyperlink to worldwide learning

resources are extremely

attractive. Improved broadbandcommunications are enabling the

effective use of video and

synchronous communications.

hat and asynchronous

communications facilitate links

between the teacher and learner

and among the learners.

/he medium for instructional delivery usually defines the type. It is generally assumed

that print materials can and should be integrated with the other media.

'istory of $istance 0earning

$istance education traces its origins to mid@56th century +urope and the -nited &tates.

/he pioneers of distance education used the best technology of their day, the postal

system, to open educational opportunities to people who wanted to learn but were not

able to attend conventional schools. People who most benefited from such

correspondence education included those with physical disabilities, women who were not

allowed to enroll in educational institutions open only to men, people who had jobs



during normal school hours, and those who lived in remote regions where schools did not

exist.

!n +nglishman, Isaac Pitman, is credited as an early pioneer. 'e began teaching

shorthand by correspondence in ath, +ngland in 5F<8. &tudents were instructed to copy

short passages of the ible and return them for grading via the new penny post system.

!merican university level distance education began in 5FE< at Illinois )esleyan

-niversity where bachelor and graduate degrees could be obtained in absentia. /he

hautau>ua movement in about 5FF9 gave the popular push to correspondence education.

/he teaching of academic and vocational courses by correspondence became >uite

popular by 5688 and problems of >uality and ethical practice came with the popularity./he "ational 'ome &tudy ouncil 4"'& ( was formed in 569C in part to address these

issues. !ccreditation of college and university distance programs fell to the "ational

-niversity +xtension !ssociation in 5657.

/he invention of educational radio in the 5698s and the advent of television in the 56<8s

created important new forms of communication for use in distance education. +ducators

used these new technologies to broadcast educational programs to millions of learners,

thus extending learning opportunities beyond the walls of conventional teaching

institutions.

/he development of reliable long@distance telephone systems in the early 5688s also

increased the capacity of distance educators to reach new student populations. ut

telephone systems never played a prominent role in education until the introduction of

new teleconferencing technologies in the 56F8s and 5668s. /eleconferencing systems

made it possible for teachers to talk with, hear, and see their students in real time @ that is,

with no delays in the transmissions @ even if they were located across the country or

around the world.

$istance education increasingly uses combinations of different communications

technologies to enhance the abilities of teachers and students to communicate with each



other. )ith the spread of computer@network communications in the 56F8s and 5668s,

large numbers of people gained access to computers linked to telephone lines, allowing

teachers and students to communicate in conferences via computers.

$istance education also makes use of computer conferencing on the )orld )ide )eb,

where teachers and students present text, pictures, audio, and video. Bile sharing and

communications tools like email, chats and and audio and video conferencing are integral

to the Internet model.

usiness and university level learners have used a conferencing method known as one@

way video=two@way audio where television pictures that are transmitted to particular sites,

where people can reply to the broadcasters with a telephone call@in system. /elevision

pictures can also be transmitted in two directions simultaneously through telephone lines,

so that teachers and students in one place can see and hear teachers and students in other

places. /his video@conferencing technology increasingly uses the Internet and Internet9.

Programs in the -nited &tates

In the -nited &tates, institutions of higher education, business, and the military use

distance education for education and training. *illions of students have enrolled in

television courses produced by colleges and universities around the country. Private

businesses, including multinational corporations, have operated satellite television

networks to deliver vocational training to employees throughout the world. /he -nited

&tates !rmy offers a wide range of online education programs to its military personnel.

&ee for example the !rmy /raining Re>uirements and Resources &ystem and e!rmy-.

$istance education offered through colleges and universities in the -nited &tates provides

instruction in a wide range of academic and vocational subjects. /he "ational -niversity

/elecommunications "etwork , 4"-/"( based in #ld $ominion -niversity, olorado,

offers distance learning and teleconferencing resources for over 78 institutions of higher

learning. #ver time the technology has moved from satellite and telecourses to the

Internet.

https://www.atrrs.army.mil/default.asp

http://www.adec.edu/earmyu

http://www.nutn.org/


https://www.atrrs.army.mil/default.asp

http://www.adec.edu/earmyu





$niversity Courses %nline

! growing number of institutions offer complete college degree

programs via the Internet. aliforniaAs Dirtual -niversity lists a wide

range of community college, college, and university courses offered

online. /he )estern GovernorAs !ssociation sponsors the )estern GovernorAs

-niversity 4)G-(. It offers online college degrees and courses from multiple

universities.

