Accreditation and Ranking:

SNDT Women's University, Centre of Distance Education, Mumbai is approved by the Distance Education Bureau (DEB) and affiliated to Shreemati Nathibai Damodar Thackersey Women's University (SNDT Women's University Mumbai).

Approved by Distance Education Bureau:

The Distance Education Bureau (DEB) approval signifies the accreditation and recognition of Shreemati Nathibai Damodar Thackersey Women's University's distance education programs. This accreditation ensures that the university's distance learning courses meet the quality standards set by the DEB, validating their credibility and academic rigor. As a result, students enrolled in SNDT Women's University's distance education programs can be confident in the quality of education they receive and the value of their qualifications. DEB approval underscores the university's commitment to providing accessible and high-quality education to learners, empowering them to achieve their academic and professional aspirations through flexible learning pathways.

Affiliated with:

The SNDT Women's University, Centre of Distance Education is affiliated with Shreemati Nathibai Damodar Thackersey Women's University, ensuring that its academic programs and operations align with the university's standards and regulations. This affiliation indicates that the institution operates under the oversight and authority of SNDT Women's University, following its curriculum guidelines and academic policies. Students enrolled in programs offered by the institution benefit from the university's reputation and accreditation, enhancing the credibility and recognition of their qualifications upon graduation. Additionally, affiliation with SNDT Women's University provides students access to resources, facilities, and services offered by the university, enriching their educational experience.

Recognitions & Accreditations

Ranking Of Indian Institute Of Management

  • 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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