Vinayaka Institution Of Management And Technology (VIMT), New Delhi Recognization & Accreditations
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New Delhi, Delhi
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Collage
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1996
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AICTE, DEB
New Delhi, Delhi
Collage
1996
AICTE, DEB
Vinayaka Institution of Management and Technology (VIMT) holds prestigious affiliations and accreditations, ensuring its commitment to quality education. The college is approved by the All India Council for Technical Education (AICTE), which signifies its adherence to national standards for technical education. Additionally, VIMT is accredited by the Distance Education Bureau (DEB), acknowledging its excellence in distance education programs. Moreover, the college holds accreditation from the University of Delhi, further validating its academic credibility and standing. Through these affiliations and accreditations, VIMT maintains its reputation as a reputable institution for higher education and demonstrates its dedication to providing quality learning experiences to its students.
Ranking Of Indian Institute Of Management
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
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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