An un-aided pioneer minority institution of fellows of Saabarmati Ashram of Gandhiji & Jamiat Ulema Hind since British imperialism and an integral part of Non-Violent struggle by the patriotic scholars of JUH such as Qurbaan Ali(exiled for life to Kalapani punishment by C.G.Atkin) to protect and develop Bharat and to educate and empower the underprivileged class (women, SCs, STs, Minorities) so as to streamline them into the mainstream. Mother Teresa was honored by JUH for Dukhtar-E-Hind. JUH is the mother institution among all Jamia Urdu of India as it educates and trains up to the research in Urdu language and literature of National Importance.
SAAKSHAR BHARAT AWARD BY THE PRESIDENT OF INDIA:
OUR RELIABLE LITERACY CAMPAIGN IN THE MOST BACKWARD AREA (AJNIJANA DUMRIPRORA) BY JUH FOR THE TROUBLE-FREE MASS EDUCATION AND THE REAL EMPOWERMENT AT THE GRASS ROOT LEVEL TO THE UNDERPRIVILEGED CLASS ESPECIALLY AMONG WOMEN, SCs, STs & MINORITIES HAS BEEN AWARDED BY THE PRESIDENT OF INDIA! Ref: RNM/DS/SA/HSN (ILD C)-13/9/8 of NLMA, MHRD, GOVT OF INDIA.
JAI BHARATJAI HIND:JAMIA URDU HIND(JUH)
Jamia Urdu Hind is an un-aided State’s Madarsa-Tul-Oloom designed and established for research in Urdu language and literature of national importance since British imperialism to educates those who are not educated with the mainstreams and is established in such a locality of Raigarh, Solapur, Murshidabad, Mehzurnagar, Azimabad, Viratnagar etc which has the highest number of rickshaw-puller and public below poverty line (BPL) in the country where the condition of the people is worse than SC/ST because average life-span is ~52 years and infant mortality is highest in the world. More than 43 % children never see the school in their life and 37% women use single Saari in a year. AIDS, TB, Leprosy and STDs are pandemic as if the area has encountered the aftermath of the World-War II. People are deprived of electricity & road even after 65 years of independence. Basic needs of common people are never fulfilled by the resource available/ supplied by the administrations.
Problems Can Not Be Solved At The Same Level Of Awareness That Created Them (Albert Einstein)
Could a community that ruled India for over 950 years and belonged to a privileged class even during British Raj, becomes socially handicapped. This now encounters the worst conditions (worse than SC/ST) in their own land as per Sachhar Committee Report and urgently needs emergency educational support to achieve 100% literacy so as to make India a developed nation (BP Singhal, MP, Ex-DG, IPS).
Education is the most powerful weapon which one can use to change the world that can solve all the problems in the present scenario from the face of the region because JUH enrolls the students by literacy campaign to those children who are supposed never to see the schools in their life.
The courses of JUH based on CBSE/State Madarsa Board/NCERT/NIOS/UGC syllabus, have been framed to study the contribution of Urdu in the reformation of the motherland and to educate girls of marginalized section since Dark Age of British Imperialism. JUH is meant for Research in Urdu Language of National Importance since Non-Violent Struggle against British Imperialism by the Patriotic Organization of Scholars run by fellows of Sabarmati Ashram of MK Gandhi and Jamiat Ulema-i-Hind. JUH has 4.7 acres land with Library & Classrooms and is the heritage of Indo-Urdu Culture comprising of Kosi-Kaabur Culture, Ganga-Jamna Culture, Deccan Culture, Oriental/Indo-Arab Culture of India, cultivating strong civic sense of the highest democratic importance, equally important for both Urdu-Speaking Community and Non-Urdu-Speaking Community.
Dar Dar Bhatak Rahi Hai Magar Dar Nahin Mila
Urdu Ko Apney Des Mein Hi Ek Ghar Nahin Mila
The above couplet rightly depicts the plight of Urdu which was born and nurtured here and eventually became a symbol of country’s composite culture. The language which gave us the slogans Inquilab Zindabad, and patriotic songs like Sare Jahan Se Achcha Hindostan Hamara and Sarfaroshi Ki Tamanna Ab Hamare Dil Mein Hai during the freedom struggle, became alien in its own land after independence as it became the official language of Pakistan, our sworn enemy. Unfortunately, vested interests dubbed it as the language of Muslims only, conveniently forgetting the contributions of Brij Narain ‘Chakbast’, Daya Shankar ‘Naseem’, Prem Chand, Ratan Nath ‘Sarshar’, Raghupati Sahai ‘Firaq’ Gorakhpuri, Anand Narain ‘Mulla’, Krishna Bihari ‘Noor’, Gopi Chand Narang and hundreds of other Non-Muslim poets and writers.
Mazaa-jun Phool Jaisa, Hoslaa Guldaan Jaisa He
Ye Urdu He Ke Jiska Dil Bhi Hindustaan Jaisa He
Therefore, we magnetize you in achieving 100% literacy in India by this noble, kind and history making contribution towards minority education and literacy.
A civilization can be judged by the way it treats its minorities(Gandhiji): Ministry of Minority Affairs.
In order to strengthen the cause of the minorities, the United Nations promulgated the “Declaration on the Rights of Persons belonging to National or Ethnic, Religious and Linguistic Minorities” on 18th December (Minorities Rights Day) 1992 proclaiming that: “States shall protect the existence of the National or Ethnic, Cultural, Religious and Linguistic identity of minorities within their respective territories and encourage conditions for the promotion of that identity.” (National Commission for Minorities, Govt of India).
Govt Orders for JUH (State’s Madrasa Tuloloom) of Non-Formal Secular Minority Education under the Constitution from Ministries, Constitutional & Statutory Bodies (National Commission for Minorities & National Commissioner for Linguistic Minorities, Ministry of Minority Affairs, Govt of India), Legislative Bodies, National & State Commissions, Councils, Institutions, Supreme Court & High Courts:
NMCME, MHRD, Govt of India; MHRD, Govt of India: NPE 1968, 1986 & 1992 (Minority, Non-Formal Education).
Ministry of Social Justice & Empowerment, Govt. of India;
State Legislative Body, Govt. of Bihar.
National Minorities Education Commission, Govt. of India;
Prime Minister's Office, New Delhi.
Employment Exchange & Transport Office of State Govt
Minorities’ Commission, Govt of WB/Karnataka/Tamil Nadu (Gazettes on Minority Education).
Under Secretary to the Government of India, National Commission for Minorities, Govt. of India.
Ministry of PPG&P, Ministry of Minority Affairs, MHA & Ministry of Defense, Govt. of India.
Under Secretary, Government of Karnataka.
Minister for School Education, Directorate of Non-Formal & Adult Education, Citizen Charter, School Education Department, 2008, Govt of TN.
Periyar, Tamil Nadu Open, Alagappa, Anna, Prist, Annamalai Universities; MGU, MKU, KSOU, MSU, AMU (Bridge Course), IGNOU (BPP), MANUU (DDE), University of Agricultural Science, University of Madras & almost all Universities under UGC (Establishment & Maintenance of Standards in Private Universities) Regulations, 2003.
Directorate of Government Examination, AP &TN; Director of Higher Secondary Education, Kerala; Maharshtra State Board of Secondary & Higher Secondary Education; School Education Department (Secretariat), Tamil Nadu Public Service Commission, Directorate of School Education & Directorate of College Education (TN) (Under Process).
West Bengal Minorities’ Commission.
Ministry of Labour/ Minority Commission/Education/MLC, Govt of Karnataka.
Under Secretary to the Government of India, National Commission for Minorities.
West Bengal Board of Madarsah Education (Under Process).
Maharashtra Board of Secondary & Higher Secondary Education (Under Process).
Ministry of PPG&P, Govt of India (Under Process).
Resolution Adopted by the Provincial Education Ministers Conference of August 1949 & Approved by the Central Advisory Board of Education & Govt Of India (mother-tongue by private institution).
Constitutional Provisions for languages under Article 14-16, 29, 30,120,210,343-351 of the Constitution of India
Presidential Speech of Shri I. K. Gujaral, Union Minister of State for Works & Housing and Chairman of the Committee for Promotion of Urdu at its inaugural meeting at Vigyan Bhavan, New Delhi on 22.5.72 AT 4.00 P.M.( Urdu should get its due place).
Presidential Speech of Shri I. K. Gujaral, Union Minister of State for Works & Housing and Chairman of the Committee for Promotion of Urdu at its inaugural meeting at Vigyan Bhavan, New Delhi on 22.5.72 AT 4.00 P.M.( Urdu should get its due place).
Memorandum of safeguards for linguistic minorities issued by the Ministry of Home Affairs in 1956
Press Note Issued by the Ministry of Home Affairs, Govt of India on 14.7.58 Containing Statement on language (provisions for Urdu).
Inaugural address of Professor S. Nurul Hasan, Minister of Education, Social Welfare and Culture
at the first meeting of the Committee for Promotion of Urdu Held in New Delhi on 22.5.72.
