The AISHE Cell at the Engineering and Management Institute of India (EMII Institute) recently submitted his data in ALL INDIA SURVEY FOR HIGHER EDUCATION on 19.01.2024 with the aim of showcasing the current state of higher education in the country. Since 2011, the Ministry of Human Resource Development has been conducting an annual web-based All India Survey on Higher Education (AISHE), which covers all higher educational institutions in India.
Through AISHE, data is collected on various parameters such as teachers, student enrollment, programs, examination results, education finance, and infrastructure. This comprehensive data allows for the calculation of important indicators of educational development, including Institution Density, Gross Enrolment Ratio, Pupil-Teacher Ratio, Gender Parity Index, and Per Student Expenditure. These indicators play a crucial role in making informed policy decisions and conducting research for the development of the education sector.
At EMII Institute, we take pride in our commitment to providing quality education and fostering a supportive learning environment. Our programs, including the Diploma in Engineering, are designed to equip students with the practical knowledge and skills they need to succeed in their chosen fields.
To ensure accurate and comprehensive data, the Ministry of Education (MoE) has appointed a Nodal Officer at each university. These officers are responsible for gathering and processing the information from various departments, institutes, and offices. They then upload this data to the AISHE portal using the Data Capture Form (DCF).
The AISHE initiative is crucial because it provides a reliable and transparent statistical system for higher education in our diverse country. It helps us make informed decisions and improve the quality of education.
So, by participating in AISHE, universities and colleges contribute to creating a robust database that reflects the reality of higher education in India. It's an important step towards shaping the future of education.
