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Mahatma Jyotiba Phule Rohilkhand University (MJPRU), Bareilly, Uttar Pradesh


Mahatma Jyotiba Phule Rohilkhand University (MJPRU), Bareilly, Uttar Pradesh
Address: Plot / Street / Area
Campus: Pilibhit By Pass, Dori Lal Marg
Bareilly (District Bareilly)
Uttar Pradesh, India
Pin Code : 243006

Mahatma Jyotiba Phule Rohilkhand University (MJPRU), Bareilly Uttar Pradesh is a University recognised by UGC. Mahatma Jyotiba Phule Rohilkhand University (MJPRU), Bareilly Uttar Pradesh is also known as MJP Rohilkhand University. Mahatma Jyotiba Phule Rohilkhand University (MJPRU), Bareilly Uttar Pradesh was established on / in 1975.

Mahatma Jyotiba Phule Rohilkhand University (MJPRU) is situated in Bareilly of Uttar Pradesh state (Province) in India. This data has been provided by www.punjabcolleges.com. Bareilly comes under Bareilly Tehsil, Bareilly District.

Fax # of Mahatma Jyotiba Phule Rohilkhand University (MJPRU), Bareilly Uttar Pradesh is +91-581-2528384, 2523334, 2524232, 524105.

email ID(s) is Mahatma Jyotiba Phule Rohilkhand University (MJPRU) Bareilly Uttar Pradesh

Website of Mahatma Jyotiba Phule Rohilkhand University (MJPRU), Bareilly Uttar Pradesh is www.mjpru.ac.in.

Vice Chancellor : Om Parkash, Prof Satya P Gautam, Phones: (0581)2527282 (O), 2523378(R), vcoffice@mjpru.ac.in.

Registrar : Mr Bal Krishna Pandey, Phones: (0581) 2527263(O)2528108(R), emai: registrar@mjpru.ac.in.

Contact Details of Mahatma Jyotiba Phule Rohilkhand University (MJPRU), Bareilly Uttar Pradesh are : Telephone: +91-581-2527263, 2528108, 523627, 528475
Tel : +91581-527286, 527282, 527273
Mr SP Srivastava (Finance Officer) Phones: (0581)2527273 (O)

IT Faculty
V.P. Kausal, Mobile# 9415635858, e-mail: info@mjpru.ac.in
Dr R. Singh, Mobile# 9412148941, e-mail: r.singh@mjpru.ac.in

MJP Rohilkhand University, Institute of Advanced Studies In Education, Bareilly, Uttar Pradesh


Mahatma Jyotiba Phule Rohilkhand University (MJPRU), Bareilly Uttar Pradesh runs course(s) in Misc stream(s).
MA,MSc, Hotel mgmt, B.Ed,M.Ed, PGDCA,PGDMC & bEJ,MSW,LLB, LLM

Bachelor of Technology
Bachelor of Pharmacy
Master of Computer Application
Master In Business Administration
B.Ed. (Specification in Special Education)
B.Ed. (Specification in Educational Computing)
B.Ed. (Specification in Vocational Education)
Advanced Post Graduate Diploma in Computer Application
P.G. Diploma in Mass Communication and Electronics Journalism
P.G. Diploma in Photography
M.A. in Applied English
M.A. in Applied & Clinical Psychology
Master of Social Work (M.S.W.)
M.A. in Applied Philosophy
Bachelor In Hotel Management & Catering Technology
Applied M.Ed.
M.Ed. (Special Education)

Bachelor of Technology (B.Tech.)- This program is offered in following disciplines:
* Computer Science & Information Technology
* Electronics & Communication
* Electronics & Instrumentation
* Electrical Engineering
* Mechanical Engineering
* Chemical Engineering

Bachelor Of Pharmacy (B. Pharm.)
Master of Computer Application (M.C.A.)
Master In Business Administration (M.B.A.)
Bachelor of Education (B.Ed.) (Specification in Special Education)
Bachelor of Education (B.Ed.) (Specification in Educational Computing)
Bachelor of Education (B.Ed.) (Specification in Vocational Education)
Advanced Post Graduate Diploma in Computer Application
P.G. Diploma in Mass Communication and Electronics Journalism
P.G. Diploma in Photography
Master of Arts (M.A.) in Applied English
Master of Arts (M.A.) in Applied & Clinical Psychology
Master of Social Work (M.S.W.)
Master of Arts (M.A.) in Applied Philosophy
Bachelor In Hotel Management & Catering Technology
Applied M.Ed. (Master of Education)
Master of Education (M.Ed.) (Special Education)

Approval details: Mahatma Jyotiba Phule Rohilkhand University (MJPRU) is affiliated with Mahatma Jyotiba Phule Rohilkhand University (MJPRU), Bareilly (Uttar Pradesh)

Profile of Mahatma Jyotiba Phule Rohilkhand University (MJPRU)

About University
M.J.P. Rohilkhand University was established in 1975 as an affiliating University. Its status was upgraded to affiliating-cum-residential university in 1985 when four teaching Departments were established in the campus. In 1987 three more Departments were added. In August 1997 Rohilkhand University was renamed as Mahatma Jyotiba Phule Rohilkhand University. The University has taken an overall perspective of development plan and thereby modified University status by including new Faculties of Engineering and Technology, Management, Applied Sciences, Education and Allied Sciences etc. It has 146 affiliated colleges. The existing faculties in the University are as under

* Advanced Social Sciences
* Applied Science
* Education
* Agriculture
* Education & Allied Sciences
* Arts
* Commerce
* Dental Sciences
* Engineering & Technology
* Law
* Management
* Sciences

The University headquarter is located at Bareilly with its territorial jurisdiction extending over the districts of Bareilly, Moradabad, Rampur, Bijnore, Jyotibaphule Nagar, Baduan, Pilibhit, Shahjahanpur Noida and Sitapur. The University campus spreads over 206 acre of Land. The Campus possesses administrative building, faculty buildings, Central Library, Multipurpose hall, hostel for boys & girls, Staff quarter for Vice Chancellor and another officers of the University, faculty members, Non-teaching staff, Guest houses and Sports complex. It has also a medical center. The senior faculty members of different disciplines in Humanities, Science and Technology are running research projects funded by various agencies and so far 49 projects funded by UGC, AICTE, DST, CST, ICAR, ICHR, MIF have been completed. Teacers of the Affiliated college are also engaged in research projects funded by above agencies.