/he innovative #pen -niversity, started in 56E5 in ritain and has been copied around

the world. /he ritish #pen -niversity offers a master s degree in the field of distance

education to anyone in the world who can access the Internet.

0istings of virtual universities and much more information can be found on the !merican

$istance +ducation onsortium 4!$+ ( and the $istance +ducation learinghouse )eb

sites. #thers can be found using routine Internet search methods.

The &irtual 'chool

&everal states have introduced virtual high schools and virtual schools. ! 5665 )est+d

study defines the virtual school as ?an educational organi2ation that offers M@59 coursesthrough Internet or )eb@based methods.? /he statewide Blorida Dirtual &chool probably is

the most notable because of its breadth and depth. /he *assachusetts nonprofit D'&

Inc. creates collaborative partnerships with schools. #ther virtual schools are locally

based or created via charter schools. /he -niversity of alifornia &anta ru2As -niversity

of alifornia ollege Prep online 4- P( began as an online program to provide

advanced placement courses to small and middle si2e high schools. It has expanded to

include core academic courses.

/he alifornia !dult asic +ducation +xperience

alifornia provides adult education and literacy services through a multi@provider system.

/he bulk of the state and federal resources go to the M@59 adult schools. ommunity

http://www.cvc.edu/

http://www.westerngovernors.net/index.cfm?inc=request&affID=35&csrc=256


http://www.open.ac.uk/

http://www.adec.edu/



http://www.flvs.net/

http://www.govhs.org/


http://www.uccp.org/


http://www.cvc.edu/



http://www.open.ac.uk/




http://www.flvs.net/







colleges offer basic education services through their noncredit programs on some 6

campuses. 0ibrary literacy programs and community based advocacy organi2ations also

offer very important literacy, basic education and +&0 services, though in limited

numbers.

/here has been little motivation for the literacy and community based organi2ation

programs to experiment with distance learning. /he federal +nglish language=civics

4+0= ivics( grant programs initiated in 9885 included a distance learning emphasis

though there was little provider interest.

/he alifornia !dult &chools

alifornia s efforts to provide adult basic distance learning services are recent. !dultschools can offer distance learning through two funding mechanisms @ apportionment and

fee based. urrently there are two apportionment delivery options @ independent study

and Innovation Programs.

'igh school subjects can be offered through ?independent study? programs. !dult

learners enter into agreements with adult schools to carry on independent learning in an

approved adult high school subject. /he learner and instructor meet periodically to review

assignments, progress and concerns. /he modality in which the independent learning

occurs does not matter and distance learning is a very appropriate tool. 'owever, distance

learning course materials are presently limited, and most independent study occurs in

learning centers or on a materials checkout basis.

In 566: legislation was passed permitting adult schools to use up to 7N of their block

entitlement for innovative programs, all of which have been distance learning in nature.

Innovation Programs programs can be offered in the authori2ed areas of instruction

including +nglish as a second language 4+&0(, adult basic education, G+$ preparation,

parent education and short term career education training.



/he Innovation Program application and provider information can be found at the !dult

+ducation #fficeAs Innovation Program site. ! more detailed discussion follows in the

alifornia considerations module.

ole of the #nstructor

!ll alifornia adult education apportionment programs administered by adult schools

must have an instructor assigned to manage the instruction. /his function cannot be

delegated to second parties. Instructional strategies that include distance learning must

clearly define how the learner and instructor interact and communicate. !pproaches that

optimi2e the communications are important.

&ubstantial anecdotal information in alifornia supports the perspective that the distancelearning intervention creates a uni>ue and beneficial one;to;one relationship between

teacher and student that is not as common in a traditional teacher;directed classroom.

$istance learning teachers report that a more direct and immediate connection is formed

between teacher and student through regular meetings to review progress.

