List of Constituent Colleges Under Osmania University

CONSTITUENT COLLEGES IN HYDERABAD CITY

Sl.No.	College	Website
1.	University College for Women	www.oucwkoti.ac.in
2.	Nizam College	www.nizamcollege.ac.in
3.	PG College of Science, Saifabad	www.osmania.ac.in/oupgcs/index.html
4.	PG College, Secunderabad	www.oupgcs.ac.in
5.	PG College of Law Basheerbagh	www.osmania.ac.in/pgcl/

1. UNIVERSITY COLLEGE FOR WOMEN
(Established in 1924)
In the midst of a busy commercial area marking the threshold of old Hyderabad and the new metropolis, lies the 36-acre park-like estate built in 1808. The site was a gift from the Nizam to the British Resident Captain. J. A. Kirkpatrick. The University College for Women is one of the oldest and largest institutions in Andhra Pradesh, which caters to women's education. The main building of this College is a monument of great aesthetic, architectural and historical importance being part of the British legacy in India. It is massive in size and has an opulent facade of massive Corinthian pillars forty feet in height. Two lions guard it across a sixty-foot space of twenty-one marble stairs. As a former Residency, it weaves its own mystique with galleried halls and drawing rooms, a Darbar Hall of stupendous proportions, painted ceiling, parquet floors of inlayed wood, flanked by tall mirrors. It well-fortified outer walls serve as a safe haven for the young girls studying within. The College stands out as the best in women's education. The College has Under Graduate courses in the faculties of Arts, Social Sciences, Commerce and Science and Post-Graduate courses in thirteen departments. The college has also introduced vocational courses at the Under Graduate level, in addition to many professional and allied courses, diploma and certificate courses. The College came into being in 1924. The College now has over three thousand students spread over the faculties of Arts, Social Sciences, Commerce, Sciences and Engineering at Under Graduate and Post-Graduate levels. The college offers thirty-five subjects at the Under Graduate level, taught by highly qualified and experienced faculty. Sixteen courses have a Post-Graduate status. There is also a large supporting staff to run the College. The College has good computer and library facilities with access to the Internet. Tremendous encouragement is given for participation is Sports, NCC and NSS activities. Spacious grounds and infrastructure are available for both indoor and outdoor games. The college also has a firing range and parade ground for the NCC cadets. Cultural and literacy activities are also organized for the students. The College strives to maintain standards of excellence in academic as well as extra curricular activities and thereby provide the students with the best opportunities for a healthy personality development.

Academic Programmes
Under Graduate and Post-Graduate programmes in Arts, Science and Commerce focus on providing a rigorous training to students in the subjects of their choice. Post-Graduate programmes are linked to the employment needs of different social and scientific organisations thus forging a vital link between the University and Society. Diploma and Certificate Courses are primarily vocational courses, which train students for specific jobs. These courses are need-based and they are designed in consonance with the requirements of various private and public sector organizations.

Accreditation
The UGC has constituted the National Assessment and Accreditation Council (NAAC) to assess educational institutions in India and this college was the first of the Osmania University colleges to have been accredited. The NAAC team visited the college in 1999, and after a thorough assessment of the various programmes offered by the college, awarded five star status.

The courses offered by the college are as under:
Under Graduate programmes
BA, BSc, BCom and BCA
Post-Graduate programmes
MA in Arts and Social Sciences
MSc in Inorganic, Organic and Physical Chemistry
MSc in Electronics and Biophysics
MCom

2. NIZAM COLLEGE
(Established in 1887)
One of the premier colleges within the fold of Osmania University, Nizam College celebrated its centenary in 1987. The College is one of the oldest and most prestigious institutions of higher education not only in Andhra Pradesh State but also in India. It was established in 1887 by the amalgamation of the Hyderabad School (Noble School) and Madarsa-I-Aliya. Initially it was affiliated to the University of Madras for 60 years and was made a constituent college of Osmania University on February 19, 1947. Many of today's leaders in the Nation and State from this region have passed through the halls of this historic college. The College offers many professional and allied courses at the Under Graduate and Post-Graduate levels. Located in the heart of the city, the college encompasses extensive land on which curricular and extra curricula!- activities takes place, hostels and other facilities are provided for students, laboratories and sports. Nizam College has produced many a sportsmen and women of international repute. The College was granted autonomy by the university facilitating the development of need-based courses and curricula. The College has its own health centre and hostel. The library of the College is one of the oldest and has a collection of many rare old books, in addition to the latest editions. It subscribes to quite a few journals.

