UGC NET Higher Education System Syllabus
Institutions of higher learning and education in ancient India.
Evolution of higher learning and research in Post Independence India.
Oriental, Conventional, and Non-conventional learning programs in India.
Professional Technical, and Skill-Based education.
Value education and environmental education.
Policies, Governance, and Administration.
The National Institute of Educational Planning and
Administration (NIEPA), (Deemed to be University) established
by the Ministry of Education, dealing with capacity building and
research in planning and management of education not only in
India but also in South Asia.
1962: –National Institute of Educational Planning and Administration was
established as UNESCO Asian Centre for Educational Planners, Administrators and
Supervisors.
1965: The centre was renamed as Asian Institute of Educational Planning and
Administration (AIEPA).
1973: The institute was taken over by the Government of India and converted into the
National Staff College for Educational Planners and Administrators (NSCEPA).
1979: The college was rechristened as the National Institute of Educational Planning
and Administration (NIEPA).
2006: NIEPA was conferred the status of Deemed to be University by the Government of
India. It gained the power to award its own
National Assessment and Accreditation Council (NAAC) was established in 1994
It as an autonomous institution of the University Grants Commission (UGC) with its
Head Quarter in Bengaluru.
The mandate of NAAC as reflected in its vision statement is in making quality
assurance an integral part of the functioning of Higher Education Institutions (HEIs).
All India Council for Technical Education (AICTE):
The All India Council for Technical Education (AICTE) is a statutory body, and a
national-level council for technical education, under the Department of Higher
Education.
Established in November 1945 first as an advisory body
Its objective is to promotion of Quality in Technical Education, Planning and
Coordinated Development of Technical Education systems, and Regulations and
Maintenance of Norms and Standards.
In 1987 All India Council for Technical Education was set up as a statutory body by an
Act of Parliament.
• A private university is a unitary university having adequate facilities for teaching,
research, examination and extension services.
• BITS Pilani (Birla Institute of Technology and Science) is a private deemed to be a
university in Pilani, India.
• It largely focuses on engineering and scientific higher education and
research.
• It established five campuses and 15 academic departments, it has become the first
internationally recognised deemed university after expanding to campus in Dubai.
Which of the following is a private university?
A)Anna University
B)BITS pilani
C)Burdwan University
D)IIIT
Which of the following is a private university?
A)Anna University
B)BITS pilani
C)Burdwan University
D)IIIT
Indian Council of Social Science Research (ICSSR) was established in
the year of 1969 by the Government of India to promote research in social
sciences in the country.
Indian Council of Social Science Research (ICSSR) in 1969
promote research in the social sciences.
Examine the status of social science research and offer guidance
Identifying the areas where social science research should be fostered
National , Senior , post doctoral , doctoral fellowship
Enhancing the quality of social science as a discipline Scholarships and fellowships for
social science research are established and administered.
MOE (Ministry of Education)has launched a new scheme known as IMPRESS (Impactful
Policy Research in Social Science).
IMPRESS aims to promote research in social science.
The Indian Council of Social Science Research (ICSSR) has been assigned with the task of
monitoring and implementing the scheme IMPRESS.
The acknowledged domains under IMPRESS are:
1. Transformation of Urban
2. Democracy and state
3. Culture, Media and Society
4. Rural Transformation and Employment Skills
5. Innovation, Public and Governance Policy
6. Macro Trade, Growth and Economic Policy
7. Rural and Agriculture Development
8. Environment and Health
9. Education and Science
10. Technology and Social Media
11. Law, Economics, and Politics
• Improve the overall quality of state higher institutions.
• Access Inclusiveness is the bedrock on which universities can build truly diverse classroom.
• Ensure equity reforms in the affiliation, academic, and examination systems.
• Ensure adequate availability of quality faculty in all higher educational institutions and ensure
capacity building at all levels of employment.
• Create an enabling atmosphere in the higher educational institutions and to devote themselves
to research and innovations.