Government of AP (Education Department) Memo No. 3843/A2/71-11 on 8-8-1972 (clarification of discrimination against Urdu).
Proceedings of the Director of Public Instruction, Govt of AP, RC No 4346/GI-2/71 on 16.12.71(Urdu for recruitment).
Education Department, G.O. Ms. No. 1800 on 22.10.71; Order By S. R. Ramamurthy, Secretary to Govt of AP(Urdu for recruitment).
Ministry of Law And Justice, Govt of India.
MHRD Vide Letter No. F. 23-1/2003-TS.III
Minister of Education, Govt of Victoria, Australia; Ministry of Education, Govt of India EM/27/2/52.
Ministry of Education & Cultural Affairs OM/72;Ministry of Education &Youth Affairs.
All India Congress Committee (AICC), 24 Akbar Road, ND, Vide Letter No AICC/7412.
Janta Dal (United)/JDU, 7, Jantar Mantar, New Delhi, Vide Letter No JDU/1310/4/12.
AMU Statutory Body (passed in Indian Parliament), Vide Letter No OM/2154/SU.
Bihar Pradesh Congress Committee, Vide Letter No OM/287/03/12/LR .
Anjuman Taraqqi-E-Urdu Hind, Karnataka, Vide Letter No ATU/2012-13/28412.
Tamil Nadu Open University, Vide Letter No F.No. TNOU/RTI/138/201
Annamalai University Vide Letter No F.No. PIO/517/2013
Periyar University Vide Letter No F.No. PU/RTI/601/2013
University of Agricultural Science, Karnataka RTIR No: 50/2931A
Alagappa University Vide Letter No F.No. A15/RTI/332/8208/2013
Karnataka State Women’s University Bijapur Vide L No: KSWUB/RPS/RTI/13-14/98
Madras University(State University) Off Com No:ERC/Equi/RTI/14/049
Mahatma Gandhi University, Kottyam Vide L No: Ac.D/3/547/RTI-A/13-14
US Department of Postsecondary Education(Director of International & Foreign Language Education)
Foreign Policy Advisor to the Prime Minister, London, Vide Letter No PAW/11/3.
Congress of the United States, Washington DC, USA, Vide Letter No NUTS/8/4/11.
Ministry of Minority Affairs, Govt of India Dated 24/7/14& 16/7/14; 22/7/14; 22/7/14 for Social and Educational Uplift of Minorities (To preserve Traditional Ancestral Arts/Crafts and rich heritage of minorities under over all context of Indian culture & to bridge the academic and skill development gaps of the Deeni Madrasa pass-outs with their main stream counterparts); Multi-Sectoral Development Programme for Minorities; Allocation of Fund for Development of Minorities; Policy for Welfare of Minorities.
MHRD, Govt of India Dated 30/7/14 16:19 IST/PIB; 30/7/14 18:53 IST/PIB for Decrease in out of School Children (to attend bridge courses for eventually mainstreaming into schools) & National Madarsa Modernization Programme.
H.Q. Office of the Commissioner for Linguistic Minorities, Ministry of Minority Affairs, Government of India
Vide Letter No.Investigation/Bihar/2014-438.
Minister for School Education, Directorate of Non-Formal & Adult Education, Citizen Charter, School Education Department,2008, Govt of TN.
Employment Exchange for Registration in Tiruvallur Vide Letter No. 1/1697/2014.
State Minority Commission to the Director, School Education Department, Chennai-600006 Vide Letter No. 1/250/2014.
Directorate of College Education(PIO) to PIO of Directorate of School Education Vide Letter No.12896/2/2014-1.
Directorate of College Education(PIO) to PIO, Directorate of School Education, Chennai Vide Letter No.12896/2/2014-2.
Joint Secretary, UGC, Bahadur Shah Zafar Marg, New Delhi-110002 vide D.O.No. 14-3/2007 (CPP-II) of UGC & F.No. 8-3/2007-MC of MHRD, Department of Higher Education, Minority Cell, Government of India.
Ministry of Education, Govt of Punjab Vide Letter No 1830/EM.
Ministry of HRD, Govt of India Vide Letter No 8-3/2007MC.
Secretary of Education Arne Duncan, Department of Education, USA
Ministry of Minority Affairs, Govt of India
Vice-President Secretariat, Under Secretary, Govt of India
Advocate, High Court, Calcutta
Councilor, BBMP, Banglore.
NIOS Vide Letter No.21-16/2012/NIOS/SSS/ADM (Under Process).
NIOS, Equivalency of the Courses offered by traditional Muslim Institution.
Deputy Director (E) Governs, Public Information Officer
Proceedings of the Public Information Officer, Chennei-6. K.Dis.No. 300381/K/S2/2014.
(((Govt Order No 115, Public (Defence). 29/1/1965.
Copy of GO Ms No 341, Education and Public Health Department, dated 14.2.1961.
Abstract: Education-Ministerial Committee of the Southern Zonal Council to Safeguards for Linguistic Minorities- Meeting held at Ootnenmund in May 1960 – Recommendations – Order passed.
G.O. No. 266, Education, dated 7th February 1948.
G.O. No. 2125, Education, dated 2nd July 1949.
G.O. No. 1036, Education, dated 19th April 1957.
From the Director of Public Instruction, Ref. Re. No. 1290, K, K3/60, dated 20th August 1960.
By Order of the Governor (T.P. Kothandaraman, Deputy Secretary to Goverment).
G.O. No. 455, Public (Partition) Department, dated the 14th March 1961. (Linguistic Minorities-Safeguards- Use of minority languages for official purposes- specification of areas- Orders issued.)
Memorundum No. 660/58-24, Public (Partition), dated 7th January 1961.
By Order of the Governor (R.A. Gopalaswami, Chief Secretary).)))
By Order of the Governor (Sir T.G.Rutherford), C.G.Atkin (Manager, Dowlatpore Agricultural Concern).
South East Central Railway No P-HQ/Ruling/Recruitment/224/10908 Estt Rule No 176/2010.
Railway Board, Ministry of Railways, Govt of India No. E(NG)-II/2003/RR-1/36. RBE No.128/2010;No.TCII/2910/99/Metro; No.TCII/2010/09/Madrasa students
MHRD, GOI, Deptt of School Education and Literacy Vide FNo.1-4/2011-VE. Deptt of Higher Education, Minority Cell F.No.6-2/2012-MC.
Lok Sabha Secretariat Vide F. No. 32/RN/Ref./December/2013.
Ministry of Minority Affairs, Rajya Sabha, Unstarred Question No 414 to be answered on 13/8/12.
Assistant Educational Advisor(Adult Education&CPIO), Department of School Education & Literacy, MHRD, Govt of India Vide F.No. 15-3/2014. AE-2 to the Director NCPUL of MHRD, Govt of India.
NCPUL of MHRD, Govt of India Vide F.No. 10-1/204/Coord-RTI/NCPUL.
Additional Secretary, Deptt of Defence, Ministry of Defence for religious teachers in the army Vide D.O.No. 12(3)/9 D(AG) and Letter No. 5248/500/90 and A/09893/P/Org2(MP) (a).
Prof S.K.Thakur of NCTE to Shri M.M.Jha, Secretary (Primary & Adult Edn), Govt of Bihar, New Secretariat, Patna-800015 Vide D.O.No. 49-6/NCTE (N&S). (To grant recognition by the states after NCTE approval).
Secretary, Maharshtra State Board of Secondary & Higher Secondary Education, Pune Vide Letter No.S.B./Research/Equivalency/70 (Under Process).
CM Dr J. Mishra on Minority Education by Madrasa & Urdu.
Ministry of Culture, Govt of India Vide F. No.9/59/2013-Akademi (Under Process).
Punjab School Education Board Vide Letter No.1900/AP (Under Process).
Minister of Education, Education Department, Govt of Punjab Vide Letter No 1830/EM
Minister of State, Ministry of HRD, Govt of India.
Special Secretary to Govt (Protocol), General Administration Deptt, A.P. Secretariat, Hydrabad Vide G.No.10594/NRI/2014 and Section Officer(Attestation), C.P.V. Division, Ministry of External Affairs, Govt of India.
Nadwatululema, Lucknow recommended for girls education.
Embassy, United Arab Emirates.
Minister of Education, Govt of Bihar Vide Letter No.2117 to Principal Secretary Vide Ref No.16646 then Ref No. 2189 (Under Process).
Muslim Educational, Social and Cultural Organization, Hydrabad.
Under Secretary to Tamil Nadu Public Service Commission Vide Memo No. 650/RID3/RND-D3/2014(Under Process).
PIO-Cum- Deputy Director(Admn) to the Joint Director(SE), Dte. Of School Edn
Vide Letter No. Endt.No.13421/DSE/Estt-1/D-7/14.(Under Process).
Office of the Director of Higher Secondary Education,
Housing Board Buildings, Shantinagar vide letter No. Acd/Spc(1)/6896/2014/HSE.
Director of School Education, Dte of School Edn, Punducherry Vide Letter No. 40/DSE/HSW/E-1/RTI/2014.