In view of its consistently high degree of academic performance and long standing the College had been granted autonomous status by the UGC in the year 1988-89 at Under Graduate level and continues to enjoy this status. As a part of it, the college is having its own academic bodies viz., Governing Body, Academic Council, Finance Committee and Boards of Studies for each department to monitor its academic, financial and other activities to the desired level of satisfaction of the appropriate authorities.

The College offers both the Under Graduate as well as Post-Graduate courses in the Faculties of Arts and Social Sciences, Science, and Commerce. At present the College has 29 teaching departments. In addition to these courses, several students are pursuing their Doctoral and Post-Doctoral programmes.

The courses offered by the college are as under:
Under Graduate programmes
BA, BSc, BCom and BCA
Post-Graduate programmes
MA in Arts and Social Sciences
MSc in Inorganic, Organic and Physical Chemistry
MSc in Electronics and Biophysics
MCom

3. POST-GRADUATE COLLEGE OF SCIENCE, SAIFABAD
(Established in 1951)
The College was established in 1951 in the prime locality at the foothills of Banjara Hills. Initially it was established as an Intermediate College and the present college campus at Saifabad situated in the western part of the city was acquired from the erstwhile Government of Hyderabad. The campus spread over 18.17 acres, is full of greenery and beautiful gardens. There is a good collection of rare flora, which is of botanical importance. There is an imposing fossil wood, a generous and valuable gift of Geological Survey of India (Southern Region), erected in the garden. This was collected from the Pranitha Godavari basin, from where the intact fossil of Rhinchosaur was collected. This fossil is of high order educational value. The buildings that are a century old are renovated recently to impart a decent look with the newly laid internal roads. During the past five decades, the college has shown a steady progress punctuated by milestones of achievement in higher education.

The College gradually evolved into a Post-Graduate centre offering courses al various levels of university education. Apart from teaching and research programmes, both teachers and students are engaged in sports, literature, fine arts, NCC and NSS programmes. Students enrolled in this college are mostly from the rural areas and courses offered are in the core subjects that form the base line for rural development through extension and research activities. Thus the College offers ample opportunities for students to study and to get involved in nation-building activities through which eventually, they become responsible citizens with good careers.

4. POST-GRADUATE COLLEGE, SECUNDERABAD
(Established in 1947)
Arts and Science College, Secunderabad, a constituent college of Osmania University, was started in 1947. The College was renamed in 1987 as Post Graduate College with starting of Post-Graduate courses. The College offers both Under Graduate and Post-Graduate course in most of the subjects which are taught on campus, giving an additional opportunity for students seeking higher education. The College offers 10 PG courses spread over four faculties, in the subjects of Economics, History, Political Science, Public Administration, English, Hindi, Telugu, Urdu, Mathematics and Commerce. The College also offers Under Graduate courses: BA, BSc in English Medium and BCom in both English and Telugu Media. BCA course was started in 1998-99 on self-financing basis. The College has obtained permission for starting BSc (Biotechnology). The College has a hostel for Post-Graduate students that can accommodate over 200. The student enrolment is over 900 for Under Graduate and 500 for Post-Graduate programmes and has the faculty strength at 65.

5. POST-GRADUATE COLLEGE OF PHYSICAL EDUCATION
(Established in 1993)
The College was established in the year 1993 in order to impart instruction in physical education leading to the award of Master's Degree in Physical Education. Initially the College was located in the second floor of Post-Graduate College of Law (Evening) which is situated in Nizam College premises and later it was relocated in a separate building, an erstwhile residence of the Principal, Nizam College. Presently it is located in the main campus of the university. The College offers Master of Physical Education, MPEd (Regular) and MPEd (Summer Course) under self-financing scheme. At present the College library has 300 books that cater to needs of MPEd students. The College has play grounds for volley*ball, basket-ball and kabaddi and for various indoor games. A gym with required equipment is also there. The University provides vast grounds for all other out door games.