In tune with the goals of the University the different departments of the campus have framed their objectives for keeping pace with the national and international educational scenario.

History of University
Mahatma Jyotiba Phule Rohilkhand University, Bareilly came into existence in 1975. It was carved out of the then Agra University. There was a dire need to establish a separate university since the region has a lower literacy rate than the national average. The University imparts non-conventional, professional and technical education through its network of colleges and institutes. It has, over the period, emerged as a pioneering institution in the state of Uttar Pradesh.

The University has keeping in view its goals, objectives, regional, national and global requirements, developed programmes which may be classified in the following manner:
* Post-Graduate programmes
* Under-Graduate programmes in specialized areas
* Certificate and Diploma programmes of vocational nature.

The core programmes are mainly at Masters level while professional, technical and vocational belong to under graduate level. The former includes M.A. in Ancient History & Culture, Applied and Regional Economics, Plant Science, Animal Science, Education, Law and Business Administration. While the latter encompass degree courses in six branches of technology, three courses in specialized education, pharmacy etc. New advanced technologies such as Air Craft Maintenance are on the agenda of the University.

At present there are 21 university departments,17 Government colleges, 29 Government funded affiliated colleges, 108 self- financing colleges. The University runs 36 Post Graduate, 15 under Graduate, 09 Diploma, 20 Post Graduate Diploma, 02 M.Phil and 34 Doctoral Programmes. In most cases syllabi are revised annually.

The University has Central Library, Computer Centre, Workshop, Primary Health Centre, Sports facilities including Indoor stadium, Track field etc. for out door games, inter-alia, as Central facility. Moreover electronic gadgets are regularly used for imparting instructions in the class rooms, laboratories and workshops. Academic environment is, as a policy matter, maintained in such a way that the faculty, students and employees as three major planks co-operate and strive to uplift the over all educational standard and atmosphere in the University. Various regulatory bodies help in riding rough shods leading to peaceful environment conducive for academics. A regular feedback from faculty members and students improves academic standards in teaching and research.

The university has prepared this self study report keeping in view the strengths and weakness of all programmes, infrastructure and modus operandi. The committee constituted for the purpose gathered inputs from every department of the university to prepare the report. And hence all concerned viz. faculty, officers and students have been consulted in this regard.

Criterion-wise Report

A - Curricular Aspects :
The University has the following programmes
* Doctoral programmes (34)
* Pre-Doctoral Programmes (02)
* Post-Graduate Programmes (36)
* Post-Graduate Programmes (20)
* Under Graduate Programmes (15)
* Diploma programmes (09)

It is a commitment of the University to augment resources keeping in view the development in future at UG, PG and Doctoral levels.

The curricula is being regularly revised every year through respective Board of studies so as to keep pace with changes in the academics and industries. This exercise of syllabi designing, revision and modification has been carried out with the help of
* faculty members
* experts from leading institution
* global development through internet and exchange programmes
* interaction with students

The Academic council meets twice every year to approve the recommendations of the respective of Board of Studies.

The Weaknesses and strengths are as follows:

* networking of academic sectors
* upgradation of Central Library
* expansion of academic programmes such as paramedical and dental sciences
* lack of Placement Bureau in the University

* Competent and experienced faculty
* Interaction and co-ordination between students, faculty and administration
* Periodic evaluation of courses, students and working
* Timely conduct of examination and result declaration
* Transparency in evaluation and administration.
* Moderate infrastructure with a provision of futuristic needs.

B - Teaching-Learning And Evaluation :
The highlights of teaching, learning and evaluation of students are:
* teaching through modern electronic gadgets
* laboratories equipped with sophisticated instruments
* regular class seminars and discussions
* small number of students in every class
* faculty improvement through refresher course, orientation and faculty improvement programmes
* computer facility in every programmes
* transparent evaluation system of students
* regular evaluation and assessment of students in professional and technical courses
* project work and dissertation to enhance analytical ability of students
* students counseling, monitoring and provision of improvement examination
* conducting examination well in time
* timely declaration of results (several times the university has been awarded by the State Government in this respect)

The University is known in the State for timely conduct of entrance examinations, completion of course, examination and declaration of results. The University thus, provides all those extra curricular facilities to make students duly conscious and worth citizens of the country. A large budget is allocated for personality development and recreation of students thereby playing a role in nation building.

C - Research, Consultancy and Extension :
Research activities are in full swing as reflected by the number of research programmes and projects. Several departments have research projects funded/aided by the UGC, DBT, DST, AICTE and MHRD.

Students at Masters and Doctoral level have to complete reports, dissertation and thesis to enhance their knowledge and experience in addition to course work. The students of Professional programmes such as Business Administration, Hotel Management and Engineering have exposure of working with the industry to gain practical knowledge in their chosen area of specialization.

Extension programmes has not been neglected since the inception of the Campus. Department of Adult, Continuing Education and Extension conducts regular programmes in the villages and blocks. Several short term job oriented programmes have been completed to make the rural folk skilled. Department of Applied & Regional Economics is launching Village Development programmes by establishing a Data Bank programmes to prepare village inventory. Similarly, awareness programmes are regularly conducted by various departments especially Education for AIDS awareness, Law for human rights. These are a few examples showing concerted efforts made in this direction.

D - Infrastructure & Learning Resources :
The University has developed infrastructure in terms of space and buildings, over the period. Its Administrative block is sufficient to accommodate Vice-Chancellor's office, Registrar office, administrative officials and employees, finance and account offices with all the administrative paraphernalia. Offices are generally provided computers, zerox and duplicating machines etc.

For teaching purpose, most of departments/faculties have their buildings with lecture theatres, rooms and chanmber for teachers. All departments have good approach in the form of metalled roads. At present Nehru Kendra accommodates Dean's office and chambers for teachers of Engineering and pharmacy faculties. Auditorium is also available in the Faculty of Education. A multipurpose hall is there to accommodate large gatherings for functions such as convocation etc.

Laboratories in the science departments have very modern and sophisticated equipments and apparatus not only for teaching but required for research purpose. Analogously, each department in the faculty of Engineering has well equipped laboratories for B.Tech and B.Pharma students. The Department of Hotel Management and Catering in the Faculty of Management, a pioneer department in the northern India to start bachelor's course, has well equipped kitchens, food laboratories , dining hall and other facilities to turn out the best in the field.