Under Secretary to the Government & PIO, School Education Department, Secretariat, Chennei-9 Vide Letter No. 22786/GE 1/2014-1 and 22786/GE1/2014-2 to the Joint Director & PIO, Directorate of Government Examination, Chennei-600006.
Government of Andhra Pradesh, Transport Department to the Deputy Education Officer, Vijayawada.
Tamilnadu Government Transport Department, Madurai to Transportation Department, Secretariat, Chennai-600009 Vide Letter No. 4471/2014.
Transport Department, RTO, Ernakulam and RTO, Civil Station, Kakkanad; Transport Department, RTO, Thiruvanantapuram; Transport Department, RTO-Tiruvannamalai, Tamilnadu, Circular 8.
RTO Thiruvanathapuram Vide Letter No. K5/1149/T/2014
State PIO & Senior Superintendent, Transport Commissionerate, Keralam Tras Towers, Thiruvanathapuram Vide Letter No.C1/11203/TC2014.
PRO/P.A. to RTO, Dharmapuri Vide Letter No. RTI Act 2005/10823/B3.
Transport Department, RTO, Mettupalayam; Transport Department, RTO, Salem (West); Transport Department, RTO, Tiruchengode.
Transportation Department, Secretariat, Chennai-600009 to Tamilnadu Government Transport Department, Madurai Vide Letter No. 39837/3/2014.
Prist University for regular B.Tech.
Anna University, Chennei.
Karnataka State Women’s University Vide Letter No. KSWUB/RPS/RTI/2013-14/98 (Under Process).
Tumkur University Vide Letter No. TU:AC:RTI-06:2013-14/4114 (Under Process).
University of Calicut Vide Letter No.EQ&MG/RTI-2013 and EQ&MG/RTI-2014 (Under Process).
MS University for graduation.
University of Kerala Vide Letter No.PRO/PIO/RTI/1040/2014 (Under Process).
Dr CV Raman University Vide Letter No.783 (Under Process).
Mahatma Gandhi University Vide Letter No.Ac.D/3/547/RTI-A/2013-14 (Under Process).
Sree Sankaracharya University of sanskrit to the Under Secretary to the Govt & State PIO, Higher Education(B) Department, Government of Kerala Vide Letter No.PIO/Admn/25-14/SSUS/2013.
IGNOU Vide Letter No. IG/SRD/RTI-1347/14/234 for BPP.
MANUU Vide Letter No. MANUU/CPIO/F.5/2014/151 for DDE.
AMU Aligarh Vide D.No.104/BC and Acad/D-32/CPIO for Graduates of Deeni Madaris.
Osmania University to Secretary, Board of Intermediate Education, Govt of AP Vide Letter No. MR-516/L/RTI/Acad/2014 (Under Process).
Jamia Millia Islamia Vide Letter No.AC-5/(34)/2014 and CPIO/RTI/14-15/07 (Under Process).
Islamic University of Science and Technology Vide Letter No.IUST/REG/JUH/14-139-Acd (Under Process).
Jadavpur University Calcutta Vide Letter No.JUSL/RTI/18(I)/14 (Under Process).
KSOU Vide Letter No.KSOU/DPA/2013-14 for Dip in Engineering.
Madurai Kamaraj University (Statutory University) Vide Letter No.RTI/Info/PIO/354/2013.
University odf Madras (One of the oldest university of India/State University) Vide Letter No.ERC/Equi/RTI/2014/208.
Kannur University Vide Letter No.KU/SPIO/RTI/1771-1780(i) (Under Process).
Aliah University (UGC approved autonomous University under D/o Minority Affairs & Madrasah Education, Govt of WB) Vide Memo No. AU/REG/0300/14.
Jamia Hamdard (Deemed University, NAAC A) Vide Ref. No.JH/LC/RTI-496/2014 (Under Process).
J&K State Board of School Education Regulations, 1992 (Ref: Pages 67-68,184,199 & 211)
Indian Imstitute of Banglore
Swami Rama Himalayan University
Ramakrishna Missission Vivekananda University
Calcutta Girls BT College, Calcutta University
F. No. 56-1/2004/NCTE/N &S; F. NRC/NCTE/Misc/2008/55730; No 46/4/2010-EE-10; NCTE/F-27/99/1104;
NCTE/91 Regional Meet 20-21.5.2005
Supreme Court of India
Eleven Judges Bench in T.M.A. Pai Foundation vs. Karnataka State (2002) 8 SCC 481.
Ishwar Singh Bindra vs. State of UP AIR 1968 SC 140.
Azeez Basha vs. Union of India AIR 1968 SC 662.
AP Christian Medical Association vs. Govt of AP, AIR 1986 SC 1490.
St. Xavier's College, Ahmedabad vs. State of Gujarat 1974 (1) SCC 717.
State of Himachal Pradesh vs. Parasram AIR SCW 373.
Brahmo Samaj Education Society vs. State of West Bengal (2004) 6 SCC 224.
Malankara Syrian Catholic College vs. T. Jose 2007 AIR SCW 132.
D.A.V. College vs.State of Punjab AIR 1971 SC 1731.
Hyderabad Asbestos Cement Product vs. Union of India 2000 (1) SCC 426.
MCD of Delhi vs. Tek Chand Bhatia AIR 1980 SC 360.
P.A. Inamdar vs. State of Maharashtra( Up to undergraduate level, the minority unaided educational institutions enjoy total freedom).Milli Talimi Mission Bihar & ors. vs. State of Bihar & ors. 1984 (4) SCC 500, the SC has clearly recognized that running a minority institution is also as fundamental and important as other rights conferred on the citizens of the country. If the State Government declines to grant recognition or a university refuses to grant affiliation to a minority educational institution without just and sufficient grounds, the direct consequence would be to destroy the very existence of the institution itself. Thus, refusal to grant recognition or affiliation by the statutory authorities without just and sufficient grounds amounts to violation of the right guaranteed under Article 30(1) of the Constitution.
J.P.Unni Krishnan Vs Andhra Pradesh(Ref: AIR 1993 SC-2178), Voluntary Institutions have the right to spread education & issue Certificates for Degree/Diploma.
UGC and AIU
The Memorandum No. 3-1/78/CP dated 12.10.1981, the UGC has directed all universities that while framing their statutes/ ordinances/ regulations, they should ensure that these do not infringe with Article 30(1) of the Constitution relating to administration of minority educational institutions.
UGC Regulations, 1985.
UGC Letter No. F. 1-117/83(CPP) 30.05.1986 & D.O.No.F. 1-117/83(CPP) 2.1.1986.
Joint Secretary and Under Secretary of UGC Vide UGC Circular F1-8/92(CPP);
UGC Letter F1 No-52/2000(CPP-II) and UGC Circular F1-25/93(CPP-II). Director UGC Vide F.No. UGC/DEB/2013.
UGC document on the XI plan profile of higher education in India states that “The only safe and better way to improve the quality of undergraduate education is in the delinking of most of the colleges from the affiliating structure. Colleges with academic and operative freedom are doing better and have more credibility. The financial support to such colleges boosts the concept of Autonomy.”
Association of Indian Universities Vide Letter No EV/II(449)/94/176915-177115 & EV/II(21)/2014
TKVTSS Medical Educational & Charitable Trust vs. State of Tamil Nadu AIR 2002 Madras 42. "If any entity is once declared as minority entitling to the rights envisaged under Article 30(1) of the Constitution of India, unless there is fundamental change of circumstances or suppression of facts the Government has no power to take away that cherished constitutional right which is a fundamental right and that too, by an ordinary letter without being preceded by a fair hearing in conformity with the principles of natural justice." The right to choose medium of instruction of their choice is a fundamental right guaranteed under Articles 19(1) (a) (g), 21, 26, 29(1) and 30(1) of the Constitution (Karnataka High Court).
Acts & Rules
Sec. 2 (f ) of the Central Educational Institutions Act, 2006.
NCMEI Act, 2004. Human Rights Protection Act 1993.
Planning Commission, Govt of India (R.No. BR/2012/0055903).
Constitutional Provisions by the Govt. of India in respect of languages under Article 14-16, 19(1), 21, 29, 30, 45, 46, 120, 210, 343-351 of the Constitution of India be opted by JUH for Assamese, Bengali, Telugu, Kashmiri, Kannada, Marathi, Malayalam, Oriya, Punjabi, Tamil, Guajarati, Nepali, Arabic, Persian, Urdu and Sanskrit.