The key objective of RUSA is to improve:
A. Access
B. Equity
C. Quality
D. Infrastructure
E. Curriculum
Choose the correct answer from the options given below:
A, B and E only
A, B and C only
B, C and D only
C, D and E only
The key objective of RUSA is to improve:
A. Access
B. Equity
C. Quality
D. Infrastructure
E. Curriculum
Choose the correct answer from the options given below:
A, B and E only
A, B and C only
B, C and D only
C, D and E only
1925:
• Inter-University Board was established
To promote Universities activities
1944:
• Sargent commission
1945:
• University Grants Committee was formed to
supervise three Central Universities
Aligarh
Banaras
Delhi.
In 1947:
• To control all the universities
In 1948:
• University Education Commission was set up.
whose chairman was Dr. Sarvepalli Radhakrishnan
• University Grants Committee should be transformed into
University Grants Commission
On 28 December 1953:
• Maulana Abul Kalam Azad inaugurated University
Grants Commission.
On November 1956:
UGC (University Grants Commission) was formally established as a
statutory body of the Government of India University Grants
Commission Act, 1956
In 1994 and 1995:
• UGC introduced six centres at
Guwahati
Bangalore
Bhopal
Pune
Hyderabad
Kolkata
UGC established in November 1956 as a statutory organization of the
Government of India to coordinate, determine, and maintain university
education standards in India
The UGC's main functions :
Coordinate and determine the standards of university education in India.
Disburse grants to universities and colleges.
Serve as a vital link between the Union and State governments and
institutions of higher learning.
MEDICAL COMMISSION OF INDIA
The Indian Medical Body Act, 1956, superseded the previous act and reorganized the
council. Until September 25, 2020
Medical Council of India (MCI) was a statutory organization responsible for ensuring
uniform and high standards of medical education in India.
The Indian Medical Council Act, formed the Medical Council of India for the first
time in 1934.
The Council certifies medical qualifications, accredits medical schools, registers medical
practitioners, and oversees medical practice in India.
National Medical commission
The University Grants Commission (UGC) was inaugurated by late Shri Maulana
Abul Kalam Azad, the then Minister of Education, Natural Resources and Scientific
Research on 28 December 1953.
The Bar Council of India was established by Parliament under the Advocates Act, 1961
The Medical Council of India was first established in 1934 under the Indian Medical
Council Act,
All India Council for Technical Education (AICTE) was set-up in November 1945 as
a national level Apex Advisory Body
The Higher Education Financing Agency (HEFA) is a collaborative effort between the
MHRD Government of India and Canara Bank.
It was incorporated on 31st May 2017.
The primary objective of HEFA is to leverage funds from the market and provide low-
interest loans to universities for infrastructure and R&D.
Government of India allotted to HEFA Rs 2,200 Crore In the financial year 2020-21.
• The National Council of Vocational Education and Training (NCVET), notified on
December 5, 2018, has been set up as an overarching regulator establishing regulations and
standards to ensure quality in the TVET space, subsuming the responsibilities of National
Skill Development Agency (NSDA) and the National Council of Vocational Training
(NCVT).
The objective of Indian Government behind the setting up of HEFA
(Higher Education Finance Agency)
a) is to provide financial support for improvement of infra structure in premier
institutions of the country.
b) research projects of faculty.
c)research collaboration between Indian and foreign universities.
d)research collaboration between Indian Institutions and Industry.
The objective of Indian Government behind the setting up of HEFA
(Higher Education Finance Agency)
a) is to provide financial support for improvement of infra structure in
premier institutions of the country.
b) research projects of faculty.
c) research collaboration between Indian and foreign universities.
d) research collaboration between Indian Institutions and Industry.