Panchal Museum, a recent addition and nearing completion, is another facility to exhibit artifacts of historical importance.

The campus has open stadium with eight lane track field. A pavallion is to be constructed soon. At present athletic requirements are fulfilled by the stadium. It also has a cricket ground. Other play grounds and courts are being developed and some have taken the shape.

The central facilities include a Central Library, Computer Centre, Workshop, Auditorium, Primary Health Centre, USIC and indoor stadium for the recreation of teachers, staff and students.

There are three boys hostels to accommodate students from outside with proper dining halls and recreation facilities such as games play grounds and T.V. rooms etc. Similarly two girls hostels with analogous facilities accommodate out of station girls on the campus. All the hostels have moderate recreation facilities.

The campus also has houses for teaching and non-teaching staff. Teacher are provided type III and type IV houses while non teaching staff is provided type II and type I quarters. Accommodation for Vice Chancellor, Registrar and Finance officer is also available on the campus. The University has its own water supply system. Buses and other vehicles are available for students, staff members, school going children and officers of the University.

Moreover, training of students in relevant disciplines in facilitated by the University. Internet facility to all is to be provided soon, though limited internet connections exist. Telephones are there in every department/faculty.

The University also has a bank, post office, cafeteria, P.C.O., zerox shop open to all. Hence the campus is an entity complete in a moderate sense.

E - Student Support and Progression :
For the over all development and personality growth students are encouraged to participate in sports and cultural activities. The University being a member of the Association of Indian Universities participates in most of AIU organized tournaments. The sports persons have brought laurels for the University by winning Gold, Silver and Bronze medals. The teams representing the University participate in about 44 events. Moreover, inter-college tournaments of a number of games are regular feature of the University.

Play grounds, stadium, indoor games stadium exist to promote sports activities among students. Other extra-curricular activities include cultural programmes, participation in debates etc.

Students Union also exists to promote leadership qualities and health practices among the students. Welfare and teachers association are part of the campus life.

The University also has the Employment and Guidance Bureau which provides information to students for job opportunities in consonance with their qualification.

National Social Service (NSS) scheme is a distinct feature whereby students are engaged in social service. It makes them aware of their social obligation. Campus are organized and a large number of students participate and made aware of their obligation to the society.

F - Organization and Managemen :
The organization of a state University is consisted of

* University Court: which has representatives/ elected members from the faculty, staff and community. It has its periodic meetings.
* Executive Council: it is consisted of the Vice-Chancellor as Chairman and Registrar as reporting secretary. In addition, there are representatives of faculty from each section, principals of affiliated colleges, nominated member of the examination committee, finance officer and elected member of the community etc.
* Academic Council: this body deals with all academic affairs and is consisted of Heads, Deans, Professors, Readers and Lecturers, Principals, College faculty representatives as per the Statutes
* Board of Studies: Each department has its Board of Studies consisted of Head as convenor and faculty as members according to the provisions of the statutes.

All these bodies are assisted/ supplemented by various committees such as the Finance committee, Examination Committee, Faculty Board and Departmental Committees.

Management of the University affairs is carried out through a team of officers under the supervision of the Vice-Chancellor. The important functionaries are - Finance officer appointed by the Government responsible for budget, revenue, expenditure, accounts and audit, Registrar is also appointed by the Government assisted by Deputy Registrar and Assistant Registrars.

The academic side has Deans, Dean students Welfare (D.S.W.), Heads, Faculty members assigned responsibilities of sports (sports Secretary) discipline (Proctor), hostel management (Warden).

All the affairs of the University are dealt with according to the Act, Statutes and Ordinances and hence transparency is ensured.

G - Healthy Practices :
* All the students are admitted through either entrance examination prescribed by apex bodies or interview-cum-merit basis.
* Board of studies are convened regularly for review of academic programmes/courses etc.
* Examination and declaration of result are well in time;
* Session backlog is non-existent;
* introduction of new courses in emerging fields/areas and advanced technological area in given top priority.
* Faculty is encouraged for upgradation;
* Sports activities are a regular feature

The university is committed for expansion and quality education and therefore, has attained the reputation of emerging as a seat of learning in the State.

The M. J. P. Rohilkhand University is situated in Bareilly in Uttar Pradesh. The Government of Uttar Pradesh established this university for providing higher education in 1975. Later in 1985 University got status of residential-cum-affiliating university. Its jurisdiction is spread over districts of Bareilly, Moradabad, Rampur, Bijnor, Jyotibaphule Nagar, Badaun, Pilibhit, Shahjahanpur etc. The university conducts courses in varied disciplines of arts, science, commerce, technology etc at under graduate and postgraduate level. The courses offered by the university are approved from different government agencies like University Grants Commission (UGC), New Delhi, and All India Council for Technical Education (AICTE), New Delhi, etc.

M J P (Mahatma Jyotiba Phule) Rohilkhand University, Bareilly, was established in 1975 as an affiliating university. Carved out of the then Agra University (Dr Bhim Rao Ambedkar University), it was raised to the affiliating-cum-residential university in 1985.

A State University, its headquarters is located at Bareilly and its territorial jurisdiction extends over the districts of Bareilly, Moradabad, Rampur, Bijnor, Jyotiba Phule Nagar, Budaun, Pilibhit, Shahjahanpur, Noida and Sitapur. About 77 colleges are affiliated to it. The university offers 36 postgraduate, 15 undergraduate, nine diploma, 20 postgraduate diploma, two MPhil and 34 doctoral programs.

The university is about 7 km from Bareilly Railway Station.

Mission And Vision
Our Mission
The mission of Rohilkhand University is to:
* Promote participation in Higher Education, which it regards as a democratic entitlement.
* Strive for excellence in learning, teaching and research.
* Realize the creative potential and fire the imagination of all its members.
* Equip its students to make effective contributions to society and the economy.

Our Vision
The University of the New Millennium will occupy a key role in the production of wealth of all kinds - social, cultural and economic. It will be the pivotal institution in both the learning society and the knowledge economy.

The University faces new challenges - from rival knowledge institutions that do not subscribe to its liberal traditions and its commitment to critical learning, and from those who resist too close an engagement with society and the economy.