The list of the Institutions & Universities where students of Jamia Urdu Hind have got the opportunities for higher education and employment…
|Assam Kaziranga University|
|University of Petroleum and Energy Studies|
|Assam Don Bosco University|
|Assam Down Town University|
|Dr. C.V. Raman University|
|Maharishi University of Management & Technology|
|AURO University of Hospitality & Management|
|Charotar University of Science & Technology|
|Calrox Teacher’s University|
|Dhirubhai Ambani Institute of Information and Communication Technology|
|Kadi Sarva Vishwavidyalaya|
|Nirma University of Science & Technology|
|Pandit Deendayal petroleum University|
|UKA Tarsadia University|
|Maharishi Markandeshwar University|
|O.P. Jindal Global University|
|Apeejay Stya University|
|Bharat Shipping Limited|
|Baba Mast Nath University|
|Career Point University|
|I.E.C. (India Education Centre) University|
|Maharishi Markandeshwar University|
|Chitkara University HIMUDA Education|
|Jaypee University of Information Technology|
|Eternal University Baru Sahib|
|Shoolini University of Biotechnology and Management Sciences|
|Indus International Uniersity|
|Manav Bharti University|
|Baddi University of Emerging Sciences & Technology|
|Sri Sai University|
|The Xevier’s Institute of Business Management Studies|
|Jharkhand Rai University|
|Sai Nath University|
|Azim Premji University|
|Jet Sky Maritime Academy|
|Jaypee University of Engineering & Technology|
|Swami Vivekananda University|
|Martin Luther Christian University|
|Techno Global University|
|All India Urdu Taleem Ghar, Lucknow|
|University of Science & Technology|
|William Carey University|
|Mahatama Gandhi University|
|University of Technology & Management|
|Orissa University of Agriculture & Technology|
|The Global Open University|
|Centurion University of Technology & Management|
|Sri Sri University|
|Guru Kashi University|
|Shri Guru Granth Sahib World University|
|Lovely Professional University|
|Jaipur National University|
|Jodhpur National University|
|Jyoti Vidhapeeth Women’s University|
|Mahatma Jyoti Rao Phoole University|
|Shri Jagdish Prasad Jhabarmal Tibrewala University|
|Sri Padmapat Singhania University|
|Suresh Gyan Vihar University|
|Karnataka State Women’s University|
|Dr K N Modi University|
|Manipal University Jaipur|
|JK Lakshmipat University|
|Manav Bharti University|
|Maharaj Vinayak Global University|
|University of Engineering & Management|
|Career Point University|
|Pacific Academy of Higher Education & Research|
|Central University of Jharkhand|
|Sikkim Manipal University of Health Medical & Technology Science|
|Vinayaka Missions Sikkim University|
|Jagadgura Rambhadracharya Handicapped University|
|Mohammad Ali Jauhar University|
|Teerthanker Mahaveer University|
|Swami Vivekananda Subharti University|
|G L A University|
|Shiv Nadar University|
|Babu Banarasi Das University|
|Shri Venkateshwara University|
|Noida International University|
|Graphic Era Parvatiya Vishwavidyalaya|
|Dev Sanakrit Vishwavidyalaya|
|Himgiri Nabh University|
|Institute of Chartered Financial Analysts of India (ICFAI)|
|University of Petroleum and Energy Studies|
|University of Patanjali|
|St Peter’s University|
|University of Kerala|
|IASE Deemed University|
|Adikavi Mannaya University|
|KK Sanskrit University|
|Tata Institute of Social Science|
|Guru Nanak Dev University|
|Indian Veterinary Research Institute|
|Indian Institute of Foreign Trade|
|Central Institute of Fisheries Education|
|University of Kalyani|
|ITI Industrial Training Institute|
|National Institute of Alternative Medicine Systems|
|The English & Foreign Languages University|
|Rajiv Gandhi University|
|Central University of Rajasthan|
|Punjab University, Chandigarh|
|Collector Office, State Government|
|AMEI, Jyotish Academy, Kerala|
These are the list of the institutions & universities where students of Jamia Urdu Hind have got the opportunities for higher education and employment…Supreme Court approves Urdu as second official language of UP PTI [ Updated 04 Sep 2014, 21:29:17 ]. http://www.indiatvnews.com/news/india/supreme-court-approves-urdu-as-second-official-language-of-up-41397.html The Supreme Court today put its stamp of approval over decision to declare Urdu as second official language in Uttar Pradesh, saying language laws of the country are not rigid but accommodative to secure the object of linguistic secularism. A five-judge bench headed by Chief Justice R M Lodha ruled that nothing in constitution bars a state government to declare one or more of languages used in the State, in addition to Hindi, as the second official language. It upheld Uttar Pradesh Official Language (Amendment) Act, 1989 by which Urdu was adopted as second official language of the state. “Nothing in Article 345(Official language or languages of a State), in our view, bars declaring one or more of the languages in use in the State, in addition to Hindi, as the second official language,” the bench also comprising justices Dipak Misra, Madan B Lokur, Kurian Joseph and S A Bobde, said. “It is said that law and language are both organic in their mode of development. Delhi, WB, Bihar etc has adopted Urdu as other officially recognized languages in addition to Hindi. Minister of State Human Resource Development, Government of India New Delhi-110001 Dear Mr. Rahman, Thank you for sending me the details and the work done by your institution. I appreciate the work being done by Jamia Urdu Hind for research in Urdu Language of National Importance such as Inquilab Zindabad etc and also, the following courses are approved for education in India: Takhassus/Research in Urdu Language of National Importance. Fazil(PG), Kamil(UG), Adeeb(10th), Mahir(12th), Moallim/UTC/Urdu Teaching Certificate, Dars-E-Hifz and Vocational Courses. With best wishes to the work of the institution. Sd/ ADVOCATE HIGH COURT, CALCUTTA C/O. CHAUBEY & COMPANY ————————————————————————————————————- Endorsement for Deed No 00087 To, The Registrar of State’s Madrasa Tuloloom (Jamia Urdu Hind). Subject:For recognition of the examination conducted by State’s Madrasa Tuloloom (Jamia Urdu Hind). Esteemed Sir/Madam, I have the honour inviting your kind attention on the noted subject that the student passing out Urdu Courses can be eligible for the education/employment. Non-Formal Education is the answer to rural illiteracy and ignorance. It is a sharp weapon against Child Labour and keeps working Children in school. Madrasa Education is the Largest Non-Formal Education Network all over India. 14% literacy to India is contributed by more than 50000 un-aided Madrasas. So, State’s Madrasa Tuloloom (Jamia Urdu Hind) is approved and promoted under Article 29 & 30 of Constitution and References of the Govt (given below) so that the minority students will be able to have employment opportunities and also can pursue further education so as to attain 100% literacy in India as non-formal and informal education after recognition of Madrasa is transformed and translated into formal education. To educate those who are not educated in the mainstream is the most patriotic action of mankind of all times. Jamia Urdu Hind (JUH) is a pioneer educational centre to impart education to the deprived classes of India. It is catering the educational needs of the section of India citizenry which cannot afford costly education. It successfully conducts its examinations on oriental pattern every year in its institutions. It is a standalone organization in pursuance of National Policy on Education 1986 by the MHRD, Govt of India to provide a quantum of Non Formal Secular Minority Education such as vocational, life enrichment and community oriented courses besides general and academic courses from elementary Urdu to research in Urdu Language of National Importance: Adeeb(10th), Mahir(10+2), Kamil(UG), Fazil(PG), Takhassus(D.Lit/Research in Urdu Language & Literature of National Importance), Moallim (Urdu Teacher’s Training for Urdu Teaching Certificate/UTC), Vocational Courses (Certificate/Diploma) & Dars-E-Hifz. Govt Orders for JUH (State’s Madrasa Tuloloom) / Urdu/ Minority Education/ Non-Formal Education under the Constitution are from Ministries, Constitutional & Statutory Bodies, Legislative Bodies, National & State Commissions, Gazettes, Councils, Institutions/Universities /Boards, Supreme Court & High Courts. JUH is approved for employment under Central/State Govt/ UT Administration and for education in Indian Boards/Universities as it follows the guidelines and educational policy of State Madrasa Board since decades. It has been constituted to regulate elementary to higher education and vocational training (Under Self Employment Education Scheme) with the help of educational experts to educate women, tribes and minority through literacy campaign in the country and empowers the most deprived class to be in the nation’s mainstream so that they can serve society with dignity effectively. It enjoys statutory status under Articles 29 & 30 of the Constitution 1950 working in India via its Knowledge Resource Centre. To educate the children of non-educated persons are tougher than that of educated persons hence Muslims are least educated minority community in the country as per Decoded Minority Report since British Imperialism. Madarsa has produced architecture of Taj Mahal, Lal Qila, Qutub Minar along with Abusena in medicine and Khaiyam in mathematics. If Muslims are not educated in the mainstream of nation building exercise, then very soon, minority community of Unrecognized Urdu Courses in India will be like Dinosaurs with Lal Qila, Qutub Minar, Jama Masjid, Taj Mahal as remnant for scientific research. In the past, Urdu has gathered a good deal of political dust, which it must shed in the interest of its health & growth. The basic problem of a language is educational, literary or administrative and if we confine ourselves to these spheres, we will discover that solutions become easier to find. Therefore, Minority institutions like State’s Madrasa Tuloloom (Jamia Urdu Hind) be recognized so as to win the battle of developed India because Education and Nation are incomplete without Urdu and like Hindi, Urdu is the thread of Bharat’s beaded necklace where all super power of the world is quit on the united front of Bharat. References: Report of the Standing Committee of the National