The first regulatory body in higher education in India was set up under the
rubric of
A) UGC
B) MCI
C) BCI
D)AICTE
The first regulatory body in higher education in India was set up under the rubric of
A) UGC
B) MCI
C) BCI
D)AICTE
Acronym 'NCVET represents
1. National Commission for Vocational Education and Training
2. National Council for Vocational Education and Training
3. National Council for Vocational Education and Testing
4. National Commission for Virtual Education and Training
Acronym 'NCVET represents
1. National Commission for Vocational Education and Training
2. National Council for Vocational Education and Training
3. National Council for Vocational Education and Testing
4. National Commission for Virtual Education and Training
The Indian council of Social Science Research was established for:
(A) Strengthening different disciplines
(B) Promoting researches in social science
(C) Enhancing quality of social science as a discipline
(D) Providing a platform for discussion on social scientists' concerns
(E) Supporting seminars and conferences organized by Universities
Choose the correct answer from the options given below:
A)(A) and (C) only
B)(B) and (C) only
C)(A) and (B) only
D)(B) and (D) only
The Indian council of Social Science Research was established for:
(A) Strengthening different disciplines
(B) Promoting researches in social science
(C) Enhancing quality of social science as a discipline
(D) Providing a platform for discussion on social scientists' concerns
(E) Supporting seminars and conferences organized by Universities
Choose the correct answer from the options given below:
A)(A) and (C) only
B)(B) and (C) only
C)(A) and (B) only
D)(B) and (D) only
In which year, All India Council for Technical Education was set up as a
statutory body by an Act of Parliament?
A)1986
B)1987
C)1988
D)1989
In which year, All India Council for Technical Education was set up as a
statutory body by an Act of Parliament?
A)1986
B)1987
C)1988
D)1989
Match List I with List II
LIST I LIST II
A) NIEPA I) Promotion of quality in technical education
B) NAAC II) To promote research in social sciences
C)AICTE III) Planning and management of education
D) ICSSR IV) Accreditation of higher education
institution
Choose the correct answer from the options given below
A) A – III , B – IV , C – I , D – II
B) A – III , B – IV , C – II , D–I
C) A – IV , B – II , C – I , D – III
D) A – IV , B – III , C – II , D- I
Match List I with List II
LIST I LIST II
A) NIEPA I) Promotion of quality in technical education
B) NAAC II) To promote research in social sciences
C)AICTE III) Planning and management of education
D) ICSSR IV) Accreditation of higher education
institution
Choose the correct answer from the options given below
A) A – III , B – IV , C – I , D – II
B) A – III , B – IV , C – II , D–I
C) A – IV , B – II , C – I , D – III
D) A – IV , B – III , C – II , D- I
The National Skills Qualification Framework
(NSQF) is a framework that describes the levels of
knowledge, skills, and abilities required to perform a
particular job or occupation in India.
It has 10 levels, with level 1 being the most basic and
level 10 being the most advance.
It is a quality assurance framework that organizes
qualifications according to a series of levels of knowledge,
skills, and aptitude.
(Welding) (Level 2 – Welding assistance)
(Level 5 – Welding machine setter
(Level 3 - welding technician) master)
The National Skills Qualification Framework
(NSQF) is a framework that describes the levels of
knowledge, skills, and abilities required to perform a
particular job or occupation in India.
It has 10 levels, with level 1 being the most basic and
level 10 being the most advance.
It is a quality assurance framework that organizes
qualifications according to a series of levels of knowledge,
skills, and aptitude.
According to the National Skills Qualifications Framework (NSQF),
An undergraduate B.Voc. degree programme requires completion of 180 credits of course work
The credits are divided into two components: skill component and general education component.
The skill component accounts for 60% of the total credits, while the general education component accounts for
40% of the total credits
The skill component is based on the National Occupational Standards (NOS) and the Qualification Packs
(QP) developed by the Sector Skill Councils (SSCs) in different industry sectors.
The credits regarding skill component will be awarded in terms of NSQF level
NSQF level 4 certificate - 30 credits
NSQF level 5 certificate - 60 credits
NSQF level 6 certificate - 120 credits
NSQF level 7 certificate - 180 credits
As per the National Skills Qualifications Framework (NSQF), an
undergraduate B.Voc. degree programme requires completion of how
many credits of course work?
A. 60 Credits
B. 80 Credits
C. 120 Credits
D. 180 Credits
As per the National Skills Qualifications Framework (NSQF), an
undergraduate B.Voc. degree programme requires completion of how
many credits of course work?
A. 60 Credits
B. 80 Credits
C. 120 Credits
D. 180 Credits
In the context of vocational education, competency level 9 as per
NSQF, is equivalent to:
A . Doctorate Degree
B. Undergraduate Degree
C. Diploma
D. Master Degree
The National Skills Qualification Framework
(NSQF) is a framework that describes the levels of
knowledge, skills, and abilities required to perform a
particular job or occupation in India.