It also has new opportunities:
* to develop the radical ideas and expert knowledge on which future society will depend while continuing to celebrate a liberal academic culture
* to establish a democratic entitlement to lifelong participation in higher education while safeguarding high standards in teaching and research

The University is both the promoter of innovation and the protector of tradition. In an increasingly uncertain and volatile world it is both:
* a dynamic change-agent creating new knowledge, moulding new skills and shaping new social identities
* an institution of stability, consolidation and discrimination

The University, as a public institution, is confronted by new accounts of the public good and, as an autonomous institution, must engage in exciting new markets for higher education. It is against this background that Rohilkhand University has developed its vision for the twenty-first century:

* Rohilkhand University is a comprehensive university - in its range of teaching and research programmes, in the diversity of its student population and in the variety of its engagements with society, culture and the economy.

* Rohilkhand University is a university that defines its mission in terms of future possibilities rather than past roles, and transcends the historical hierarchies.
* Rohilkhand University is a "knowledge" institution and a learning organisation. It recognises the key role knowledge will play in social and economic development in the new millennium while celebrating its traditional, and enduring, role in creating and sustaining human culture.

A learning culture
Rohilkhand University seeks to establish a learning culture in which teaching and research of the highest quality are able to flourish equally. It aims to combine respect for traditional academic values with enthusiasm for novelty and innovation in higher education.

It remains committed to offering a comprehensive range of teaching and research programmes, to reflect the universality of knowledge and the vital connections between academic disciplines. But it is also committed to:

* Coherence, in its commitment to developing fundamental intellectual skills in all its students.
* Maintaining the highest possible academic standards.
* Offering all students a consistent and a rewarding, experience.

It recognises no contradiction between the need for critical learning and the demands of professional formation. It is as committed to providing its students with competences for employability as to developing the intellectual, expressive and social skills required to take full advantage of all their future life-chances.

Students first
Rohilkhand University puts students at the heart of its enterprise. It is committed to offering them the maximum degree of choice of academic programmes consistent with the need to maintain a rigorous and disciplined approach to higher education, partly through the development of a flexible but coherent modular system.

It is also determined to provide students with a satisfying experience outside the classroom by providing a comprehensive range of other services and support and by encouraging the development of a strong students' union.

The University in the world
Rohilkhand University celebrates the universality of knowledge, and of the human condition, through its teaching and research. It promotes understanding among nations by welcoming international students and by aspiring to offer all its students a more international curriculum.

It recognizes its responsibility to prepare its students for global careers in the twenty-first century. It is committed to strengthening, and extending, its existing collaborative links with higher education institutions and other organizations outside the India, especially in Asia and in the developing world.

Vice-Chancellors Messages
Since February 9, 2009, I have often faced these questions: Did I really move to JNU from PU in order to reach MJPRU? Is Bareilly a place, in many ways different from Delhi and Chandigarh but perhaps similar to Jalandhar (the place of my school and college education), to "reach" for a "re-turn"? What can this "re-turn" stir up for me, and the Mahatma Jyotiba Phule Rohilkhand University, given the zeniths and peaks, super-structures and sub-structures, resemblances and parallels, incongruence and discrepancies, variations and disparities that I notice in the familiar and yet astonishing academic realm within which our life and work are located? What does it mean for us, students and teachers, to take part in an almost (or may be seemingly) thoughtless and pompous carnival of rapidly expanding 'information' and 'skills', to endure lectures and conversations, texts and readings, experiments and field studies, lessons and examinations, in an enormously uneven world of intransigent hierarchies of race, gender, caste, class, nations and professions both at the local and global levels? How shall it be possible for us to pursue and make real the calling so vibrantly articulated by Jawaharlal Nehru: "A university stands for humanism, for tolerance, for reason, for the adventure of ideas and for the search for truth. It stands for the onward march of human race towards even higher objectives. If the universities discharge their duties adequately, then it is well with the nation and the people."

Role of Universities in India
How can our universities in India, say Mahatma Jyotiba Phule Rohilkhand University, Bareilly, accelerate the pace to accomplish the "mission of educating, training and conducting research", as articulated in the UNESCO Document "Higher Education in the 21st Century: World Declaration of Prospect and Action, 1998", that "promote the implementation of life long education for the whole population, and transform themselves to motivate the process"?

Teachers and students can do well if they care to ask the question: "Why are we reading/doing what we are reading/doing"? Asking this question about relevance and significance of our studies not only brings us to proximity with the text/work but also simultaneously makes us stand at a distance from the same. Such an instantaneous dawning of a thoughtful awareness of proximity (closeness) and distance (remoteness) from our study/work enthuses us to reflect upon the possible relations between the known and the unknown, familiar and strange, 'here' and 'there', 'now' and 'then'. It can also help us see, comprehend and acknowledge the inherently exploratory but incomplete, and thus forever, insufficient and on-going character of all our received knowledge about self, society and nature. In doing so, we learn to discover and appreciate that our ancestors and contemporaries, in answering their questions, leave for us and future generations many more questions to be answered. In order to advance the frontiers of knowledge and skills, we must be both equipped and keen to grow and develop, willing to take part in a sincere and unrestricted search for original and significant ideas/skills, to make a difference to what has been going on previously. It is this perpetual curiosity or sense of wonder that defines our humanity.

The Role of Teachers
For humanising our education, we have to make a determined effort to change our teaching for the better. We can not afford to remain smugly satisfied with our consistently vending the familiar again and again, year after year. The responsibility of teaching deserves to be taken more seriously than barely transmitting the available knowledge or skills to the students. It has been my experience, over the years, that when students are educated and motivated to think about their thinking, their learning skills improve significantly. We must inspire our students to further explore what they learn and discover through their studies, to talk about new ideas both inside and outside the lecture theatres and seminar halls. We need to redesign our syllabi and courses to create spaces for innovations in teaching and methods of evaluation of students' learning skills. We need to provide the students opportunities to design and pursue their own self-study projects -- projects which are focused, simple and practical for addressing the societal and individual needs related to the subject of study chosen by the student. We are living in a world desperately in need of strong and effective remedies for unrelenting and pervasive evils of oppression and injustice that humanity has suffered for centuries. Severely distressing poverty, rampant economic inequality, unsustainable valorisation of capital, irrational and conspicuous consumption, insurmountable recession, growing unemployment, ethnic and communal tensions, swelling intolerance of differences, conflicts, wars, acts of terrorism, pollution, extinction of wild life, depletion of natural resources, climate change, and ecological crisis are problems which demand solutions for sustaining our hope in human survival, and making it possible for us to live our lives with a sense of dignity and compassion. As members of the global academic community, it is our responsibility to find ways of making our world a better place to live and work. This we can do by contributing towards the strengthening of a deliberative, dialogical and democratic culture for dealing with problems faced by all of us locally and globally.