Monitoring Committee for Minorities’ Education (NMCME), April 2013. Minority Cell, Deptt of Higher Education, MHRD, GoI, No.6-2/2012-MC & OM No.6-3/2007-MC. Supreme Court of India: NCMEI, Govt of India: Guidelines for determination of Minority Status, Recognition, Affiliation and related matters in respect of Minority Educational Institutions under the Constitution: Eleven Judges Bench in T.M.A. Pai Foundation vs. Karnataka State (2002) 8 SCC 481. Ishwar Singh Bindra vs. State of UP AIR 1968 SC 140. Azeez Basha vs. Union of India AIR 1968 SC 662. AP Christian Medical Association vs. Govt of AP, AIR 1986 SC 1490. St. Xavier’s College, Ahmedabad vs. State of Gujarat 1974 (1) SCC 717. State of Himachal Pradesh vs. Parasram AIR SCW 373. Brahmo Samaj Education Society vs. State of West Bengal (2004) 6 SCC 224. Malankara Syrian Catholic College vs. T. Jose 2007 AIR SCW 132. D.A.V. College vs.State of Punjab AIR 1971 SC 1731. Hyderabad Asbestos Cement Product vs. Union of India 2000 (1) SCC 426. MCD of Delhi vs. Tek Chand Bhatia AIR 1980 SC 360. Milli Talimi Mission Bihar & ors. vs. State of Bihar & ors. 1984 (4) SCC 500, J.P.Unni Krishnan Vs Andhra Pradesh(Ref: AIR 1993 SC-2178). P.A. Inamdar & Ors vs State Of Maharashtra & Ors on 12 August, 2005, Case No.: Appeal (Civil) 5041 of 2005 (Up to the level of undergraduate education, the minority unaided educational institutions enjoy total freedom). High Courts of the States: TKVTSS Medical Educational & Charitable Trust vs. State of Tamil Nadu AIR 2002 Madras 42. Right to choose medium of instruction of their choice is a fundamental right guaranteed under Articles 19(1) (a) (g), 21, 26, 29(1) & 30(1) of Constitution (Karnataka HC). AISHE 2011-12, MHRD, Govt of India. Educational Acts, Schemes & Constitution of India: Section 2 (f ) of the Central Educational Institutions Act, 2006. NCMEI Act, 2004. Human Rights Protection Act 1993. Under Self Employment Education Scheme. Constitutional Provisions by the Govt. of India in respect of languages is given under Article 14-16, 19(1), 21, 29, 30, 45, 46, 120, and 210, 343-351. UGC document on the XI plan profile of higher education. Memo No. 3-1/78/CP dated 12.10.1981. Ministry of Minority Affairs, Government of India.DOP&T, Annexure IV: Degrees/ Diplomas specially recognised by the Central Government for purposes of recruitment: MHA OM No. 26/9/50-CS dt. 27-4-50.NPE 1986 MHRD, GoI: Minorities; Non-Formal Education (Ref: 4.8, 5.8, 5.9): For Example, IGNOU: (Ref: Page 51, 56,101,142,151. http://persmin.gov.in/otraining/ignou.Ministry of PPG&P(FNo. 42012/13/2007-Estt.(D) &Minority Cell, MHRD, GoI, Para-ii (F.No. 8-3/2007-MC):(ii)In a state which has no functioning Madarsa Board the Madarsas existing in that state may affiliate themselves to the Madarsa Board of any other neighbouring state,so that the students enrolled in Madarsas donot face any difficulty in their attempt at horizontal & vertical mobility & employment. Educational Empowerment on Sachar Committee Report by MHRD, Govt of India. Thanking you, Yours faithfully, Sd/- Advocate, High Court, Calcutta CITIZEN CHARTER, SCHOOL EDUCATION DEPARTMENT, 2008 GOVERNMENT OF TAMIL NADU DIRECTORATE OF NON FORMAL AND ADULT EDUCATION This Charter is a statement of Commitment of the educational activities of the School Education Department to the people of Tamil Nadu. To impart literacy to Non-Literates in the 15-35 age group, Post Literacy for Neoliterates for sustaining literacy skills. To provide an opportunity to enhance education for aspiring dropouts and others and maintaining Libraries. To provide literacy to non-literate women in all backward districts in Tamil Nadu. Non-literate women who were not identified in the age group of 15-35. Neo-literates, school drop-outs and nonstarters (above 15 years). THANGAM THENNARASU. Minister for School Education Director, Directorate of Non-formal and Adult Education.
From: Secretary of Education Arne Duncan,
Department of Education, USA
The White House, USA. Date: Fri, Sep 19, 2014 at 7:59 PM Subject: Meet Brittany:Last week, I met Brittany.She’s a hardworking student at West Georgia Technical College who is now just months away from being certified as a nursing assistant, but there was a point when she didn’t think she’d be here. In high school, Brittany became pregnant and her future suddenly became uncertain. Her high school counselor suggested she apply for the 12 for Life program, a local program that offers students who have fallen behind in high school the opportunity to attend class, work, and get back on their feet. As I talked with Brittany and her fellow students — many of whom were the first in their family to graduate high school — they spoke powerfully and tearfully of the program’s success, and how it had given them hope for the future. Brittany’s inspiring story is just one of many I heard last week during the Department of Education’s annual back-to-school bus tour. This year’s tour took us to Georgia, Alabama, and Tennessee, and provided my team and me with the opportunity to see innovations in education and to discuss progress, promise, and results. I wish I could see every innovative program — every initiative creating promise for our children — happening across the country, but even after visiting all 50 states and more than 350 schools during my time as Secretary, I can’t visit every school. So that’s where you come in. What cutting-edge programs are your local schools undertaking? Or, if you don’t know of any, what would you like to see them do? We’ll share some of your stories and suggestions on the White House. Brittany tells me about her positive experience in the 12 for Life Program during a stop on my back-to-school bus tour in Carrolton, Ga. (Courtesy of the U.S. Department of Education by Joshua Hoover). This was my fifth back-to-school bus tour, and with each tour, I become increasingly optimistic about our country’s ability to elevate and strengthen education. High school graduation rates are at an all-time high, college enrolment has hit record levels, dropout rates are dramatically down, and principals, teachers, parents, and students are taking the lead on improving education for all students. But during the bus tour and around the country, I also hear a lot of people worried that our children won’t inherit a better America than we did. That’s why we have such an important shared mission: to make sure that every student, everywhere, gets an effective education. It’s a mission that we can all agree on, and it’s one that matters immensely. The best ideas in education will never come from Washington, which is why the Obama administration is working hard to help states and communities strengthen schools — in particular, through supports for great teaching, and higher standards. It’s inspiring to see states and local communities stepping up to expand access to high-quality early education, transition to college- and career-ready standards, and support innovation in education. So I want to know what’s happening in your community. Share the innovative things the schools in your area are doing — or what you’d like to see happen.We should celebrate the gains we’ve made these past couple years, but we can’t be fully satisfied. There’s still more to do to support all students so they may reach their full potential. So, in this new school year, let’s get to work.
Thanks for sharing,
Secretary of Education Department of Education, USA
The HISTORY of education of the world is HIgh STORY of composite culture and civilization of mankind.Adult, Continuing Education and Extension With a view to meet the demands of emerging knowledge society and facilitate the process of developing a learning society, maximum priority to lifelong Learning is accorded by UGC. As many as 86 departments /Centres of Lifelong Learning have been approved by UGC. These departments/ centres are expected to promote the philosophy of Lifelong Learning as a part of total education programme of the institution, to make concerted efforts towards integration between formal and non-formal education and out of school learning processes, to reach out to larger sections of community through Lifelong Learning Programmes, to enrich the learning process of faculty and students mainly through extension activities, to provide professional manpower to implement the programmes through innovative courses; and to contribute to generation of new knowledge through researches and publications. The Departments/Centres may select one or more areas keeping in view the specialization and experience of the faculty, local needs and character of the University. Distance Learning Identification and nurturing of talent………. certification of competencies of the human resources acquired either through formal or non-formal means and the evolution of a legal framework for it; and (k) developing and maintaining the database with the profiles of our human resources. Within these overall objectives, the Scheme of Financial Assistance for Strengthening Education in Human Values has been under implementation, for strengthening human values inputs in the entire educational process, at all levels of education, viz. pre-primary, primary to secondary, senior secondary schools including non-formal system of education, higher education in colleges, universities, IITs, IIMs, engineering colleges and other educational institutions/bodies, distance education, adult literacy programme etc. The Constitution of India, in Article 45, mentions compulsory primary education for all children upto fourteen years of age. This has not been possible even after 52 years of independence. This has created the need for a new revised educational system concentrated mainly on the rural poor who are outside the mainstream of formal education. The new system is known as Non-Formal Education; it is outside the formal education programmes. It imparts continuous education to the participants irrespective of their age, sex and educational background. NFE has varied contents-socio-economic, political and cultural fadors and all are closely connected. Non-Formal Education for rural development has been incorporated in many schemes, projects and plans for the uplift of the rural masses. Rural universities on the line of Mahatma Gandhi’s revolutionary ideas on education can lead to the transformation of rural areas.