#nstructional Design

/he delivered instruction must fit into the approved curriculum outline that the adultschool uses. /he 9887 ; 988C media distribution favored video based learning. "ormally

work books or study packets accompany the video, broadcast, and audio based courses.

http://www3.scoe.net/fivepercent/login.cfm?fuseaction=main






eimbursement

alifornia reimburses adult schools for student participation based on ?seat time.?

Records are kept of attendance and the schools reimbursed. /he Innovation Programs

base their reimbursements on learning outcomes. )hen a unit of instruction is completed,

and the learner passes a unit >ui2J then reimbursement is claimed. /he value of a unit of instruction is based on the hours associated with a similar unit of classroom instruction.

#mpact

$istance learning in adult basic education is still in its infancy. 'owever, in fiscal years

988< @ 9887 over O9: million was budgeted for innovative and distance learning through

some F5 alifornia adult schools. In the 988: @ 988< slightly more than 78,888

unduplicated learners were served. /he graphic shows the growth in the adult schooldistance learning.





/here will be a slow increase of Internet centered instruction as teachers become more

comfortable with the curricula and management systems and as more course length

curricula become available.

Regulatory Brameworks for $istance +ducation

! consortium of $+'ub , the !ustralian -niversities Huality !gency 4!-H!( 4now

the/ertiary +ducation Huality and &tandards !gency 4/+H&!( (, /he International

"etwork for Huality !ssurance !gencies in 'igher +ducation 4I"H!!'+( , and

the !ustralasian ouncil on #pen, $istance and +0earning 4! #$+( has undertake a

study of the regulatory frameworks for distance education 4$+( in the &outhwest Pacific=

&outh +ast !sia Region.

/he existing laws, policies, rules and regulations related to distance and online education

in the region are collated and posted in an open database.

/he frameworks of countries within the region have been compared for similarities and

differences, in particular highlighting those elements that hinder development in distance

education. /he comparative analysis is discussed in the context of other recent research

into regulation of distance education. ase studies of nine higher education institutions,

and twenty@three countries in the study region, provide examples of distance and online

education regulatory practice.

! final report provides a contextual overview of distance education in the region and

outlines the project and analytical results.

PR#B. !RM!/-00!' @ ! rief iography

http://www.cdlponline.org/images/TechTools.swf

http://dehub.edu.au/

http://www.teqsa.gov.au/

http://www.inqaahe.org/


http://www.acode.edu.au/

http://icde.org/projects/regulatory_frameworks_for_distance_education

http://www.cdlponline.org/images/TechTools.swf

http://dehub.edu.au/

http://www.teqsa.gov.au/



http://www.acode.edu.au/

http://icde.org/projects/regulatory_frameworks_for_distance_education



)ith a view to perpetuate the name of a learned scholar and the revolutionary son of the

soil amongst the youth of future generations. hopal university was rechristened as

arkatullah -niversity in 56FF, after the "ame of Prof.*aulana arkatullah hopali.

Prof. arkatullah was born on Eth %uly 5F7<n at Itwra *ohalla hopal. 'e was

educated from primary to college level at hopal . 0ater he went to ombay and 0ondon

for higher studies. In 5FF<, he joined the *uslim institute of 0iverpool .'e was a

meritorious scholar and mastered seven languages@!rabic, Persian, -rdu, /urkish,

+nglish, German ,and %apanese. orn of parents in rather indifferent circumstances he

had nothing but his own brilliance and firmness of purpose to help him at school and

colleges. +ven so, he topped the list of successful candidates in most of the examinations

for which he appeared, both in India and +ngland. 'e became Professor of -rdu at the

/okyo -niversity %apan.



)hile in +ngland he came in close contact with 0ala 'ardayal and Munwar

*ahendra Pratap, son of the Raja of 'athras. 'e became a friend of !fgani +mir and the

editor of the Mabul newspaper &irejul@ul@!kberA. 'e founded the GhadarQ Party

4Rebellion party ( in 5FE: at san Brancisco, 0ater he become the first prime minister of

the provisional government of India established on $ecember 5,5FE7 in Mabul with Raja

*ahendra Pratap as its President. Prof. arkatullah went to several countries of the world

with a mission to politically active the Indian community and to seek support for the

freedom of India from the famous leaders of the time in those countries. Prominent

amongst those were 0enin, 'itler, Maiser )ilhelm II, !mir 'abibullah khan, *ohammed

Resched, and Gha2i Pasha.