Market forces and Academics
Day by day our living is becoming increasingly grim, complicated and uneasy with startling and far-reaching global changes that jeopardize our very survival as moral beings. The forces of economic globalisation tempt us to view the world through the prism of the market and market alone. An eye for short-term gains and quick profits is a compulsive limitation of the market forces. Some self-financing institutions in higher education tend to follow the ill conceived logic of the market in offering and conducting their courses and related activities. Such an approach results only in the proliferation of unethical practices among the students and teachers. Students find that managing to get the degree by some how arranging to pass the examinations is more important than seriously learning and understanding the subject they are expected to study. There is a wide spread tendency to pass the examination by cheating, and to plagiarise the term-papers and research dissertations for quick results. Rightly or wrongly, there is a deep suspicion that our system of higher education is inherently corrupt and exploitative. Many students, teachers and other stakeholders in the university system have shared their apprehensions and concerns with me in private conversations but have shown a strong reluctance to speak in the open about the same. Sadly this cultivated unwillingness to speak in the open is a silence of vulnerable and feeble individuals living in a precarious world of possible harm, often imaginary and yet so real. It is not surprising that many graduates completing their studies, particularly in the professional courses, are becoming increasingly insular in their thinking and activities. It is high time that the University takes all the necessary steps to reaffirm and reassert its commitment to the values of rigorous, disciplined and objective scholarship and research which is released from the pressures and demands of private profit. Many of us may like to believe that markets need efficient, productive, submissive and compliant workers. But more importantly, our society needs moral and happy individuals capable of asking intelligent questions and seeking good answers for preserving rule of law and protecting human dignity in a civil society. The university must not give up its academic mission just because it has to exist and survive in a milieu driven by market forces.

The aim -Samvada, Sahamati, Sahayoga
Our research must begin by questioning well established perspectives and frameworks, assumptions, norms, models and paradigms in order to become a real adventure of ideas. An understanding and acknowledgement of the tentativeness and incompleteness of received opinions and ideas, our conjectures and hypotheses, can help us in learning to be humble about our claims to truth, and becoming open and tolerant towards differences in views and opinions. Only by imbibing the spirit of humility, tolerance, personal integrity and academic excellence, we shall be able to sustain an environment in which students and faculty can continue to work together for learning, teaching and researching. As students and teachers of the university, it is our sacred duty to constantly engage ourselves in the collective endeavour to further enhance the quality of academic work that we do in our university. I wish and hope that by participating in cognitive praxis through dialogue, consensus and cooperation (Samvaada, Sahamati, and Sahayoga), the level of involvement of all engaged in university life will become much higher and more visible. An opportunity to study in the university must become for each and every student a definitive and decisive step in the personal and intellectual journey into diverse cognitive spaces and cultural terrains. An initiation of interdisciplinary discussion groups on the university and college campuses, supported by inter-university collaborations and academic programmes, will be undertaken to encourage the students to respect the significance of dialogue and communication in the creation, accumulation, transmission and enhancement of knowledge and skills. We must not forget that a loss of confidence in the intrinsic value of education, knowledge and skills will only create, to use the words of Oscar Wilde, individuals who know the price of everything and value of nothing.

The Way Forward
Let me conclude by making a plea to pledge ourselves to pursue the goals for which Mahatma Jyotiba Phule dedicated his life: to identify, understand and engage with the social ills and human suffering which our society had stopped questioning. We must ask whether our society has now become adequately prepared to find answers to the questions which Mahatma Jyotiba Phule had placed before us more than a century ago. Keeping these concerns in view, let us work together to make our university a place where we can learn to think seriously and act efficiently against the exclusionary logic of communal, casteist, ethnic, regionalist, linguistic and gender divisions that are often invoked to tear apart the social fabric of India. We must pursue the goals of academic excellence in whatever courses/ disciplines that we study, teach and research in the university. While doing so, we must find and keep some moments, on a daily basis, to consider and engage with the complexity of multifarious relations between technology, economy, values, science, culture and history in order to address and confront the challenges thrown up by forces of economic globalisation for us, particularly for the socially backward sections of our society and minorities. I must caution that though recourse to rhetoric of moral indignation often comes easy to us but it can never be a substitute for clear thinking and hard work. It is only through clear thinking and hard work that we can learn to appreciate and acknowledge the indispensability of practicing and preserving ethical values in our everyday life.

(Satya P. Gautam)

University Achievements
B+ NAAC Certification
The university has been ranked first all over U.P. for last three consecutive years.
The university has been ranked Second Best University in all over U.P.
UGC Alloted 6 Refresher Courses for academic session 2004
University has started Center for Distance Education (CDE)
CDE Established in 2004, More than 75 existing centers country-wide

M.J.P.Rohilkhand University, established in 1975, has produced massive number of scholars and technocrats in various field of Arts, Science and Technology. With the faculty of Management, Engineering, Arts, Science, Law, Education, Technology the University has got success in every stream of knowledge. In this modern era technology leads everything, this was truly recognized by the University and Institute of Engineering and Technology was established in 1995. The university has the placement bureau for the job placement of passing students and successfully placed various student in the service of our nation in various fields.

Mahatma Jyotiba Phule Rohilkhand University, Bareilly was earlier known as Rohilkhand University which came into existence in 1975. It was carved out of the then Agra University. There was a dire need to establish a separate university since the region has a lower literacy rate than the national average. The University imparts non-conventional, professional and technical education through its network of colleges and institutes. It has, over the period, emerged as a pioneering institution in the state of Uttar Pradesh.

M. J. P. Rohilkhand University is located in Bareilly, Uttar Pradesh. It was established in 1975 as an affiliating University. Its status was upgraded to affiliating-cum-residential university in 1985 when four teaching Departments were established in the campus. In 1987 three more Departments were added. In August 1997 Rohilkhand University was renamed as Mahatma Jyotiba Phule Rohilkhand University. The University has taken an overall perspective of development plan and thereby modified University status by including new Faculties of Engineering and Technology, Management, Applied Sciences, Education and Allied Sciences etc.

