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Approval/Recommendation

Govt Orders for JUH (State’s Madrasa Tuloloom) of Oriental 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:

Directorate General of Employment and Training, Ministry of Labour & Employment, Govt of India Vide Order No DGET 35(35)(1)/(Urdu)-ITI/201-PCT-Part-I and DGET-7/4/206-MES/IS.
Commissioner for Linguistic Minorities, Ministry of Minority Affairs, Government of India Vide Order No. INV/Bihar/2014-438.
Ministry of Culture, Govt of India Vide Order F.No 9/15/2014/Akademi.
MHRD, Govt of India: NPE 1968, 1986 & 1992 (Minority, Non-Formal Education) & NMCME, MHRD, Govt of India.
Employment Exchange & Transport Office of State Govt
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.
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, Karnataka LA Secretariat, 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).
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 Ministry of Human Resource Development (MHRD), Govt of India, Vide Letter No C36012/11/2013-PG; RVS/PERS/217/2013;  
No 8-3/2007-MC; OC/LKO/24.5.13; F 9-1/95-TS.IV; No 6-2/2012-MC; AAF/P/2-6.
Ministry of Social Justice And Empowerment, Govt of India Vide Letter No NCBC/Member/SA/22/80.
Ministry of Social Justice & Empowerment, Govt of India, Office Memorandum No 17020/5/2014-SCD I regarding Urdu Courses as per the order of Ministry of Personnel Public Grievances & Pension vide F.No. 42012/13/2007-Estt.(D).
Directorate of Education, Old Secretariat, Delhi vide Letter No PA/Addl.D.E/School/15/1-3 for special recognition of JUH.
Cabinet Secretariat, Directorate of PG, Sansad Marg, Govt of India Vide Order Ref No DPG/O/2015/00018(2)(HRHE) to Secretary,D/o Higher Education of MHRD.
Under Secretary to the Govt. of India, Ministry of PPG&P, Department of Personal & Training, Govt of India, Vide Order No.41011/12/2014-Estt.(D)/07535/07540 and Order No. 41011/01/2015-Estt.(D)/00160.
Under Secretary to the Govt. of India, MHRD, Department of Higher Education (Minority Division) Vide F.No.15-1/2015-Minority Cell.
Under Secretary to the Govt. of India, MHRD, School-3 Section to Department of Higher Education (Minority Division Cell) ) Vide F.No.2-7/2014-Sch.3.
Under Secretary to the Government of India, National Commission for Minorities, Vide F.No MBR/101/98/2013
Vice-President Secretariat Vide Order No. VPS/R-11.02.2015/US to The Secretary (Higher Education), Ministry of HRD, Govt of India.
Under Secretary, Vice-President’s Secretariat Vide Order No VPS/R-27.02.2015/US.
Ministry of Minority Affairs, Govt of India, Office Memorandum No 1633/RTI/2014.
Ministry of Minority Affairs, Govt of India Dated 24/7/14 15:43 IST/PIB; 16/7/14 20:22 IST/PIB; 22/7/14 17:07 IST/PIB; 22/7/14 17:09 IST/PIB 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.
Commissioner for Linguistic Minorities, Ministry of Minority Affairs, Government of India Vide Order No. Inv/Bihar/2014-438.
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).)))
Governor’s Secretariat, Governor House, Bihar.
Governor’s Secretariat, West Bengal, Raj Bhawan, Kolkata Vide Order No 408/1-SP & Docket/SNo 12&29 (Under Process).
Governor’s Secretariat, Governor House, Maharashtra Vide Order No.2094/C44E03(Under Process).
By Order of the Governor (Sir T.G.Rutherford), C.G.Atkin (Manager, Dowlatpore Agricultural Concern).
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.
Ministry of Education, Govt of Punjab Vide Letter No 1830/EM.
District Collector Office(Employment of students of JUH) Vide RNo T/7618/2014/1 & T/7795/2014/1.