Pt.%awaharlal "ehru met Prof. arkatullah in erlin and later at the russelsonference in 569E and was highly impressed with his revolutionary thoughts and deeds.

!fter the russels ongress, he and Raja *ahendra Pratap went to -&! to carry on their

mission. ! rousing reception was given to them .Prof. arkatullah addressed a big

gathering which was held in his honor at *aryvile, alifornia. arkatullah stood up,

uttered a few words, got choked with emotion. /he great orator stood motionless,

hundreds of peopleJ men and women burst into tears and shouted ?*aulana indabad?.

)hen Prof. arkatullah came to his senses, he asked Raja *anendra pratap to address

the meeting and dropped into his seat. Prof. arkatullah died on the night of &eptember

9E, 569E.his body was taken from &an Brancisco to &acramento. /hen his offin was

taken to *aryville where he was buried in the *uslim emetery with the promise that

after the freedom of his country, his body will be transferred to his own motherland and

to hopal.

Prof. arkatullah fought from outside India with his fiery speeches and

revolutionary writing in leading newspaper for the freedom of his mother country .+ven

in the face of adversity and discouragement, Prof. arkatullah rose to a position of pre@

eminence in more than one sphere of life by sheer forces of merits and hard work. 'e did

not live to see India free but his contribution did bring freedom much nearer ./he life of

such a man has @its lessons for all of us, and particularly for the rising generations of the

country.





have provided &pecial !ssistance to departments of *icrobiology and Physics under the &!P

and #&I&/.

/he -niversity has established the following cells=units for specific activities in their respective fields

• +*P0# *+"/ I"B#R*!/I#" !"$ G-I$!" + -R+!-@ In the campus for

students registration.• '#&/+0 B! I0I/I+&

/hree boys and a girlAs hostel are situated at the campus. !pplication forms for admission to

hostel are available. /he students may contact the hief )arden boys 'ostel $r. &.M.Mhatik,$epartment of ommerce and Girls 'ostel )arden are $r. *ona Purohit , $ept. of 0eagal

&tudies and research, $r. !nshuja /iwari $epartment of ommerce. Bor Phone "o. please

click administration .

• "!/I#"!0 &+RDI + & '+*+ 4" & &(

/he *inistry of 'uman Resource $evelopment, Govt. of India, sponsors the " & &. It

is based on voluntary social service and aims at personality development through community

service. " & & volunteers undertake activities like literacy@drive, health care and

http://www.bubhopal.nic.in/administration.htm






immuni2ation, environment improvement projects, tree@plantation, contribution to "&& ook@

ank, etc. Bor further details contact Prof. !nand &axena," & & Programme oordinator.

•

#BBI + #B /'+ $+!" &/-$+"/A& )+0B!R+ 4$ & )(

$ & ) is the officer responsible for helping and counseling students to facilitate them to

obtain various information and interact on their behalf with various university authorities. 'e

is the student interface of the university. 'e is helpful in promoting the culture, social and

corporate life of student at the campus. Presently $r. Dinay &hrivastava is $&).

• $+!" #00+G+ $+D+0#P*+"/ #-" I0

$ean college development council office facilitate affiliated colleges in their faculty

appointment and forwarding -G proposal. $r.M."./ripathi is $ $ for the -niversity.

• P& '#0#GI !0 #-"&+0I"G +"/R+

/he $epartment of Psychology is running this center since 5668@65session. /he center

extends a variety of help to the student and others ion solving their personal problems. /he

enterAs $irector, ! counselor is available for consultation every &aturday from 55 !* to

5P*.

• *I"#RI/ +00

The $niversity has a minority coaching and guidance cell which provides coaching facilities

to the students of minority communities for various competitive e*aminations. Dr.

Tari! +afar is Director ,inority Cell .