DISTRICT PG COLLEGES
As one of the oldest and largest Universities in the country, Osmania has always responded to the ever-changing patterns at both socio-economic and pedagogical levels and has always been conscious of its role to the preserve, create and disseminate knowledge with high efficiency and commitment. With this mandate, during the past few years, the University has launched many innovative programs to improve the academic culture and standards, and some of them mission objectives are:

• Rural Education - expansion of Post-Graduate Centres in Districts
• Introduction of new, bridge and vocational courses
• To establishment and strengthen the relations with industry and R&D Laboratories
• To meet the short and long term manpower needs for social, economic and industrial
• To promote excellence in learning in an environ*ment conducive to free thinking with a view to impart education in a gurukula type atmosphere
• To provide education in basic and applied areas of Science, Engineering, Management, and Social Sciences suitable to the needs of the Society
• The development of Human Resources
• To cultivate the necessary skills, attitudes and habits to life long learning
• To inculcate the concept of self-management

Osmania University started establishing the Post-Graduate Centres in the Telengana Districts of Andhra Pradesh since 1976 with the first Centre coming up at Bhiknur, with MSc Chemistry (Agrochemicals, Fertilisers and Pesticides) course and at Godavarikhani with MSc (Engineering, Physics & Instrumentation). During 1980 the MSc (Sugar Chemistry) course was started at Mirzapur, with two centres coming up at Mahabubnagar with MA (Political Science) and MCom and at Nalgonda, with MCom and MSc (Mathematics in 1987. Additional centres were established for job-oriented self-finance courses such as MBA and MCA, taking into consideration the needs of the region and the support given by the local leadership and the district administration at Gadwal, Siddipet, Vikarabad, Medak, Nalgonda and Mahabubnagar during 1993 - 1998. In 1994, MSc (Engineering, Physics & Instrumentation was also started at Nalgonda. During the year 1998, MSc (Inorganic Chemistry) was started at Mirzapur.

PG College, Bhiknur
The Post-Graduate College, Bhiknur was started in the year 1976 under the Six-point programme with the objective of establishing PG Centres in rural areas. It is situated at the 'T' junction known as BASIC, which is 5 km away from Bhiknur town and 15 km from Kamareddy town on the National Highway 7 towards Nizamabad. The College is 105 km from Osmania University, Hyderabad. This institute with Gurukula atmosphere in a serene and peaceful environment in 40 acres of lush green land brings the best out of students academically.

PG College, Mirzapur
The College was started under the name of PG School of Applied Chemistry, during November 1980 in the Community Development Block buildings, handed over by Panchayat Samiti, Zaheerabad. For the purpose of teaching in Sugar Technology, an established sugarcane farm with irrigation facilities and onsite training in Nizam Sugar Factory located 2 km from the Centre was also made possible due to the help from local leadership. The College has five well-equipped laboratories for conducting practical classes to first and final year MSc courses. In addition, a separate Research Laboratory, Computer Laboratory and Instrumentation Centre (with sophisticated instruments) are also provided to cater to the needs of research activities. There is an attached Hostel to the College that can accommodate 60 students, including research scholars.

PG College, Mahabubnagar
The College at Mahabubnagar District head quarters was established in December 1987 under the policy of the Government of Andhra Pradesh to have at least one Post-Graduate College in each District. The Government allotted 16 acres land for the establishment of the College in 1994. The College has ten teaching faculty with necessary non-teaching and supporting staff. Osmania University, understanding the spirit of the policy of the Government to develop most backward areas, financed for the construction of a college building.

Courses offered at this college are:
MA (Political Science), MCom, MCA, MBA with the electives in Marketing, Human Resources Management and Finance.

PG College, Nalgonda
The Post-Graduate College at Nalgonda District head quarters was established in the year 1987 as a Government PG Centre initially in the premises of Nagarjuna Government Degree College, Nalgonda, and was handed over to Osmania University in 1988. During the academic year 1994-95, MSc Engineering Physics and Instrumentation course was started. Recently two more courses of MBA and MCA were started during 1997-98 and 98-99, respectively, on self-financing basis. The total enrolment of studies of all the five courses is over 270. The College is the biggest constituent District PG College of Osmania University.

Courses offered: MCom, MSc (Mathematics), MSc (Engg., Physics & Instrumentation) and MCA. MBA with electives in Marketing, Human Resources Development and Finance.

PG College, Gadwal
The Post-Graduate College at Gadwal was started in the year 1993 with the main objective of imparting education in the backward region like Gadwal, situated in Mahabubnagar District, which is having the lowest literacy rate.

Courses offered : 3-year MCA course

PG College, Medak
The PG College at Medak District head quarters was established in the year 1993 with the sole aim of imparting education in the backward region. The College is located in a beautiful campus in an area of about 5.5 acres and has a pleasant atmosphere to it.