In August 1997 Rohilkhand University was renamed as Mahatma Jyotiba Phule Rohilkhand University. The University has taken an overall perspective of development plan and thereby modified University status by including new Faculties of Engineering and Technology, Management, Applied Sciences, Education and Allied. Mahatma Jyotiba Phule Rohilkhand University, headquartered at Bareilly, has territorial jurisdiction extending over the districts of Bareilly, Moradabad, Rampur, Bijnore, Jyotibaphule Nagar, Baduan, Pilibhit, Shahjahanpur, Noida and Seetapur. MJP Rohilkhand University, which was established in 1975 as an affiliating University, was upgraded to affiliating cum residential University in 1985.

Educational Streams
The university keeps a long listing of affiliated colleges that conduct several courses in different domains. It offers Post-Graduate programmes, Under-Graduate programmes in specialized areas and Certificate and Diploma programmes of vocational nature. Traditional academic programs are offered at Masters Level while most professional, technical and vocational programs are of under graduate level. Students are encouraged to undertake research work. Spread over 206 acres of land, the university has approximate 150 affiliated degree colleges.

MJP Rohilkhand University has separate hostels for male and female students, namely Sant Kabir Hostel, Gautam Budha Hostel, Vivekanand Hostel, Nath Chandrawat, Rani Laxmi Bai (Girls), and Alaknanda Hostel. Supplementary facilities like Library, Canteen, Sports etc are also available to the students.

Engineering & Technology
* Computer Science and Information Technology
* Electronics and Communication
* Electronics and Instrumentation
* Mechanical Engineering
* Electrical Engineering
* Chemical Engineering
* Department of Pharmacy
* Basic Science and Humanities

Advanced Social Sciences
* Ancient History
* Economics
* Adult Continuing Education and Extension

Management Studies
* Business Administration
* Hotel Management

Applied Science
* Plant Sciences
* Animal Sciences

Education and Allied Sciences
Faculty of Law

The existing faculties in the University are as under:
* Advanced Social Sciences
* Applied Science
* Education
* Agriculture
* Education & Allied Sciences
* Arts
* Commerce
* Dental Sciences
* Engineering & Technology
* Law
* Management Studies
* Sciences


Images / newspaper cuttings related to Mahatma Jyotiba Phule Rohilkhand University (MJPRU)

Students survey exposes lacunae in MJP RU affiliated law colleged (Mahatma Jyotiba Phule Rohilkhand University (MJPRU))
News: 7th April, 2015
Students survey exposes lacunae in MJP RU affiliated law colleged

Computer Peripherals for various Centres of JEE (Tender)

PhD examination (Public Notice)

Supply of Lab equipments (Tender)

Installation of networking in hostel (Tender)

M Pharm in Pharmacology (Admission Notice)

Faculty for Social Sciences (Job Vacancy)

Students survey exposes lacunae in MJP RU affiliated law colleged (News)

Media coverage of Mahatma Jyotiba Phule Rohilkhand University (MJPRU), Bareilly Uttar Pradesh, Uttar Pradesh

NAAC report of Mahatma Jyotiba Phule Rohilkhand University (MJPRU)

Section I: Preface
Faculty of Education & Allied Science (FOE, hereafter) was established in September, 1986 (the University established in February, 1975) with only one course of Applied M.Ed. with an intake of 15 students. Its mission is 'deZ.kSo fg laflf)' Three courses at the B.Ed. level with specializations in Vocational Education, Educational Computing and Special Education are being offered since 1995 and M.Ed. (Special Education) since 1997. Special Education (M.Ed. & B.Ed.) courses have been recognized by RCI. However, the B.Ed. courses were recognized by NCTE only in 1998 and Applied M.Ed. course in 2003. The FOE has also been charged with the responsibility of co-ordinating the activities of six other small departments which offer programmes in M.S.W., M.A. in Applied English, M.A. in Applied and Clinical Psychology, M.A. in Applied Philosophy, Advanced P.G. Diploma in Computer Applications and P.G. Diploma in Mass Communication and Electronic Journalism.

Located within the University campus, it has 2.5 acre exclusive campus.
Subsequent report confines itself to the activities of FOE only.

FOE has a faculty of 23 with 2 Professors, 12 Readers, 5 Senior Lecturers and 10 Lecturers. One Professor and one Reader are on leave. 2 posts of Readers and 4 posts of Lecturers have not been filled but recently advertised. Nineteen faculty members have a Doctorate degree. Out of remaining faculty members three are registered for Ph.D. Programme. Non-teaching staff consists of 26 members including 9 technical staff.

The Department was upgraded as IASE in 1995 under Centrally Sponsored Scheme of Restructuring and Re-organization of teacher education, 1987. Under the scheme, 1 Professor, 3 Readers & 6 Lecturers and 5 administrative and technical staff were sanctioned.

FOE has been granted DRS status by the UGC since 1995.

During the current session i.e. 2004-2005, the FOE admitted 42 students (F=10, M=32) in Applied M.Ed. (in excess of NCTE sanctioned intake), 10 students (F=3, M=7) in M.Ed. (Special Education), 80 students (F=10, M=70) in B.Ed. (Vocational Education), 60 students (F=9, M=51) in B.Ed. (Special Education) and 80 students (F=16, M=64) in B.Ed. (Educational Computing).

Of the 272 students in FOE, only 8 students are from other states.In the session 2003-2004, out of 260 students enrolled, 258 students appeared in the final year examination (only two dropouts) while in the session 2002-2003 out of 254 students enrolled, 244 students took the final examination FOE showed cent percent results in the session 2003-2004 while in 2002-2003, the pass percentage was 96.3 percent. In both the sessions, around 60% students got a first class. FOE has excellent support services like Library, Reading Room, Computer Centre, ET Lab., WE workshops, Staff Rooms. Its has linkages from local to international agencies. FOE got Rs. 6.25 lakhs as grant-in-aid from University allocation and Rs. 18.96 lakhs as fee for the courses run in the session 2003-2004. 44 lakhs from UGC under SAP for the 10th plan period have been received.

FOE developed its Self-Appraisal Report (IASEs specific functioning might have been highlighted.) and submitted it to NAAC in November, 2004 for its Faculty's assessment and accreditation. Prof. M.P. Kapoor Chairperson and Prof. R.S. Khan as a member of the peer team for assessment and accreditation of M.J.P. Rohilkhand University, Bareilly visited the Faculty on the 8th, 9th & 10th December, 2004. The members analyzed the SAR submitted by FOE. During the period, the members visited various units and support services of FOE and also interacted with the faculty, the students, the alumni and the non-teaching staff. Two practice-teaching schools were also visited.