Government of Kerala, Degrees & Diplomas recognized by the Government of India-Automatic Recognition- Instructions issued: Public (Services D) Department, G.O. (MS) No.526, Trivandrum(17.07.1965); G.O. MS. No. 45/Public (Ser.)( 20.1.1960); G.O. MS. 145/Public (Ser.)(21.3.1963); G.O. MS. 393/Public (Se.)(23.4.1965); Kerala Public Service Commission, Letter No. A7/16984/64 (10.6.1965).
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.
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. MHRD Vide Letter No. F. 23-1/2003-TS.III.
MHRD, Govt of India Vide Letter No 8-3/2007-MC. Minister of State, Ministry of HRD, Govt of India.
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.
Headquarters, Major, Officer Commanding, Army AVN Squadron(R&O) Vide Order No. 02105/A/92/AA dated 2.5.15.
Department of Administrative Reforms and Public Grievances, Parliament Street, Govt of India Vide Order No. DARPG/P/2015/01602
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. 10-1/2014/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).
State Legislative Body, Govt of Bihar, Vide Letter No SP/5/3/12/786/92.
Legislative Assembly, Government of Bihar Vide Letter No:417/13 and No 6-2/12-MC
National Minorities Education Commission, MHRD, Govt of India, RVS/PERS/217/2013.
Under Secretary, Karnataka Govt Secretariat, Govt of Karnataka Vide Letter No KLAS/12/Misc/2013.
Legislative Council, Government of Bihar Vide Letter No: 81/2013
Prime Minister’s Office, New Delhi, Vide Letter No 2/3/2011-PMP4/336088. COBSE Vide Ref No COBSE/C 99/2011
West Bengal Minorities’ Commission, Ref No. 604-MC-C-138-2013.
Ministry of Labour/ Minority Commission/Education/MLC, Govt of Karnataka, OM/1512;No PSEM/4214/29;500/13-14,HKES No 1525.
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).
Minister of Education, Education Department, Govt of Punjab Vide Letter No 1830/EM
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.
Director Training and Licensing, Technical General of Civil Aviation, New Delhi.
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.
The PIO-Cum-Jt 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.
Ministry of PPG&P, Govt of India, Vide Letter No F No 42012/13/2007; H-18011/56/2009-PG9(RTI).
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).
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, Vide Letter No MHAB/7512.
Ministry ofHome Affairs,Govt of India, Vide Letter OM No 26/4/52CS; OM No 6/7/63- Estt(D); 6/1/64- Estt(E)
Ministry of Education, Govt of India EM/27/2/52;Ministry of Education & Cultural Affairs OM/72;Ministry of Education &Youth AffairsF.18-27/70.T2.
Council Member, Bar Council of West Bengal.
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.
Advocate, High Court Calcutta.
Councilor, BBMP, Bangalore.
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.
Universities, Boards & Institutions
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.
IGNOU Vide Letter No. IG/SRD/RTI-1347/14/234 for BPP; IG/SRD/RTI-1347/15/783 & G/SRD-R.I/Equiv.Urdu/2013/195.
Visva-Bharati, Santiniketan for a few courses.
Aliah University (UGC rec University under D/o Minority Affairs & Madrasah Education, Govt of WB) Vide Memo No. AU/REG/0300/14.
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
Prist University for regular B.Tech. Anna University, Chennei. MS University for graduation.
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).
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.
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, Degree etc.
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).
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).
Gulbarga University Gulbarga Vide Letter No. GUG/URDU/RTI/2014-2015/192 (Under Process).
Swami Rama Himalayan University. Indian Imstitute of Banglore. Ramakrishna Missission Vivekananda University.
Calcutta Girls BT College, Calcutta University. Dr Sarvepalli Radhakrishnan Rajasthan Ayurved University, Jodhpur.
Mostly Universities under UGC (Establishment & Maintenance of Standards in Private Universities) Regulations, 2003.
West Bengal Board of Madarsah Education Vide Memo No: 2097/ACA/13(UP);1040-MD; 29-2 Edn(S)/(6C-20/89); 1273/Aca/14.
Goa Board of Secondary & Higher Secondary Education Vide Order No GBSHSE/EST/EQUIVALENCE/CERT CELL/2015/221(Under Process).
Board of School Education, Haryana Vide Order No 471/Educational/A-3K(Under Process).