Courses offered : the College is at present offering a 3-year MCA course.

PG College, Siddipet
The Post-Graduate College at Siddipet was established in 1993 as a district college of Osmania University with the sole objective of making higher education available in the rural areas. Siddipet is a small town, about 100 km from Hyderabad on Rajiv Rahadari and is well connected by road.

Courses offered: the College offers both MCA and MBA (Marketing, Management, Financial Management and Human Resources Management)

PG College, Vikarabad
Osmania University established a Post-Graduate College of Business Management education at Vikarabad in Ranga Reddy district in 1993, to provide an opportunity to the moffusil students to pursue higher education in Business Management. This college is about 65 km from Hyderabad city and is located in a campus of 10 acres.

Courses offered: the College offers a 2 year full time MBA degree programme in Marketing, Finance and Human Resources Development.

Osmania University : BE I/IV (Regular, Main) & BE (Bridge Course) II-Sem (Main) & I-Sem (Suppl) Exam Time Tables, May/June-2013

B.E. I/IV (REGULAR) (Main) EXAMINATIONS: MAY/JUNE, 2013

Time: 10.00 a.m. to 1.00 p.m.

Date	Subject
04-06-2013	English
07-06-2013	Mathematics – I
11-06-2013	Mathematics – II
13-06-2013	Engineering Physics
15-06-2013	Engineering Chemistry
18-06-2013	Programming in C & C++
20-06-2013	Engineering Mechanics
22-06-2013	Engineering Graphics

BE (BRIDGE COURSE) II SEM. (MAIN) & I SEM. (SUPPL.) EXAMINATIONS – MAY/JUNE, 2013

TIME: 02-00 PM TO 5.00 PM

DATE	I SEMESTER	DATE	II SEMESTER
13-06-2013	Engineering Physics	04-06-2013	Mathematics
15-06-2013	Programming in C	07-06-2013	Engineering Mechanics
= = = = = =	= = = = = = = = = =	11-06-2013	English

UGC permits Osmania University to conduct AP.SET for next 3 Years

University Grants Commission (UGC) gives permission to Osmania University to conduct Andhra Pradesh State Eligibility Test (AP. SET) for the next three years in 27 subjects related to Sciences, Arts and Humanities.

UGC has sent a letter to the Osmania University, and they expressed overall satisfaction over the smooth and successful conduct of SET last year.

Usually UGC grants accreditation for one year, but it is a rare distinction that Osmania University has given accreditation for the next three consecutive years starting from June, 2013, a statement from the OU said.

Accordingly UGC, New Delhi has been conducting the UGCNET Examination regularly. It has felt that an eligibility test at the national level may not be completely able to represent the subjects which are regional in their character. Moreover, there was a demand from the aspiring candidates to appear for the test in their own mother tongue, wherever applicable.

The OU intends to conduct the SET this year in August. The State governments and Union Territories have given an option of conducting SET examinations in English and respective languages for eligibility for Lecturer and assistant professor jobs at the State-level.

Every year Osmania University conducts Andhra Pradesh State Eligibility Test (AP. SET) for candidates besides possessing minimum academic qualifications are required to qualify in a comprehensive test specifically conducted for the purpose of obtaining eligibility for appointment as Lecturers/Assistant Professors.

The State Eligibility Test (SET) is based on the pattern of the National Eligibility Test (CSIR/UGCNET) conducted by UGC/CSIR. The State Governments and Union Territories, who wish to conduct the SET are supposed to obtain accreditation from UGC from time to time.

Now, the Andhra Pradesh Government has decided to conduct SET Examination in the interest of a large number of aspirants for recruitment as Assistant Professors/Lecturers through direct recruitment or by promotions in universities and degree colleges in the State and also to facilitate the candidates to appear for the test in Telugu medium, wherever applicable.

Source : One India.

Degree colleges on the rise in Andhra Pradesh

If the truth lies in numbers, Andhra Pradesh would be the leader of technical courses. The abundance of institutes offering technical courses including BE, MBA and MCA ensures that supply meets demand and more, though employability of graduates has been questioned time and again in various surveys. Slow markets and declining opportunities in IT and ITeS industry, which once made up for a large chunk of employment opportunities, have students looking at other career options. Though it is just nominal, trends point to equalisation of demand for conventional degree and technical courses at the undergraduate level.

