Shivalik Institute of Paramedical Technology - (SIPT, Chandigarh) Recognization & Accreditations

SIPT, Chandigarh Accreditation and Ranking

Shivalik Institute of Paramedical Technology, Chandigarh is recognized by Central, and Several State governments, Government Undertakings, Establishments, and various prestigious Universities like Punjab Technical University Jalandhar, National Institute of Medical Sciences University Jaipur recognized by the Joint Action Committee of U.G.C., AICTE, D.E.B., and H.R.D. Ministry (Govt. of India). Madhav University Mount Abu Rajasthan NCVTE ( National Centre for vocational and technical education INDIA) is also recognized under S.R. Act. Shivalik Institute does not need any separate state approval according to Letter No. F23-1/2003-TS. III by the Human Resources Development Ministry, Govt. of India that all courses are valid for Govt. jobs. After the line of NCBTE( national center for vocational and technical education, India), also recognized by Shri Venkateshwara University as an industrial partner for vocational courses. Also recognized under the S.R. act.

Recognitions & Accreditations

Ranking Of Indian Institute Of Management

Approval by AICTE

As per law, Universities do not require AICTE approval. Only institutions which are affiliated to Universities require approval. As University is a Bonafide University established by a State Act, it does not require AICTE approval. This standing of law is notified in the case of Bharathidasan University Vs AICTE. Click Here to view copy of the relevant judgement
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