Key Results of the AISHE 2011-12, MHRD, Govt of India
Survey covers entire Higher Education Institutions in the country. Institutions are categorised in 3 broad Categories; University, College and Stand‐Alone Institutions.
There are 642 Universities, 34852 colleges and 11126 Stand Alone Institutions and out of them 611 Universities, 20765 Colleges and 5542 Stand Alone Institutions have responded during the survey. 239 Universities are affiliating i.e. having Colleges. (http://aishe.gov.in).
195 Universities are privately managed. 232 Universities are located in rural area. 8 Universities are exclusively for women, 2 in Tamil Nadu & Rajasthan & 1 each in Andhra Pradesh, Haryana, Karnataka & Maharashtra.
In addition to 1 Central and 13 State Open Universities, there are 108 Dual mode Universities, which offer education through distance mode. Out of 108 Dual mode Universities, maximum (22) are in Tamil Nadu.
There are 88 Technical, 50 Agriculture & Allied, 29 Medical and 18 Law Universities.
The top 6 States in terms of highest number of colleges in India are Uttar Pradesh, Andhra Pradesh, Maharashtra, Karnataka, Rajasthan & Tamil Nadu.
Bangalore district tops in terms of number of colleges with 829 colleges followed by Jaipur with 550 colleges. Top 50 districts have about 36% of colleges.
College density, i.e. the number of colleges per lakh eligible population (population in the age‐group 18‐23 years) varies from 6 in Bihar and Jharkhand to 64 in Puducherry as compared to All India average of 25.
55% Colleges are located in Rural Area. 10.2% Colleges are exclusively for Girls. Only 2.2% Colleges run Ph.D. and 35% Colleges run Post Graduate Level programmes. There are 42% Colleges, which run only single programme, out of which 79% are privately managed. Among these, 34.7% colleges run B.Ed Courses only.
73% Colleges are privately managed; 58% Private‐unaided and 15% Private‐ aided. Andhra Pradesh has more than 80% Private‐unaided colleges, whereas, Bihar has only 6% and Assam 9.4% Private‐unaided colleges.
22% of the Colleges are having enrolment less than 100 only 4% Colleges have enrolment more than 3000.
Total enrolment in higher education has been estimated to be 29.2 million with 16.2 million boys and 13 million girls. Girls constitute 45% of the total enrolment.
Gross Enrolment Ratio (GER) in Higher education in India is 20.8, which is calculated for 18‐23 years of age group. GER for male population is 22.1 and for females it is 19.4. For Scheduled Castes, it is 14.9 and for Scheduled Tribes, it is 11% as compared to the national GER of 20.8.
Distance enrolment constitutes 11.7% of the total enrolment in higher education, of which 43.7% are female students.
About 80% students are enrolled in Undergraduate level programme. 81430 students are enrolled in Ph.D. that is less than 0.5% of the total student enrolment.
Maximum numbers of Students are enrolled in B.A. programme followed by B.Com and B.Sc. programmes. Only 15 Programmes out of approximately 150 cover 83% of the total students enrolled in higher education.
At Undergraduate level the highest number (40%) of students is enrolled in Arts/Humanities/Social Sciences courses followed by Engineering & Technology (17%), Commerce (15%) and Science (12%).
At Ph.D. level, maximum number of students is enrolled in Science stream followed by Social Science. On the other hand at Post Graduate level maximum students are enrolled in Social Science stream and Science comes at number two.
Uttar Pradesh comes at number one with the highest student enrolment followed by Maharashtra and Tamil Nadu. Scheduled Casts students constitute 12.2% and Scheduled Tribes students 4.5% of the total enrolment. 30.1% students belong to Other Backward Classes. 3.9% students belong to Muslim Minority and 1.9% from other Minority Community.
The total number of foreign students enrolled in higher education is 33,151. The foreign students come from 155 different countries from all across the globe. The top 10 countries constitute 64% of the total foreign students enrolled.
Highest share of foreign students come from the neighboring countries of which Nepal is 19% of the total, followed by Bhutan (8%), Iran (7%), Afghanistan (6.7%), Malaysia (5%). Sudan and Iraq constitutes 4.6% each and Sri Lanka, United States and UAE, constitutes 3.6%, 3% and 2.4% of the foreign students respectively.
There are more than 70% colleges running in Private sector; aided and unaided taking together, but it caters to only 62% of the total enrolment.
The total number of teachers are 12,47,453. Out of which more than half about 61% are male teachers and 39% are female teachers.
At all‐India level there are merely 64 female teachers per 100 male teachers.
Pupil Teacher Ratio (PTR) in Universities and Colleges is 24. Among non‐teaching staff, the share of Group‐C is the highest with 39%, while Group‐D seconds it with 33 %. Group‐A and Group‐B comprise of 14 and 16 per cent non‐teaching posts respectively.
The average number of females per 100 male non‐teaching staff is 33.
21,544 students were awarded Ph.D level degree during 2011 with 13748 males and 7796 females.
B.A. degree has been awarded to maximum number of students. B.Com. is the second highest followed by B.Sc. (6.75 Lakh).
At Post Graduate level M.A. pass number of students is maximum followed by M.B.A. and M.Sc.
The highest number of students (22.7 lakh) has been graduated in Arts/Humanities/ Social Sciences courses.
At Ph.D level, maximum numbers of students out‐turn is in Science stream followed by Social Science. On the other hand at PG level maximum students out‐turn is observed in Social Science stream and Science comes at number two. In Institutes of National Importance and Government deemed universities share of Ph.D. students are large.
Share of female students is lowest in Institutions of National Importance followed by Government Deemed Universities and State Private Universities. Among the major states, Andhra Pradesh has more than 80% Private‐unaided colleges and
Tamil Nadu has 76.8% Colleges. whereas, Bihar has only 6% and Assam 9.4% Private‐unaided colleges.
Distance/Correspondence Mode i.e. Non-Formal system of Higher Education
The system of imparting education through broadcasting, telecasting, internet, correspondence courses, seminars, contact programmes or the combination of any two or more such means of communication.J&K State Board of School Education Regulations, 1992 (Ref: Pages 67-68,184,199 & 211) Admission of Private Candidates/ Equivalence of Examinations Subject to the condition that they have attained the age of 14 year (+) on the first of November / Ist of May of the year in which they take the examination, the Board may admit as private candidates to the examination. (i) Candidates having passed the Matriculation examination of the erstwhile University of Jammu and Kashmir or Jammu and Kashmir State Board of School Education or an equivalent examination of another University/Board desiring to appear in additional subject/s. (ii) Candidates who failed in the Matriculation Examination of Jammu and Kashmir State Board of School Education. (iii) Candidates having passed an examination in an Oriental Classical or Modern Indian Language which Eligibility of Admission of Regular candidates includes Kashmiri and Dogri of the University of Jammu or the University of Kashmir, or Jamia. Urdu Aligarh,/ Urdu Board Aligarh or Jamia Diniyat Urdu Devband or an equivalent examination of another University /Examining body and desire to appear in English only, provided they appear from territories within the Jurisdiction of the Board. (Page 184) 2 (i) Each candidate shall be required to take up General English and three subjects from any one of the humanities, science, home science or commerce group as given in Regulation 6 of chapter XII A of these regulations. (ii) A candidate who has passed the High Proficiency Examination in a Classical or a Modern Indian Language of the erstwhile University of Jammu and Kashmir or University of Jammu or University of Kashmir or the Jamia Urdu, Aligarh or that of Urdu Board, Aligarh or Jamia Diniyat Urdu, Devband, or Rashtriya Basha Prachar Samiti, Wardha or an equivalent examination of any other statutory examining body may qualify in English only at any subsequent examination ( Annual or Biannual) conducted by the Board after having qualified in English only of the Matriculation/ Secondary School Examination of the erstwhile University of Jammu and Kashmir (before 1965) or the Jammu and Kashmir State Board of School Education or any other examination recognized as equivalent thereto and if successful , shall receive a certificate to that effect, provided that if a candidate has passed the Matriculation/Secondary School Examination in full, he/she shall not be required to qualify again in English only of this examination. (Page 199). 15. The following categories of candidates appearing from within the territorial jurisdiction of the Board may be allowed admission as private candidates to the examination subject to the provisions of Regulations governing the examination, provided that they have not been on the rolls of an affiliated college/recognized school or any other recognized institution as regular students in the course leading to the examination at which they intend to appear, at any time during the academic year preceding the examination and are otherwise eligible to appear in the examination. (i) Candidates having passed an Honours examination in an O.C.L or M.I.L of the erstwhile University of Jammu And Kashmir or University of Kashmir or University of Jammu or the Jamia Urdu, Aligarh or Jamia Diniyat Urdu, Devband or Rashtriya Basha Prachar Samiti,Wardha or an equivalent examination of any other statutory examination body for admission to examination in English only of the Higher Secondary Examination Part-I Course. (Page 211). Ministry of Human Resource Development, Government of India
Alternative System of Education The present National Curriculum Framework (NCF-2005) takes care of any new development and concern in the school level education system. Addressing these concerns, the NCF–2005 follows five guiding principles i.e. (i) connecting knowledge to life outside the school, (ii) ensuring that learning is shifted away from rote methods, (iii) enriching the curriculum to provide for overall development of children rather than remain text book centric, (iv) making examinations more flexible and integrated into classroom life and, (v) nurturing an over-riding identity informed by caring concerns within the democratic polity of the country. Various curriculum materials developed by the NCERT provide children opportunities to bring experiences in the classroom and also provide scope of infusing arts, heritage craft and work across the subjects at all levels. This helps in developing sensitivity towards all culture. Cultural aspects in education are an integral part of school curriculum at all the stages. However, The National Policy on Education 1986, as amended in 1992, has been the guiding document for the policies of the Central Government in the education sector. The Government has been following National Policy on Education 1986, as modified in 1992, which provides for National System of Education implying that up to a given level, all students, irrespective of caste, creed, location or sex, have access to education of a comparable quality. The National System of Education envisages a common educational structure. This information was given by the Union Human Resource Development Minister, Smt. Smriti Irani in a written reply to the Lok Sabha question. DS/RK/SYSTEM
REFERENCE 1: Ministry of Minority Affairs, Government of India, PIB,24-July-2014 15:43 IST
Social and Educational Uplift of Minorities for all States (Ref: Para- i, ii & iv):
(i) USTAAD aims at upgrading Skills and Training in preservation of traditional Ancestral Arts/Crafts of minorities.