On the basis of the information made available and inputs generated through interaction with stakeholder groups, the members analyzed the functioning and performance of Faculty in terms of its strengths and areas of concern, criterion wise, which is given in Section II while overall analysis and suggestions are give in Section III.

Section II: Criterion-wise Analysis
Criterion 1: Curricular Design and planning.
The FOE has some innovative programmes like B.Ed. (Vocational Education), B.Ed. (Educational Computing) alongwith Applied M.Ed. and Special Education courses. It selects its students on the basis of their performance in the entrance test. The last academic session 2003-2004 started on 9th July and ended on 15th May. This session had 226 working days and 210 teaching days; of these 10 days were devoted to pre-practice preparation and 30 days to practice teaching. 8 schools have been taken for practice teaching including a University's Model school. For assessing students' knowledge and skills for the programme after admission, subject experts conduct interview for allotment of the specialization and teaching subjects. It uses some useful strategies for challenging its advanced learners to work ahead of others.

The faculty members prepare the course outlines and unit wise coverage schedule which is being monitored in departmental meetings. FOE appreciates the adoption of interdisciplinary strategies, inclusive education, internship approach and community involvement programme.

FOEs missions and goals are adequately reflected in the conduct of academic programmes, research work, co-curricular activities and community service. However, a formal monitoring and assessment mechanism for ensuring how far FOE is attaining its mission and goals is yet to be adopted although broadly, efforts are being made to utilize feed back from practicing schools and employers.

Criterion 2: Curricular Transaction and Evaluation.
FOE develops its calendar every year for M.Ed. & B.Ed. courses. It promotes interactive teaching-learning through ICT, seminars, workshops etc. The pupil teachers develop traditional media, video programmes and multimedia packages. Preparation of lesson planning, micro-teaching and observation of demonstration lessons are major inputs in preparation for practice teaching. The pupil teacher teaches a school subject and his/her specialization subject twenty lessons each and observes at least five lessons of each teaching subject opted. Criticism lessons are also organized. Suitable strategies are adopted to monitor the overall performance of students to ensure the achievement of the course objectives.

For inculcation of values, civic responsibilities, leadership qualities, a no. of curricular& co-curricular activities are planned. For community orientation in its functioning, it provides diagnostic and consultation service to the community along with campaigns and rallies.

FOE, for promoting general/transferable skill among the students provides resources like books, reference material, internet facilities, practical training of various technologies, inclusive education. Evaluation scheme includes both external and internal evaluation. Internal evaluation, although has lower weightage is done through suitable practices.

FOE faculty has participated in a good number of seminars/ conferences/workshops organized at local/regional/national/international levels and many of them attended orientation/refresher courses of ASCs.

Annual self-appraisal report is submitted to the Vice-Chancellor through Head of Department.

FOE has also conducted some courses/workshops for professional development of University/College/school teachers.

Criterion 3: Research, Development & Extension.
FOE has a Research Degree Committee for approval of research proposals. With good motivational practices, 16 teachers are supervising research scholars, 6 have under taken research projects funded by MHRD/AICTE/UGC and 3 of them are pursuing Ph.D. 139 research papers and 11 books have been published by the teachers, 3 teachers have availed fellowships and 15 teachers are member of academic/professional bodies. 5 research projects have been completed during last 5 years and 4 projects are on-going. 22 Ph.D. degrees have been awarded during last 5 years and 50 research scholars are registered. Consultancy services to government & non-government organizations and specially to community are provided. Extension activities for community development, social work, inclusive education, environmental education are undertaken by FOE. Students and teachers are fully involved in extension activities through curricular and co-curricular activities and produced print/non print materials.

IASE Grants have not been received since 1999. Earlier only 30 short term Theme-Specific in-service programmes were organized. Two books, two M.Ed. Dissertation Abstracts, IASE Journal of Education and Allied Sciences and IASE Newsletters have been published. No research projects under the scheme were undertaken.

Criterion 4: Infrastructure and Learning Resources.
FOE has well maintained infrastructural facilities of classrooms, teacher rooms, office, meeting hall, conference hall, media centre, library, guest house etc with adequate furniture. Some of the facilities are also extended to outside agencies on payment basis. There are 12,049 books in the library and 26 education journals/periodicals are being subscribed. Seating capacity in the library is 100. Library is open from 10 am to 5 pm on all working days and has all the latest facilities like internet, computers, photocopier etc.

FOEs Computer Centre having 72 computers (15 for M.Ed. Lab., 10 for Faculty & 47 for B.Ed. and Library) is fully equipped and is being properly utilized. 73 CAI packages have been developed in various school subjects. A number of laboratories like Home Science, Psychology, Science & Technology have been established and are functional and fully utilized. FOE has Instructional Resource Material Development Centre carrying the development of instructional resource, training and research activities. Health Centre, Stadium, Indoor Stadium, Yoga Centre etc. are used by institution under central facility. 6 students have represented University in national level events.

Three boys hostels and one girl hostel under central facility and one government hostel for SC/ST are available.

Criterion 5: Student Support and Progression.
Dropout rate in FOE is less than 5%. Most of the students join employment or go for further study after completing their studies, no record is available for the same. 36 students have passed UGC NET examination (12 in last three years). Prospectus is published annually. Fee concession and scholarships are provided to SC/ST candidates by state government. Academic and personal guidance and counseling is given to students. There is no organized placement service. FOE has a Co-Curricular Committee which organizes various academic and co-curricular activities. Good recreational/leisure time facilities are available to students. However sports facilities need augmentation.

Criterion 6: Organization and Management.
For efficient internal coordinating and monitoring mechanism, FOE has constituted a number of committees like Departmental Committee, Library Committee, Co-curricular Committee, Purchase Committee, Discipline Committee. Some steps have been taken to improve the organization and management of the institution. For checking the work efficiency of the non-teaching staff, there is provision of ACRs. Academic calendar is prepared by Staff Council on the basis of experiences.

Teachers are recruited as per University Act & Statutes/Central organizations/State Government rules. In the last two years, 6 teachers have been recruited.

FOE has the freedom and the resources to appoint and pay guest teaching staff with approval from the University administration for managing projects etc. Computer application and office management training is organized for non-teaching staff. Tuition and other fees charged is Rs. 8,700 for all courses. There is an internal audit mechanism. Various loans and advances are available to teaching and non-teaching staff. For internal quality checks the working of various committees of FOE are reviewed by the Dean/University administration.