Chhattisgarh Madrasa Board Vide Order No. CGMB/Exam/2015/1325 and 1328.
Maharashtra Board of Secondary & Higher Secondary Education Vide Letter No:S.B./R/Eq/70.
NIOS Vide Letter No.21-16/2012/NIOS/SSS/ADM (Under Process); Deputy Director, NIOS Vide Order No. F-24/2015/NIOS/SSS-M Cell/64 and NIOS, Equivalency of the Courses offered by traditional Muslim Institution.
Secretary, Maharshtra State Board of Secondary & Higher Secondary Education, Pune Vide Letter No.S.B./Research/ Equivalency/70 (Under Process).
Office of the Director of Board of Higher Secondary Education, Kerala Vide Ref. No.Ex-IV/1/631/RTI/2013.
Punjab School Education Board Vide Letter No.1900/AP (Under Process).
NCTE
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.
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).
Supreme Court
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 & AIU
Memo 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.
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. 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. The Gazette of India (July 5,2014) (Asadha 14,1936), UGC, Specification of Degrees (No.F.5-1/2013,CPP-II).
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(14.1.94) &D.O.No.F 1-25/3(CPP-II).
High Courts
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 and Constitution of India
Sec. 2 (f ) of the Central Educational Institutions Act, 2006.
NCMEI Act, 2004. Human Rights Protection Act 1993. Persons with Disabilities (Equal Opportunities, Protection of Rights and Full Participation) Act, 1995. Planning Commission, Govt of India (R.No. BR/2012/0055903).
((has supplied the information that a society registered under SR Act XXI 1860 is eligible to issue certificates to the qualified candidates if the organization is registered for the purpose of conducting examinations and issuing certificates)).
Sh.M.K.Arora, Deputy Secretary(COORD), CBSE, New Delhi dated 3rd January, 2012 Vide Ref No.: COORD/RTI/5157/2011/23-24.
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.
International Acknowledgments & Recommendations
Minister of Education, Govt of Victoria, Australia. Embassy, United Arab Emirates.
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.
Secretary of Education Arne Duncan, Department of Education, USA.
United Nations Educational, Scientific and Cultural Organization(UNESCO) Cell, Ministry of Culture Vide Order No. 6-3/2014-UNESCO Cell.Chief Data Scientist(Founder of LinkedIn), The White House, Date: Thu, May 7, 2015 at 12:35 AM.
دفتر نظامت

Out of 700-800 Institutions/Universities in the country, JUH have got opportunities for education/employment in 3/4th Institutions/Universities. These are Govt Orders for JUH (State’s Madrasa Tulolum)/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, Gazettes, Institutions, Supreme Court & High Courts.

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
MATS University
Maharishi University of Management & Technology
Kalinga University
ICFAI University
Navrachana University
Rai University
AURO University of Hospitality & Management
RK University
Ahmedabad University
Charotar University of Science & Technology
Calrox Teacher’s University
Dhirubhai Ambani Institute of Information and Communication Technology
Ganpat University
Kadi Sarva Vishwavidyalaya
Nirma University of Science & Technology
Pandit Deendayal petroleum University
UKA Tarsadia University
NIILM University
Maharishi Markandeshwar University
ITM University
O.P. Jindal Global University
Apeejay Stya University
Bharat Shipping Limited
M.V.N. University
Baba Mast Nath University
Ansal University
Career Point University
I.E.C. (India Education Centre) University
Maharishi Markandeshwar University
ICFAI University
A.P.G. University
Chitkara University HIMUDA Education
Jaypee University of Information Technology
Eternal University Baru Sahib
Shoolini University of Biotechnology and Management Sciences
Indus International Uniersity
Arni University
Manav Bharti University
Bahra University
Baddi University of Emerging Sciences & Technology
Sri Sai University
The Xevier’s Institute of Business Management Studies
Jharkhand Rai University
Sai Nath University
Alliance University
Azim Premji University
Jet Sky Maritime Academy
ITM University
AISECT University
People’s University
Oriental University
RKDF University
Jaypee University of Engineering & Technology