A state, which prides itself for contributing the largest number of students to premier engineering institutions, is also one of the first to validate the rat race for cracking competitive entrance examinations like JEE. This has resulted in large-scale privatisation of Class XII education with high enrolments in ‘corporate’ junior colleges, which offer intermediate education along with rigorous coaching for various entrance tests. “The preference for science over humanities at plus-two level has increased over time due to parental perceptions and peer pressure,” observes Professor P Jaya Prakash Rao, chairman of Andhra Pradesh Council of Higher Education (APSCHE).

The emphasis on immediate employment after graduation pushes students towards professional courses, especially engineering. “Linking education to placements and demands of the market has led to a craze for professional courses. Conventional degree in arts or humanities does not cater to this. When I was vice-chancellor of Nizam College, I observed that only 10 per cent of students from any given stream find suitable employment right after graduation. Preparing industry-ready students should be a part of the academic training process,” says Professor S Mallesh, principal of Osmania College of Arts and Social Sciences.

Few takers

The surge in the number of technical institutions can be traced to 2004-05 when the colleges numbered only 238. It now stands at 687. The flip side though, is that nearly 550 colleges recorded an intake of 150 students or less after counseling for the state joint examination in 2012. This includes 25 colleges, which recorded zero intake. The number of engineering graduates has nearly trebled over the last decade and every year, 3.4 lakh engineering graduates are churned out, though campus placements have plummeted over the years. “Many states in this country witnessed a phenomenal growth in the number of institutions imparting engineering education at graduate-level from 1997. The growth was about 722 per cent by 2005. The growth in number of institutions offering technical education at degree-level is only under private sector, whereas at diploma-level the growth is in both the government and private sectors. The growth in the number of private institutions at degree-level from 1990-2010 is about 2,800 per cent whereas at diploma-level the growth during the same period is about 152 per cent.

Initially, there was control over private engineering colleges. However when AICTE relaxed norms pertaining to land requirement in 2007-08, colleges proliferated,” says Professor NV Ramana Rao, registrar of Jawaharlal Nehru Technological University (JNTU), Hyderabad. This proliferation of institutions has not translated into proliferation of quality, which is partly due to a lack of a monitoring body.

Various surveys indicate that the gap lies in producing ‘quality’ graduates with strong domain knowledge and industry-ready soft skills.

Only a handful of colleges possess infrastructure on par with the norms set by All India Council of Technical Education. The Industry Readiness Index of engineering graduates compiled by PurpleLeap in association with Pearson Review indicates graduates of Tier-II and Tier-III colleges lag far behind. Students enrolled in postgraduate courses such as MBA and MCA fare no better, as indicated by an ASSOCHAM survey — the 2013 study indicates that only 10 per cent of management graduates are employable. Worst-hit are colleges offering MCA and BE Information Technology. While about a third of MCA colleges recorded zero admissions in 2012-13, only 28 per cent of the seats in BE (IT) were filled at the end of engineering counselling.

The increase in numbers has also been spurred by the fee-reimbursement programme introduced by the state government which supports tuition fee of students from disadvantaged communities. The drain on the state coffer has been large, as it is the sole source of revenue for many Tier-III and Tier-IV colleges.

“The present model for private engineering colleges is unlikely to build quality engineering institutions in the long-term. Revenues from fees are capped, which is the main source of income. There is very little operational flexibility for colleges to take new initiatives. Alternative funding models need to be explored. The state is primarily responsible for ensuring quality education at all levels and in all regions. This would entail strengthening of public institutions as also their quantitative expansion. It is evidently the obligation of the state to find ways and means of raising public resources for their purpose,” says Rao.

Resurgence of conventional degrees

The recent slump in IT and a sluggish market has taken the sheen off technical courses. Conventional programmes are back in the reckoning especially among rural students. The move to make higher education accessible has helped increase enrollment in conventional courses. “The state government’s policy of surveying various districts and establishing degree colleges has led to an increase in enrolment from rural students, especially girls for whom accessibility is important. At present, the number of affiliated degree colleges stands at 2,200 in AP and the number of institutions seeking affiliation has also shot up,” says Professor P Jaya Prakash Rao, chairman, APSCHE. “While the emphasis is on commerce and science programmes in urban centres where students aim for chartered accountancy or higher education, students from rural areas prefer arts and humanities, which help them aim for Group II services in the state service commission and BEd for job-security as a teacher.”