• -"ID+R&I/ #*P-/+R +"/R+

/he enter was established in 5668. It is e>uipped with !&/ *anhattan &erver, I * R&C888

-nix &erver, *otorola CF8:8 machines and a number of intelligent nodes under 0!"

environment. /he center is providing facility for computation and data processing to the



university and teaching departments. It is 'eaded by $r.!mit $utta 4In charge(

• -"ID+R&I/ 0I R!R

/he -niversity has well established library comprising of nearly E7888 books, 7E8:

thesis, :888 Research maga2ine and C8 &anskrit *&&. /he 0ibrary subscribes 57 daily news

and 59 weeklies, several monthly maga2ines and some journals. /he library has good

collection of rare reference and text books covering all major discipline Prof. In charge is $r.

Gautam Gyanendra .

• -"ID+R&I/ PR+&&

/he press was established in the year 56F5 with financial assistance of the &tate Govt.

and -G . /he Press is functioning as a service department of the university.

• -"ID+R&I/ & I+" + I"&/R-*+"/!/I#" +"/R+ 4-&I (

/he university science Instrument entre has been established in the university to

provide central facility of major e>uipment and service for maintenance of e>uipment in the

-niversity. It has a well@e>uipped mechanical workshop. Glass blowing and electronics

workshop are being established in the premises. /he facilities are available to the nearby

Institutions. /raining in instrumentation to teachers, research students technicians etc. is

proposed to be given in near future . $r. "eeraj Gour is 'ead of -&I

• +"/R+ B#R -$$'I&/ &/-$I+&

/he ardent need of the hour is ?Peace? @ to live and let live?. /he way to achieve it lies in

adopting the sublime principles of uddhism which stand for the welfare of many and for the

happiness of many.

0ooking in to the importance of uddhism, a uddhist centre in the -niversity has been

established. /he centre has successfully organised a two@days "ational &eminar on uddhism

on 96@:8 *arch,988C. /he centre is determined to achieve the following objectives



/o carry out teaching, research and publication relating to uddhism/o organise seminars=workshop= on uddhism/o popularise the uddhist Philosophy and its Peace agenda in the society/o deal with the challenges of conflict, intolerance, violence, and individualism/o promote nationalism and we@feeling

entre for uddhist &tudies is being run under the supervision of $r. M. . Panda, Professor

and 'ead, $epartment of omparative 0anguage and ulture.

• Rajiv Gandhi hair@ /he prestigious chair was established in the year 988C under the

guidelines of -G and *'R$. Prof .&.". houdhary is the $irector of the chair.• +>ual opportunity cell@ /he cell was established by the -niversity to address the

issues related to & ,&/,# *inority, and Physically hallenged on a continual

basis.• )omen &tudies $epartment

)omen s &tudies $epartment, arkatullah -niversity, hopal deals with the teaching,

training, research, documentation on women related issues with the aim of women

empowerment. It is the first $epartment of )omen s &tudies in the whole *adhya Pradesh

and hhattisgarh &tate. )&$ has been established by the -niversity Grants ommission in

the -niversity to promote teaching, training, research, $issemination, Publication, +xtension

activities, $ocumentation, Gender sensiti2ation, !dvocacy and networking at the local and

national level on women related issues with the aim of )omen +mpowerment on various

perspectives of women ensuring further mainstreaming in the process of )omen s

+mpowerment and $evelopment. &trong focus of the department is on empowerment of tribal

and marginali2ed women.

DI&I#", *I&&I#" S !I*



• DI&I#"

#ur future depends not on what will happen to us, but on what we decide to

become and on the will to create it. entral tenet of the -niversityAs DI&I#" is

commitment to academic excellence in teaching and research, innovation and

creativity, respect for cultural diversity, individual dignity and worth, social and

professional growth of region and the "ation.• *I&&I#" S !I*

*eeting these commitments in resonance with the ian scenario, arkatullah

-niversity seeks to $evelop @• ! globally renowned university for outstanding academic programs that foster

active students participation through applied learning, research and social service.• ! recogni2ed hub for rigorous academic teaching, innovative research and >uality

publications in journals of international repute.

• ! nationally recogni2ed and socially meaningful podium of knowledge generationand dissemination.

• ! vibrant hub of cultural, extra curricular activities and sports, where students

from vastly different back grounds collaborate.



I 0I#GR!P'

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