(ii) Hamari Dharohar aims to preserve rich heritage of minority communities under over all context of Indian culture.
(iv) Nai Manzil: A bridge course to bridge the academic and skill development gaps of the deeni Madrasa passouts with their mainstream counterparts.
REFERENCE 2: DOP&T, Ministry of Home Affairs,
O.M. No. 26/4/52-CS dt. 30-9-52; OM No. 6/1/64-Estt(D) dated 10-4-64; OM No. 26/4/52-CS dt. 30-9-52; OM No. 26/9/50-CS dt. 27-4-50; OM No. 6/10/61 Estt. (D) dt. 11-1-62 & 6-9-62; OM No. 616/57-RP5; dt. 10-6-59; OM No. 6/4/70-Estt. (D), dt. 7-9-70.
REFERENCE 3:NPE 1986 MHRD, Govt of India: Minorities; Non-Formal Education (Ref: 4.8, 5.8, 5.9)
4.8 Some minority groups are educationally deprived or ward. Greater attention will be paid to the education of these groups in the interests of equality and social justice. This will naturally include the Constitutional guarantees given to them to establish and administer their own educational institutions and protection to their languages and culture. Simultaneously, objectivity will be reflected in the preparation of textbooks and in all school activities and all possible measures will be taken to promote an integration based on appreciation of common national goals and ideals, in conformity with the core curriculum.
5.8 The Non-formal Education Programme, meant for school dropouts, for children from habitations without schools, working children and girls who cannot attend whole-day schools, will be strengthened and enlarged. (www.mhrd.gov.in)
5.9 Steps will be taken to facilitate lateral entry into the formal system of children passing out of the non-formal system.
For Example, IGNOU: (Ref: Page 51, 56,101,142,151)
3.3 Bachelor’s Degree Programmes (BDP)-BA/B.Com/B.Sc/BSW: Entry to Bachelor’s Degree Programme is through two streams: (i) Non-formal and (ii) Formal. The non-formal stream is for those students who have not passed 10 + 2 or its equivalent examination. They have to pass Bachelor's Preparatory Programme(BPP) of IGNOU to qualify for admission to BA, B.Com and BSW.
3.4 Bachelor’s Preparatory Programme (BPP)-Non-Formal Channel to BA/B.Com/BSW/BTS: BPP is offered by the University to those students who wish to do Bachelor’s Degree of IGNOU but do not have the essential qualifications of having passed 10+2. In the absence of such a qualifying certificate these students are deprived of higher education. To enable such students to enter higher education stream, IGNOU has designed this preparatory programme. BPP is a Bridge Course of 6 months’ duration for those who do not have 10+2, but attained the age of 18 years, and seeking admission to IGNOU’s first degree B.A./B.Com etc under non-formal stream.
REFERENCE4:Ministry of PPG&P(FNo. 42012/13/2007-Estt.(D) & Minority Cell, MHRD, GoI, Para-ii (F.No. 8-3/2007-MC).
(ii)In a state which has no functioning Madarsa Board the Madarsas existing in that state may affiliate themselves to the Madarsa Board of any other neighbouring state, so that the students enrolled in Madarsas donot face any difficulty in their attempt at horizontal & vertical mobility & employment.
REFERENCE 5: Educational Empowerment on Sachar Committee Report by MHRD, Govt of India
10. Relative deprivation in education of Muslims vis-à-vis other SRCs calls for a significant shift in the policy of the State, along with the creation of effective partnership with private and voluntary sectors. All the State Governments/Union Territory Administrations have been advised by the Ministry of HRD for using existing school buildings and community buildings as the study centres for school children. Reminders have been periodically issued to the Chief Secretaries of all states/ UTs in this regard. Under the SPQEM, the objective is to encourage traditional institutions like Madarasas and Maktabs by giving financial assistance to introduce science, mathematics, social studies, Hindi and English in their curriculum so that academic proficiency for classes 1-XII is attainable for children studying in these institutions. Similarly, the scheme for IDMI would facilitate education of minorities by augmenting and strengthening school infrastructure in Minority Institutions (elementary/ secondary/senior secondary schools) in order to expand facilities for formal education to children of minority communities. The scheme will inter alia encourage educational facilities for girls, children with special needs and those who are most deprived educationally amongst minorities.
11. Recognition of the degree from Madrasas for eligibility in competitive examination e.g. Civil Services, Banks, Defense services etc Equivalence to Madarasas certification/degrees for admission to higher education institutions be given.
Promises to Keep:Government’s response to Sachar Committee recommendations: To promote vocational education, the High Level Committee suggested (i) lower entry bar to Class 8, (ii) allow entry to Madrasa graduates and (iii) develop appropriate curricula. Link in madrasa education with regular education system, through (i) common school board, (ii) certificate equivalence, and (iii) recognising madrasa certificate. Students also suggested expansion of madrasas beyond the confines of religious education, to include modern methods of learning; and providing incentives such as food and lodging for students in them.
REFERENCE 6:Report of the Standing Committee of the National Monitoring Committee for Minorities’ Education (NMCME), April 2013. Minority Cell, Deptt of Higher Education, MHRD, GoI, No.6-2/2012-MC & OM No.6-3/2007-MC
With the approval of MHRD, GoI, a Standing Committee (NMCME) is hereby constituted with the following terms of reference:
(i) To monitor the minority related schemes/programmes being implemented by MHRD;
(ii) To suggest modifications, if required, in the schemes of the MHRD with a view to cater to the specific needs & requirements;
(iii) To study report of previous Committees which have gone into the issues of minority education and welfare and suggest ways and means to implement the recommendations/conclusions of those Committees.
(iv) To advise the Committee on setting up a monitoring mechanism for minority related schemes/programmes of MHRD &
(v) Any other issues relating to minority education which the Committee may want to bring to the notice of the Govt & NMCME.
On the basis of the decision taken in the last meeting of the NMCME held on 05.03.12, a Standing Committee of NMCME and the following five Sub-Committees have been constituted, vide Orders dated 27.04.2012, as amended vide order dated 11.06.12:
(a) Sub-Committee on Vocational Education & Skill Development of Minorities, (b) Sub-Committee on Implementation of Schemes Aimed at Minorities, (c) Sub-Committee on Mapping of Educational Requirements of Minorities, (d) Sub-Committee on Girls' Education and
(e) Sub-Committee on Promotion of Urdu Language & Enhance compatibility amongst minorities through knowledge of English.
REFERENCE 7:Supreme Court of India:- NCMEI, Govt of India: Guidelines for determination of Minority Status, Recognition, Affiliation and related matters in respect of Minority Educational Institutions under the Constitution.