The fillip given to research at university-level has also led to an increase in the number of students opting for government-sponsored fellowships such as UGC-NET and CSIR-JRF and higher enrolments in PhD. “Not all students who come to university have failed competitive examinations. Given the hit and miss nature of exams like IIT-JEE, I do know a lot of students who have simply opted out. We get some of the finest students who are brilliant academically and want to make a mark in research. Universities like ours are the perfect environment for students to grow academically, and we have a clear preference. We would like our students to grow into researchers,” says Professor Ramakrishna Ramaswamy, vice-chancellor of University of Hyderabad.

However, the gap between degree and employment persists. Unless conventional courses cater to job-readiness of graduates, there will be little to deter students from opting for BE or an MBA as an ‘easy settlement’ programme. “Education does not translate to employment. The university can train a student in a particular subject but it does not guarantee a job or cater to the demands of the market,” says Mallesh.

The rush for competitive examinations does not seem to be fading any time soon, though the present trend indicates there is scope for an environment of healthy competition between conventional courses and technical programmes.

Source : New Indian Express

Degree colleges on the rise in Andhra Pradesh

If the truth lies in numbers, Andhra Pradesh would be the leader of technical courses. The abundance of institutes offering technical courses including BE, MBA and MCA ensures that supply meets demand and more, though employability of graduates has been questioned time and again in various surveys. Slow markets and declining opportunities in IT and ITeS industry, which once made up for a large chunk of employment opportunities, have students looking at other career options. Though it is just nominal, trends point to equalisation of demand for conventional degree and technical courses at the undergraduate level.

A state, which prides itself for contributing the largest number of students to premier engineering institutions, is also one of the first to validate the rat race for cracking competitive entrance examinations like JEE. This has resulted in large-scale privatisation of Class XII education with high enrolments in ‘corporate’ junior colleges, which offer intermediate education along with rigorous coaching for various entrance tests. “The preference for science over humanities at plus-two level has increased over time due to parental perceptions and peer pressure,” observes Professor P Jaya Prakash Rao, chairman of Andhra Pradesh Council of Higher Education (APSCHE).

The emphasis on immediate employment after graduation pushes students towards professional courses, especially engineering. “Linking education to placements and demands of the market has led to a craze for professional courses. Conventional degree in arts or humanities does not cater to this. When I was vice-chancellor of Nizam College, I observed that only 10 per cent of students from any given stream find suitable employment right after graduation. Preparing industry-ready students should be a part of the academic training process,” says Professor S Mallesh, principal of Osmania College of Arts and Social Sciences.

Few takers

The surge in the number of technical institutions can be traced to 2004-05 when the colleges numbered only 238. It now stands at 687. The flip side though, is that nearly 550 colleges recorded an intake of 150 students or less after counseling for the state joint examination in 2012. This includes 25 colleges, which recorded zero intake. The number of engineering graduates has nearly trebled over the last decade and every year, 3.4 lakh engineering graduates are churned out, though campus placements have plummeted over the years. “Many states in this country witnessed a phenomenal growth in the number of institutions imparting engineering education at graduate-level from 1997. The growth was about 722 per cent by 2005. The growth in number of institutions offering technical education at degree-level is only under private sector, whereas at diploma-level the growth is in both the government and private sectors. The growth in the number of private institutions at degree-level from 1990-2010 is about 2,800 per cent whereas at diploma-level the growth during the same period is about 152 per cent.

Initially, there was control over private engineering colleges. However when AICTE relaxed norms pertaining to land requirement in 2007-08, colleges proliferated,” says Professor NV Ramana Rao, registrar of Jawaharlal Nehru Technological University (JNTU), Hyderabad. This proliferation of institutions has not translated into proliferation of quality, which is partly due to a lack of a monitoring body.

Various surveys indicate that the gap lies in producing ‘quality’ graduates with strong domain knowledge and industry-ready soft skills.

Only a handful of colleges possess infrastructure on par with the norms set by All India Council of Technical Education. The Industry Readiness Index of engineering graduates compiled by PurpleLeap in association with Pearson Review indicates graduates of Tier-II and Tier-III colleges lag far behind. Students enrolled in postgraduate courses such as MBA and MCA fare no better, as indicated by an ASSOCHAM survey — the 2013 study indicates that only 10 per cent of management graduates are employable. Worst-hit are colleges offering MCA and BE Information Technology. While about a third of MCA colleges recorded zero admissions in 2012-13, only 28 per cent of the seats in BE (IT) were filled at the end of engineering counselling.