FOE is sensitized to modern managerial concepts like strategic planning, team work, decision making, computerization and TQM. The institution is associated with NCTE, RCI, NCERT, NIEPA and SCERT in their academic and professional programmes. Specialized teacher education programmes, ICT, Research activities and interdisciplinary approach in its activities are specific innovations which have contributed to FOEs growth.

Section III: Overall Analysis and Suggestions for Further Improvement.
FOE is a distinguished teacher education institution conducting innovative & unique teacher education courses like B.Ed. vocational courses and Applied M.Ed. It has a well qualified faculty with good published work and strong research orientation undertaking number of research projects and supervising research scholars. The academic programmes are conducted successfully with all sincerity and dedication. The results of students are excellent qualitatively and quantitatively based on comprehensive and continuous evaluation system.

FOE has well maintained specialized laboratories with advanced equipments, computer centre, rehabilitation centre, media centre etc. It also has a well stocked library. These facilities are being optimally utilized.

FOE has been upgraded as IASE in 1995 with added responsibility of INSET, conduct of research projects relating to classroom and school practices and publication of material.

Under DRS programme the institution organizes research based activities in the thrust areas of Educational Technology, Vocational Education and Special Education.

The efforts of the institution for providing quality teacher education with its mission 'deZ.kSo fg laflf)' are praiseworthy. Following suggestions are being put forward for consideration of the Faculty:

*Posts of 2 Readers and 4 Lecturers recently advertised may be filled and interviews for teachers under CAS be conducted at the earliest.

*Efforts should be made to get the grants under IASE scheme released from MHRD/ State Govt.

*IASEs role may be visualized and FOE should perform its anticipated functions.
Interviews may also be conducted for selection of students.

*A copy of the syllabus may be provided to each student.

*Physical Tools and trained manpower be put in place to offer meaningfully specialized and vocational programmes.

*M.Ed. Dissertation may be allotted in October after giving the students strong orientation of research inputs.

*Population Education including Aids Education may be included as one of the optionals.

*Pedagogic Content Analysis of teaching subjects may be made.

*In demonstration lessons, effective school teachers may also be involved.

*More practicing schools may be involved in practice-teaching.

*University's Model School attached to the Faculty may be provided Infrastructural facilities. Arts & Commerce courses may be introduced.

*Subject Associations/ Population Education Club may be formed.

*Extended duration of opening of library during examination period and book bank facility may be provided.

*More weightage to internal assessment may be given.

*More number of internal experts to be included in RDC.

*RDC meeting may be held at least twice a year.

*More professional development programmes may be planned.

*Placement services need attention and pro-active approach.

*A formal internal quality assurance cell may be set up.

*Approved student intake for a course by NCTE may be adhered to.

The peer team appreciates and puts on record its gratitude for the ready cooperation, it received from all quarters during its on-site validation visit. It wishes FOE the very best in its endeavors to attain its laudable mission and goals.

Prof. M.P. Kapoor

Prof. R.S. Khan
(Peer Team Member)

Prof. Girijesh Kumar
Dean & Head,
Faculty of Education & Allied Science
M.J.P. Rohilkhand University, Bareilly

Date : 10 December, 2004

Fake degrees racket busted, three held

Lucknow: Three people, accused of making fake educational certificates and degrees, were arrested in Uttar Pradeshs Meerut district, police said on Saturday.Govind, Ankit and Rajendra -- all in their late 30s -- were nabbed from Bramapuri area on Friday night following a joint operation by the Special Operations Group and the district police.We raided a hideout and recovered over 500 fake degrees, certificates and mark sheets of law, engineering, business administration and other programmes, police inspector Alok Sharma told reporters in Meerut, some 450 km from here.

The degrees were of various universities like M.J.P. Rohilkhand University (Bareilly), Chaudhary Charan Singh University (Meerut), Lucknow University and the Uttar Pradesh Technical University.The certificates were also of various educational boards like the Central Board of Secondary Education, Sharma added.The men sold a degree for around Rs 15,000 to Rs 20,000 each.The three were involved in the illegal trade for the last four years, said Sharma.

Ragging menace: Engineering student assaulted by seniors

Bareilly (Uttar Pradesh): A first year engineering student was hospitalised after a brutal assault by four seniors as part of ragging at a government-run university campus here, police said Friday.Jagjeevan, studying in B.Tech first year of mechanical engineering at the M.J.P. Rohilkhand University, was Thursday beaten by a group of four senior students of B. Tech third year of the same stream.According to police, Jagjeevan in his complaint has alleged that the four seniors --Vivek Mathur, Sumit Kumar, Aseem and Himanshu -- first directed him to perform awkward actions while singing a song.After Jagjeevan refused, the seniors started kicking him and even attacked him with belts and stones.Jagjeevan has received injuries in his head. He is being treated at a hospital and is stated to be out of danger, police inspector Netram Singh told reporters Friday in Bareilly, some 250 km from Lucknow.We have initiated a joint enquiry into the matter along with the varsity officials. Necessary action would be taken against the four students on completion of enquiry. All of them are absconding, he added.

Dalit clerk commits suicide

Bareilly: A Dalit employee of MJP Ruhelkhand University allegedly committed suicide on Monday inside the varsity campus.Police said Sunil Valmiki, who was posted as a clerk in mechanical department, hanged himself from a ceiling in his house inside the university campus this morning.Sunil was suspended two years back on charges of indiscipline and an inquiry was conducted against him by a retired judge.His father Ram Vilas alleged that while the inquiry was completed five months back, the university was not taking action on it due to which Sunil was under depression.

Dalit clerk commits suicide

Bareilly: A Dalit employee of MJP Ruhelkhand University allegedly committed suicide on Monday inside the varsity campus.Police said Sunil Valmiki, who was posted as a clerk in mechanical department, hanged himself from a ceiling in his house inside the university campus this morning.Sunil was suspended two years back on charges of indiscipline and an inquiry was conducted against him by a retired judge.His father Ram Vilas alleged that while the inquiry was completed five months back, the university was not taking action on it due to which Sunil was under depression.

Summary: Mahatma Jyotiba Phule Rohilkhand University (MJPRU), Bareilly Uttar Pradesh website, mobile, contact address and approval / recognition details.