Eleven Judges Bench in T.M.A. Pai Foundation vs. Karnataka State (2002) 8 SCC 481. Ishwar Singh Bindra vs. State of UP AIR 1968 SC 140. Azeez Basha vs. Union of India AIR 1968 SC 662. AP Christian Medical Association vs. Govt of AP, AIR 1986 SC 1490. St. Xavier's College, Ahmedabad vs. State of Gujarat 1974 (1) SCC 717. State of Himachal Pradesh vs. Parasram AIR SCW 373. Brahmo Samaj Education Society vs. State of West Bengal (2004) 6 SCC 224. Malankara Syrian Catholic College vs. T. Jose 2007 AIR SCW 132. D.A.V. College vs.State of Punjab AIR 1971 SC 1731. Hyderabad Asbestos Cement Product vs. Union of India 2000 (1) SCC 426. MCD of Delhi vs. Tek Chand Bhatia AIR 1980 SC 360. Milli Talimi Mission Bihar & ors. vs. State of Bihar & ors. 1984 (4) SCC 500, the SC has clearly recognized that running a minority institution is also as fundamental and important as other rights conferred on the citizens of the country. If the State Government declines to grant recognition or a university refuses to grant affiliation to a minority educational institution without just and sufficient grounds, the direct consequence would be to destroy the very existence of the institution itself. Thus, refusal to grant recognition or affiliation by the statutory authorities without just and sufficient grounds amounts to violation of the right guaranteed under Article 30(1) of the Constitution. J.P.Unni Krishnan Vs Andhra Pradesh(Ref: AIR 1993 SC-2178). P.A. Inamdar & Ors vs State Of Maharashtra & Orson 12 August, 2005, Case No.: Appeal (Civil) 5041 of 2005 (Up to the level of undergraduate education, the minority unaided educational institutions enjoy total freedom).
REFERENCE 8:High Courts of the States
TKVTSS Medical Educational & Charitable Trust vs. State of Tamil Nadu AIR 2002 Madras 42."If any entity is once declared as minority entitling to the rights envisaged under Article 30(1) of the Constitution of India, unless there is fundamental change of circumstances or suppression of facts the Govt has no power to take away that cherished constitutional right which is a fundamental right and that too, by an ordinary letter without being preceded by a fair hearing in conformity with the principles of natural justice." Right to choose medium of instruction of their choice is a fundamental right guaranteed under Articles 19(1) (a) (g), 21, 26, 29(1) & 30(1) of Constitution (Karnataka HC).
REFERENCE 9:Educational Acts, Schemes & Constitution of India
Section 2 (f ) of the Central Educational Institutions Act, 2006. NCMEI Act, 2004. Human Rights Protection Act 1993.
Under Self Employment Education Scheme. Constitutional Provisions by the Govt. of India in respect of languages is given under Article 14-16, 19(1), 21, 29, 30, 45, 46, 120, and 210, 343-351 of the Constitution of India for Assamese, Bengali, Telugu, Kashmiri, Kannada, Marathi, Malayalam, Oriya, Punjabi, Tamil, Guajarati, Nepali, Arabic, Persian, Urdu and Sanskrit.
REFERENCE 10:University Grant Commission
UGC document on the XI plan profile of higher education in India states that “The only safe & better way to improve the quality of UG education is in the delinking of most of the colleges from the affiliating structure. Colleges with academic and operative freedom are doing better and have more credibility. The financial support to such colleges boosts the concept of Autonomy.” The Memorandum No. 3-1/78/CP dated 12.10.1981, the UGC has directed all universities that while framing their statutes/ ordinances/ regulations, they should ensure that these do not infringe with Article 30(1) of the Constitution relating to administration of minority educational institutions.
REFERENCE 11:AISHE 2011-12, MHRD, Govt of India (Key Results)
There are 642 Universities, 34852 colleges & 11126 Stand Alone Institutions. 73% Colleges are privately managed; 58% Private‐unaided and 15% Private‐aided. There are more than 70% colleges running in Private sector; aided and unaided taking together, but it caters to only 62% of the total enrolment. UP comes at number one with the highest student enrolment followed by Maharashtra and Tamil Nadu. Scheduled Casts students constitute 12.2% and Scheduled Tribes students 4.5% of the total enrolment. 30.1% students belong to OBC. 3.9% students belong to Muslim Minority and 1.9% from other Minority Community.
Akbar The Great first consulted Shah Nasrullah (Reh.) of Iran residing in Purani Lucknow for a baby named in future as Salim (Jahangir). Shah Nasrullah (Reh.) referred him to Khwaja Salim Chisti (Reh) and rejected the gift of 500 acres offered by Akbar. After the death of Akbar and Shah Nasrullah (Reh.), Jahangir followed the order of his father, constructed Khanqah, Mazar and Mosque in Purani Lucknow and gifted 500 acres land around Mazar to the descendants of Shah Nasrullah (Reh). Farmaan-e-Shahi sealed by Jahangir is still preserved in Purani Lucknow. Their descendants were also the owner of Siddhour Barehdari (70 Gaun ka Taluka) and 1000 acres land in one plot in Kursi Road of Barebanki. The state of his relative called as Mushqipur State was formed by Syed during Auranzeb(Reh.).His relative, Motiur Rahman of Banhara Estate (uncle of Syed Naziruddin Ashraf and Syed Basheeruddin Ashraf who are the descendent of Syed DMS Ashraf) was Barrister, educated in England, married in Royal Family of England (Goerge Fifth). She translated Quran in English and modernized the agriculture of Kaamat owning 2400 acres land which was the daughter’s property of Mushqipur State. Motiur Rahman also reopened the case during British Imperialism and defeated Maharaj for Jhagrauwa Masjid. Syed Jamal of Jamalpur and Jamshed Ashraf (Minister, Govt of Bihar and Industrialist), Gandhi Bhai(a constructor with Jindal construction) and and Syed Naziruddin Ashraf worked for Urdu of JUH.
Abdul Raheem of Uday Pur was the strongest landlord among Muslims of Pargana in 1950 even stronger than C.G.Atkin of Daulatpur Kothi(a ruler of British imperialism), owning about 350 acres land in aggregate in the family because they were educationally advance in this time frame. His modern outlook also benefited Urdu of JUH.
Daulat Pur is a place which have preserved Indo-Islamic culture, Sufism, Qauwali, Shairi etc in pre independent India. Shaikh Peer Ali and his son Shaikh Naad Ali were close associate of British in Northern Province posted as revenue collector in Daulatpur Kothi. The son-in-law of the later Mohd Hanif was handed over the charge of the post till the end and lastly C G Atkin left for England in the night on 14th August, 1945. His relative Qurban Ali was strong landlord resisting British at each step so exiled for Kalapani but never rewarded for the sacrifice by the government. Two jugs of Safire metal gifted by George Fifth is still preserved in HHRR library.
In a press conference, media persons asked Actor Shahrukh Khan: What would be your message for the young generation? He said for the youngsters always to keep in mind that nothing is better than honesty and goodness in the world. Nobody hates you in the world, everybody hates only your guts and ability. (Registrar, Jamia Urdu Hind)
True patriotism is not in reciting words of worship, visiting worship place, gossiping about policy/corruption etc but honestly finishing the job entitled (sweeping for a sweeper, teaching for a master, leading for a leader, practicing for a doctor etc). The worst civilization on the face of the earth was the time when fantastic hero prophet Muhammad SAW entered Arab and produced the best people, the ultimate culture and civilization of all times of the world. (VC, Jamia Urdu Hind)
When the history of all discoveries, events and inventions of all times of this universe will be written, the message of Islam by the fantastic hero prophet Mohammad SAW, the serendipity of Penicillin & the discovery of ether as anesthesia will be placed at the top along with other great discoveries, events and inventions of the universe. (OSD, Jamia Urdu Hind)
Sukhlal D., IAS(Rtd)
Pervez Alam, IAAS
W. Rahman, IRS, Maharashtra
Mahbubul Haque, Chancellor, University of Guwahati, Assam
H Bhatt, Chairman, NCPUL of MHRD, Govt of India
M Rahman, IAS and Ex-VC, AMU
S Anwer Sayeed, Registrar, Jamia Urdu
Z Aalam, M/o State Council, RJD and Railways (ZURCC, Hpr Zone)
MSA Siddique, Chairman, NCMEI, Govt of India
S Raman, Director, Board of Secondary Education, MP
Zafaryaab Jilani, Lawer of Babri Mosque Demolition, High Court
Syed Hasan, Founder of Insaan School
Tanveer Hasan, MLC, Govt of Bihar
Maulana A Madani, Jamiat Ulema Hind, Delhi
A Fatmi, Ex-Minister of State, Ministry of HRD, Govt of India
Sashi Kumar, M/o Ministry of Law and Justice, Govt of India
J S Akram, M/o Ministry of Minority Affairs, Govt of India
Dr V. Siddique, M/o Standing Committee(NMCME), Ministry of HRD, Govt of India.
The Gazetteers of Bihar Orissa District: Monghyr by LSS O Mallay, ICS (an IAS of 1926)
Advance History of India (HHRR Library and MA Library, AMU);
Aina-E-Tirhut (available in Deori of Darbhanga Maharaj)
Tarikh-E-Hind; Ansaab Series; Wadi-E-Balan; Ashraf-E-Arab (Khuda Bakhsh Library);
Collections of various letters of royal figures/ministries/commissions.
Govt orders by Bharat Sarkar and Raj Sarkar/Commission/High Courts/Supreme Court.
JAI HIND was coined by Major Abid Hasan Safrani, a close associate of Netaji Subhas Chandra Bose in the AZAD HIND FAUJ (INA).
Jai Bharat(Jai Hind(Jamia Urdu Hind
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