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Recognition & Accreditations of DDEBRABU, Muzaffarpur

Accreditation and Ranking

University Recognition

DDEBRABU operates under the umbrella of B.R.A. Bihar University, a state university in Bihar. The university itself is recognized by various educational bodies and authorities:

University Grants Commission (UGC)

B.R.A. Bihar University is recognized by the UGC, which is responsible for maintaining the standards of higher education in India. This recognition validates the university's academic programs, including those offered through DDEBRABU.

Government of Bihar

The university is recognized and funded by the Government of Bihar, further ensuring its credibility and commitment to providing quality education.

Accreditations and Approvals

DDEBRABU has also received accreditations and approvals from relevant bodies:

Distance Education Bureau (DEB)

DDEBRABU's distance education programs are approved by the DEB, which operates under the UGC. This approval indicates that the programs meet the necessary quality standards for distance education in India.

National Council for Teacher Education (NCTE)

Some of the teacher education programs offered by DDEBRABU have received recognition from NCTE, which regulates teacher education programs in the country.

Recognition for Specific Courses

Certain courses and programs offered by DDEBRABU may have additional accreditations or recognitions from relevant professional bodies and councils, ensuring their relevance and quality in specific fields.


Recognitions & Accreditations

Ranking Of Indian Institute Of Management

  • Universities are fully Government Recognised: Recognised by University Grants Commission (UGC)

    Universities and the Degrees awarded by them are recognized by the UGC. Letter of UGC on Recognition of University Click Here University is a full fledged university and not a deemed university.

  • Distance Education Bureau (DEB)

    The open and distance learning system in India has emerged as an important mode for providing education to diverse sections of society. Besides, the changing dynamics of the ODL system in the last six decades have been encouraging. With the proliferation in the ICT, the boundaries of classroom or campus are becoming blurred. As it is said, the temporal and spatial boundaries have disappeared ( Kulandaiswamy, 2011). The impressive number of ODL institutions in the country bear testimony to the fact. Single-mode open universities have increased from four in number during the 8th Plan period to 14 in the 10th Plan period. The number of dual mode universities offering programmes through the distance mode (DEIs) has risen to more than 200. This is due to the fact that the growth in the infrastructure for face-to-face instruction is unable to match the educational demands of the ever-increasing number of aspiring students. At present nearly 25% students of higher education in the country are

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