The increase in numbers has also been spurred by the fee-reimbursement programme introduced by the state government which supports tuition fee of students from disadvantaged communities. The drain on the state coffer has been large, as it is the sole source of revenue for many Tier-III and Tier-IV colleges.

“The present model for private engineering colleges is unlikely to build quality engineering institutions in the long-term. Revenues from fees are capped, which is the main source of income. There is very little operational flexibility for colleges to take new initiatives. Alternative funding models need to be explored. The state is primarily responsible for ensuring quality education at all levels and in all regions. This would entail strengthening of public institutions as also their quantitative expansion. It is evidently the obligation of the state to find ways and means of raising public resources for their purpose,” says Rao.

Resurgence of conventional degrees

The recent slump in IT and a sluggish market has taken the sheen off technical courses. Conventional programmes are back in the reckoning especially among rural students. The move to make higher education accessible has helped increase enrollment in conventional courses. “The state government’s policy of surveying various districts and establishing degree colleges has led to an increase in enrolment from rural students, especially girls for whom accessibility is important. At present, the number of affiliated degree colleges stands at 2,200 in AP and the number of institutions seeking affiliation has also shot up,” says Professor P Jaya Prakash Rao, chairman, APSCHE. “While the emphasis is on commerce and science programmes in urban centres where students aim for chartered accountancy or higher education, students from rural areas prefer arts and humanities, which help them aim for Group II services in the state service commission and BEd for job-security as a teacher.”

The fillip given to research at university-level has also led to an increase in the number of students opting for government-sponsored fellowships such as UGC-NET and CSIR-JRF and higher enrolments in PhD. “Not all students who come to university have failed competitive examinations. Given the hit and miss nature of exams like IIT-JEE, I do know a lot of students who have simply opted out. We get some of the finest students who are brilliant academically and want to make a mark in research. Universities like ours are the perfect environment for students to grow academically, and we have a clear preference. We would like our students to grow into researchers,” says Professor Ramakrishna Ramaswamy, vice-chancellor of University of Hyderabad.

However, the gap between degree and employment persists. Unless conventional courses cater to job-readiness of graduates, there will be little to deter students from opting for BE or an MBA as an ‘easy settlement’ programme. “Education does not translate to employment. The university can train a student in a particular subject but it does not guarantee a job or cater to the demands of the market,” says Mallesh.

The rush for competitive examinations does not seem to be fading any time soon, though the present trend indicates there is scope for an environment of healthy competition between conventional courses and technical programmes.

Source : New Indian Express

Osmania University : B.Ed Annual Examinations Time Table June 2013

DAY & DATE	PAPER	SUBJECT[S]
MONDAY 17-06-2013	I	Foundations of Education
WEDNESDAY 19-06-2013	II	Understanding Learner & Classroom Management
FRIDAY 21-06-2013	III	School Management & Systems of Education
MONDAY 24-06-2013	IV	Educational Evaluation
WEDNESDAY 26-06-2013	V A	METHODS OF TEACHING : I A. Mathematics B. Biological Sciences C. Social Studies
FRIDAY 28-06-2013	V B	METHODS OF TEACHING : II Physical sciences
MONDAY 01-07-2013	V C	METHODS OF TEACHING : I English
WEDNESDAY 03-07-2013	VI	METHODS OF TEACHING : I A. English B. Telugu C. Urdu D. Hindi E. Marathi

Osmania University : PG One Time Chance Notification Aug/Sept 2013

1. It is hereby notified for information of all the BACKLOG CANDIDATES of MA/MCOM/MSC/MSW UNDER YEAR WISE SCHEME & SEMESTER SYSTEM (AUTONOMOUS & NON- AUTONOMOUS) of University, Constituent, Affiliated and District P. G. Colleges that the Previous, Final and I, II, III & IV Semester Backlog Examinations are scheduled to commence in the month of August/September, 2013. The Detailed Time-Table will be notified in due course.

2. Vide Lr No.514/I/Acad-I/2013, dt: 09.04.2013. The University has resolved to recommend to give ONE MORE CHANCE to clear all the backlogs who have
crossed the double duration plus two years as ONE TIME CHANCE in P.G. Courses.