It has 10 levels, with level 1 being the most basic and
level 10 being the most advance.
It is a quality assurance framework that organizes
qualifications according to a series of levels of knowledge,
skills, and aptitude.
In the context of vocational education, competency level 9 as per
NSQF, is equivalent to:
A . Doctorate Degree
B. Undergraduate Degree
C. Diploma
D. Master Degree
A programme of the Ministry of Skill Development called Skill Acquisition and
Knowledge Awareness for Livelihood Promotion ("SANKALP")
It seeks to increase the quality and quantity of short-term skill training SANKALP
was introduced on January 19th, 2018, and it will exist till March 2023.
The Outcomes Framework and Disbursement Linked Indicators (DLIs)
Strengthening institutional mechanisms for skill development at national, state and
district levels
The acronym 'SANKALP', introduced by the Ministry of Skill Development and
Entrepreneurship, stands for:
1. Skill Awareness and Knowledge Assessment of Livelihood Promotion
2. Skill Addition and Knowledge Assessment of Livelihood Promotion
3. Skill Acquisition and Knowledge Awareness of Livelihood Promotion
4. Skill Attainment and Knowledge Awareness of Livelihood Promotion
The acronym 'SANKALP', introduced by the Ministry of Skill Development and
Entrepreneurship, stands for:
1. Skill Awareness and Knowledge Assessment of Livelihood Promotion
2. Skill Addition and Knowledge Assessment of Livelihood Promotion
3. Skill Acquisition and Knowledge Awareness of Livelihood Promotion
4. Skill Attainment and Knowledge Awareness of Livelihood Promotion
National Institutional Ranking Framework (NIRF) is a methodology of ranking higher
education institutions based on certain quality parameters by the Ministry of Education.
The National Institutional Ranking Framework is compiled by the Ministry of Human Resource Development.
It was launched on 29th September 2015.
Broad Parameters:
Teaching, Learning, and Resources.
Research and Professional Practices.
Graduation Outcomes.
Outreach and Inclusivity.
Peer Perception.
It covers overall Universities, Engineering, Management, Pharmacy, Medical, Architecture, Law colleges
under its ambit.
NIRF India Ranking 2023:
Overall Category Indian Institute of Technology Madras
Indian Institute of Science
Indian Institute of Technology Delhi
University Category Indian Institute of Science
Jawaharlal Nehru University
Jamia Millia Islamia
Engineering Category Indian Institute of Technology Madras
Indian Institute of Technology Delhi
Indian Institute of Technology Bombay
Management Category Indian Institute of Management Ahmedabad
Indian Institute of Management Bangalore
Indian Institute of Management Kozhikode
Pharmacy Discipline National Institute of Pharmaceutical Education
and Research Hyderabad
Jamia Hamdard
Birla Institute of Technology & Science –Pilani
NIRF India Ranking 2020:
Colleges Category Miranda House
Hindu College
Presidency College
Medical Discipline All India Institute of Medical Sciences, Delhi
Post Graduate Institute of Medical Education
and Research
Christian Medical College
Law Discipline National Law School of India University
National Law University
Nalsar University of Law
Architecture Discipline Indian Institute of Technology Roorkee
National Institute of Technology Calicut
Indian Institute of Technology Kharagpur
PARAMETER
Objectives:
Identify & capture all the institutions of higher learning in the country
Collect the data from all the higher education institutions on various aspects of higher
Education
AISHE 2020-21 Online Data Collection: It filled data using entirely online data
collection platform through the Web Data Capture Format (DCF).
DCF is developed by Department of Higher Education through the National Informatics
Centre (NIC).
All India Survey on Higher Education (AISHE)
• Background: The Education Ministry has been conducting All India Survey on Higher
Education (AISHE) since 2010
• Coverage: AISHE Report 2022 covers all higher educational institutions located in
Indian Territory and imparting higher education in the country.
• Parameters Used: The AISHE survey collects detailed information on different
parameters such as student enrolment, teacher's data, infrastructural information,
financial information etc.
AISHE
This Report provides key performance indicators on the current status Of Higher
Education in the country.