A.K.S. University
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
CMJ University
Orissa University of Agriculture & Technology
The Global Open University
Nagaland University
Centurion University of Technology & Management
Sri Sri University
Guru Kashi University
Chitkara University
Shri Guru Granth Sahib World University
Lovely Professional University
M.D. University
Bhagwant University
Jagannath University
Jaipur National University
Jodhpur National University
Jyoti Vidhapeeth Women’s University
Mahatma Jyoti Rao Phoole University
Mewar University
NIMS University
Shri Jagdish Prasad Jhabarmal Tibrewala University
Sri Padmapat Singhania University
Singhania University
Suresh Gyan Vihar University
Shridhar University
Raffles University
Homoeopathy University
Karnataka State Women’s University
Dr K N Modi University
Pratap University
Manipal University Jaipur
Sunrise University
JK Lakshmipat University
Manav Bharti University
Maharaj Vinayak Global University
University of Engineering & Management
Career Point University
VIT University
Poornima University
Sangam University
Geetanjali University
J.E.C.R.C University
Pacific Academy of Higher Education & Research
NIIT University
EIILM University
Central University of Jharkhand
Sikkim Manipal University of Health Medical & Technology Science
Vinayaka Missions Sikkim University
ICSE, India
IIIT, Hydrebad
Jagadgura Rambhadracharya Handicapped University
Integral University
Mangalayatan University
Mohammad Ali Jauhar University
Teerthanker Mahaveer University
Sharda University
Swami Vivekananda Subharti University
G L A University
IFTM University
Invertis University
Galgotias University
Shiv Nadar University
Babu Banarasi Das University
Shri Venkateshwara University
Monad 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
SRM University
St Peter’s University
University of Kerala
Ravenshaw University
IASE Deemed University
Adikavi Mannaya University
SGBA University
KK Sanskrit University
Tata Institute of Social Science
Pune Vidyapith
Aliah University
Guru Nanak Dev University
Mizoram University
Indian Veterinary Research Institute
Aliah University
Indian Institute of Foreign Trade
Central Institute of Fisheries Education
Anna University
Calicut University
Bharathiar University
University of Kalyani
Baddi University
ITI Industrial Training Institute
National Institute of Alternative Medicine Systems
MK University
Alagappa University
Sikkim University
SKM University
The English & Foreign Languages University
Rajiv Gandhi University
Central University of Rajasthan
Dumka University
Punjab University, Chandigarh
IGNO University
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
 To: jamiaurduhind@gmail.com
 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,
Arne Duncan
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% Privateunaided 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.
 Courses of Jamia Urdu Hind for Secular Madrasa Education as per NCF 2005 & UGC D.O.No.F 1-1/2015(Secy)
Jamia Urdu Hind is Mainstream Madrasa Movement for Developed India
Adeeb
Adeeb (High School): Based on State Madarsa Board syllabus.
Subjects offered are Urdu/Mother Tongue Language, Hindi, English, Mathematics, Science, Social Science each of 100 marks (Total 600 marks).
Mahir
Mahir (Intermediate): All streams based on State Madarsa Board syllabus (Arts/Science/Commerce/Humanity) each of total 600 marks.
Subjects offered are Urdu/Regional Language, Hindi, English, Mathematics/Biology, Physics, Chemistry each of 100 marks. Likewise, Arts and Commerce each of 100 marks (Total 600 marks each stream).
Kamil Courses
Bachelor in Urdu
Bachelor in Arabic
Bachelor in Persian
Bachelor in Islamic Banking and Finance (Hons)
Based on UGC/ Harvard University(USA) syllabus.
Fazil Courses
Master in Urdu (Romance Language & Literature)
Master in Arabic
Master in Persian
Master in Islamic Finance and Management
Master in Islamic Law (Shariah)
Based on UGC/ Harvard University(USA) syllabus.
Takhassus (D.Litt) Courses (Research/Erudition)
Research in Urdu Language of National Importance
Research in Common Values of All Religion (Comparative Study for Global Brotherhood)
Research in Arabic Language
Research in Persian Language
Doctorate in Islamic Finance and Management
Moallim
Moallim (Teacher’s Training for language/Urdu Teaching Certificate/UTC)
Based on NCTE syllabus and approval.