3. All the backlog candidates irrespective of their year of admission PRIOR TO ACADEMIC YEAR 2006-07 (i.e. 07 BATCH (WITH COLLEGE CODE) & ALL EARLIER BATCHES) are eligible to appear and should pay of Rs.1000/- a special fee for each backlog paper apart from the normal examination fee. (vide lr. No.87/M/503/Acad/04, Dt : 17.02.2004).

4. THIS NOTIFICATION IS MEANT FOR BACKLOG CANDIDATES ONLY.

5. ALL THE BACKLOG CANDIDATES ARE ADVISED TO CONTACT CHAIRMAN, B.O.S. CONCERNED REGARDING THEIR SYLLABUS AND PAPER TITLES. IT IS MANDATORY.

6. As this “ONE MORE CHANCE” is being given over and above the permissible chance to clear the backlog papers. Hereafter no permissible will be given to
them.

7. The last date for payment of Examination fee and submission of Examination application forms at the respective Colleges is shown below :

i) Last date for payment of examination fee without late fee and submission of Examination forms at the respective Colleges : Monday 08.07.2013
ii) Last date for payment of examination fee with a late fee of Rs.250/- and submission of examination application forms at the respective Colleges : Tuesday 30.07.2013

8. DETAILS OF EXAMINATION FEE :-

A) i) M.SC./M.A./M.COM/M.S.W. All Papers Rs.800/-
ii) M.SC./M.A./M.COM./M.S.W. up to 2 Papers Rs.600/-
PLUS A SPECIAL FEE OF RS.1000/- FOR EACH BACKLOG PAPER IN ADDITION TO THE EXAMINATION FEE.

B) FEE ONCE PAID WILL NOT BE REFUNDED OR ADJUSTED

Osmania University : Info on B.E. 4/2 Revaluation April 2013

The results of B.E. IV/IV II Semester (Main & Supplementary) examinations held in the month of April/May, 2013 are available in OUWORLD web site.

1) The candidates may obtain their memo of marks from their respective college on or after 01-06-2013.

2) Candidates can apply for Revaluation in respective colleges on or before 10-06-2013 and the principals are requested to submit the same to the office of the Controller of Exams on 13-06-2013. Candidates are requested to enclose a copy of memo / internet memo copy along with RV application form.

3) The Revaluation fee is Rs. 300/- for each subject.

Inter cut-off for IIT entry zooms by 30 per cent

Hyderabad: The cut-off marks for admission to the Indian Institutes of Technology has zoomed by nearly 30 per cent this year, thanks to the new top-20 percentile norm introduced by the Centre. Only 1.24 lakh students have cleared the mark this year.

General category students must get over 89.81 per cent in the 10+2 exams, according to an analysis conducted by the Board of Intermediate Education.

The cut-off for students belonging to the Scheduled Castes was 84.34 per cent, Scheduled Tribes, 85.28 and other categories, 88.30 per cent. Earlier, the mark was set at 60 per cent for general category students and 55 per cent for reserved categ-ory students in 10+2 exams.

To achieve the new cut-off level, general category students must score 476 marks out of 530 to qualify for IITs. The marks are 447 for Scheduled Castes students, 452 for the STs and 468 for other reserved categories.

Only 1.24 lakh students figure in the top-20 percentile list, out of the 3.7 lakh students who took the exam for the MPC stream in the Inter II year exams this year. Of the 1.24 lakh, 75,890 are from the general categories, 8,452 from SCs, 3,111 from STs and 36,626 from other reserved categories.

As per the fresh norms issued by the IITs, students have to appear for both JEE (Main) and JEE (Advanced) for admission to IITs. The top-1,50,000 rankers in JEE (Main) will be allowed to appear for JEE (Advanced).

These top-1,50,000 rankers should also figure in the top-20 percentile list in the 10+2 board exams to be eligible for admission to IITs.

There is some confusion about what happens if a student secures higher marks in revaluation or recounting, and whether these marks are taken into account. It is common for many students to apply for revaluation or recounting of marks immediately after the results are announced.

“The CBSE, which has been conducting JEE (Main) and JEE (Advanced), has asked us to provide the final results by the end of May. Students can apply for recounting or re-verification of Inter answer scripts as usual. We will complete the process by May 20 and provide the final results to CBSE by taking into account the marks secured in revaluation/recounting also," said Ram Shankar Naik, secretary, BIE.

Source : DC