It is the 11th in the series of AISHE released annually by the Department of Higher
Education.
The Department of Higher Education, under the Ministry of Education, has taken
several measures to improve the overall development of the Higher Education sector,
both in terms of policy and planning.
Block IA: Basic Information Of the University
Block 1B: Details Of Regional Centres Attached with Open/ Dual mode University
Block IC: Details of Faculty/ Department-wise Programmes offered by the University
Block ID: Staff Information — Teaching & Non Teaching
Block IE: Student Enrolment
Block IF: Examination Results
Block IG: Financial Information
Block IH: Infrastructure Related Information
Block 11: Scholarships, Loans & Accreditation
Block IJ: Remarks
The Ministry of Education, Government of India has
released All India Survey on Higher Education
(AISHE) 2020-2021, which showed a 7.5% increase in
student enrolments across the country compared to
2019-20.
STUDENT ENROLLMENT IN HIGHER EDUCATION
Total enrolment in higher education has increased to nearly 4.13 crore in 2020-21
from 3.85 crore in 2019-20 (increase of 28.80 Lakh).
The top 6 States in terms of Student Enrolment are Uttar Pradesh, Maharashtra,
Tamil Nadu, Madhya Pradesh, Karnataka and Rajasthan.
In the year 2020-21 , Gross Enrolment Ratio (GER) in higher education for age
group 18-23 years has increased by 2 points to 27.3, as compared to 25.6 in
2019-20.
Number Of Institutions
The number of Universities has increased by 70 during 2020-21, to 1,113 in 2020-21
from 1,043 in 2019-20.
Out of 1113 Universities, 657 are Government managed (Central Government: 235,
State Government: 422), 10 are Private Deemed (aided), and 446 are Private (Unaided).
FOREIGN STUDENTS
The foreign students have come from 163 different countries.
In 2020-21, highest share of foreign students are from Nepal (28.26%), followed
by Afghanistan (8.49%), Bangladesh (5.72%), Bhutan (3.8%), Sudan (3.33%) and
United States (5.12%).
(QUACQUARELLI SYMONDS)
Academic Reputation
International Faculty Ratio/
International Student Ratio
Citations per faculty
Employer Reputation
Faculty/Student Ratio
QS World University
Rankings
QS Global MBA
Rankings
QS World University QS Business Masters
Rankings by Subject
Rankings
QS Sustainability QS International Trade
Rankings Rankings
QS Graduate
QS University
Employability
Rankings by Region
Rankings
QS Best Student QS Stars Rating
Cities System
Employment International
Sustainability research
outcomes network
Research Quality
Teaching Quality
Graduate Employability
University Infrastructure
Internationalization
Innovation and knowledge transfer
Special criteria for specific subjects
Massachusetts
Institute of
Technology, MIT
The Times Higher
Education Supplement
(THES)
1,799 universities across
104 countries and regions,
World University Rankings
Business & Economics Rankings
Computer Science Rankings
Engineering & Technology Rankings
ENGINEERING AND TECHNOLOGY
30%
Teaching
30% Research
27.5 Citations
7.5%
International outlook
5% Industry Income
30% Teaching
30% Research
27.5% Citations
7.5% International Outlook
5% Industty Income
30.9% Teaching
32.6% Research
25% Citations
9%
International Outlook
2.5% Industty Income
Academic Ranking Of World Universities (ARWU), also known as Shanghai
Ranking, is an annual publication of university rankings by Shanghai Ranking
Consultancy. The league table was originally compiled and issued by
Shanghai Jiaotong University in 2003,
Shanghai Ranking based on:
• The number of alumni and staff who accomplish Nobel Prizes and Fields
Medals
• The number of well-voiced researchers selected by Clarivate Analytics
• The number of articles issued in journals of Nature and Science
• The number of articles tabulated in the Science Citation Index i.e., Expanded
and Social Sciences Citation Index
• Per capita performance of the institution
Which among the following is not related to the ranking of World Universities?
1. Times higher ranking
2. QS ranking
3. Madrid ranking
4. Shanghai ranking
Which among the following is not related to the ranking of World Universities?
1. Times higher ranking
2. QS ranking
3. Madrid ranking
4. Shanghai ranking
