logo
JNVU UG, PG NEP 2025 applications open for 2nd and 4th semester exams at jnvuiums.in; check skill and DSE paper selection guidelines

JNVU UG, PG NEP 2025 applications open for 2nd and 4th semester exams at jnvuiums.in; check skill and DSE paper selection guidelines

Time of India3 days ago
JNVU opens UG, PG NEP 2025 exam form at jnvuiums.in, apply by 24 July
JNVU exam form 2025:
Jai Narain Vyas University (JNVU), Jodhpur has commenced the examination application process for UG and PG students enrolled under the NEP 2020 scheme for the 2nd and 4th semesters.
The application window is open for both regular and self-study students. The last date to submit the application form is July 24, 2025.
According to the university's official notification dated July 19, 2025, students must carefully complete their applications through the official examination portal, jnvuiums.in. Applications are being accepted for main exams as well as due papers, and the process includes selection of compulsory academic components such as skill and elective (DSE) papers.
Application process for main and due papers
For UG and PG students, due papers for the 2nd semester will be included within the 4th semester main examination application. Both categories of students—regular and self-study—must ensure they select their papers accurately, as no changes will be permitted later.
Regular students of UG 4th semester are required to select the SKILL PAPER with caution. They are instructed to seek information regarding the correct SKILL PAPER from their respective colleges.
by Taboola
by Taboola
Sponsored Links
Sponsored Links
Promoted Links
Promoted Links
You May Like
Up to 70% off | Libas Purple Days Sale
Libas
Undo
It is the responsibility of both the students and the colleges to ensure that correct paper options are chosen. Any wrong selection will not be corrected under any circumstances.
Similarly, self-study students of UG 4th semester must take individual responsibility for choosing the appropriate SKILL PAPER.
Selection of DSE (elective) papers for PG students
Regular students of PG (NEP) 2nd and 4th semesters must carefully select their DSE PAPER (ELECTIVE PAPER) based on the guidance provided by their colleges.
As per university instructions, once the elective paper is submitted through the online form, no corrections or changes will be permitted.
Self-study PG students must select their DSE paper independently.
Steps to apply for JNVU NEP 2025 UG and PG semester exams
Step 1: Visit the official JNVU examination portal at jnvuiums.in
Step 2: Navigate to the link titled 'Exam Application Form 2025'
Step 3: Choose the applicable course (UG or PG) and semester (2nd or 4th)
Step 4: Fill in personal details and select SKILL PAPER or DSE PAPER as applicable
Step 5: Review the form, submit it online, and download the confirmation receipt
Direct link to the official website
Students whose course results have not been released yet will be allowed to apply only after results are declared, as per university rules.
TOI Education is on WhatsApp now. Follow us
here
.
Ready to navigate global policies? Secure your overseas future. Get expert guidance now!
Orange background

Try Our AI Features

Explore what Daily8 AI can do for you:

Comments

No comments yet...

Related Articles

NEP reforms see mixed progress in higher education: QS I-GAUGE report
NEP reforms see mixed progress in higher education: QS I-GAUGE report

Time of India

timean hour ago

  • Time of India

NEP reforms see mixed progress in higher education: QS I-GAUGE report

Representative image NEW DELHI: Five years after its launch, the National Education Policy (NEP) 2020 has begun to reshape India's higher education landscape, with notable gains in curriculum flexibility, faculty development, and institutional alignment with national frameworks. However, only 36% of Indian higher education institutions have implemented the multiple entry-exit option, a key NEP 2020 reform, while just 14% have appointed industry-linked 'Professors of Practice', according to the first-ever implementation progress report by QS I-GAUGE. Based on responses from 245 senior academic leaders across 165 institutions in 21 states and 3 Union territories—including Tamil Nadu, Maharashtra, Karnataka, Uttar Pradesh, Delhi, Gujarat, and West Bengal—the report reveals that while curriculum flexibility and faculty development have seen strong adoption, critical directives around mental health, innovation labs, and global research tie-ups remain underdeveloped. Among the most widely implemented reforms, 90% of institutions reported offering flexible curricula and 96% aligned their programme and course learning outcomes with the National Higher Education Qualifications Framework (NHEQF). In addition, 92% of faculty members participated in professional development initiatives, signalling strong institutional investment in teacher training. However, access to digital learning remains uneven. While there is enthusiasm for digital education, only 6% of institutions reported investing in open digital infrastructure, and a mere 4% engaged with government e-learning platforms like SWAYAM, SWAYAMPRABHA, and DIKSHA- highlighting a significant implementation gap in one of NEP 2020's cornerstone areas. Structural issues persist. Only 36% of institutions offer multiple entry and exit options, despite this being central to NEP's learner-centric vision, and just 14% have appointed 'Professors of Practice' to bridge academia-industry gaps. The establishment of MoUs with premier institutions for mental health support is also limited, with just 14% of HEIs reporting such partnerships. Furthermore, only 12% of institutions have established AICTE-IDEA Labs, which are vital for fostering innovation and experiential learning. Research and global engagement appear limited: only 41% have collaboration agreements with foreign universities, and 45% reported faculty-level international collaborations. While 78% of institutions claimed autonomous status, several cited bureaucratic hurdles, financial dependency, and limited institutional capacity as key barriers to further reform. Progress in integrating Indian Knowledge Systems (IKS) has been gradual. Elective IKS courses are offered by just 38% of institutions, and 92% have not empanelled 'Kala Gurus'- experts who can enrich teaching and research in traditional knowledge domains. While the report does not rank individual states, it provides a regional snapshot that reveals significant disparities in NEP implementation. Southern states like Tamil Nadu (14 institutions), Maharashtra (12), and Karnataka (10) showed higher participation and engagement with reforms such as digital learning, industry linkages, and learner-centric models. This suggests these states may be better positioned due to more robust infrastructure, greater funding access, and stronger internal quality assurance frameworks. Conversely, lower representation from states like Goa, Himachal Pradesh, and Jammu & Kashmir, and implementation bottlenecks in Bihar, Jharkhand, and Chhattisgarh point to regional imbalances. Institutions in these areas cited digital divides, financial dependence, and administrative inertia as major challenges, particularly in areas like knowledge clustering and internationalisation. The findings underline the need for decentralised, state-specific strategies and capacity-building support to ensure that the NEP's transformative vision is uniformly realised across India. 'The report is a call to pause, reflect, and resume with renewed focus,' said Ravin Nair, Managing Director of QS I-GAUGE. 'True transformation in Indian education begins with reform, but it must be matched by readiness.' Ashwin Fernandes, Executive Director (AMESA) at QS, added that NEP implementation must align with the broader Viksit Bharat 2047 vision: 'Transparent frameworks like ratings empower institutions to align national goals with global competitiveness.' As NEP enters its next phase, the report urges institutions and policymakers to address resource constraints, strengthen institutional capacity, and overcome bureaucratic inertia to ensure more equitable and holistic implementation across the sector.

Bombay HC directs new development plan, prompt steps to improve infrastructure and regulate development in Lonavala-Khandala region
Bombay HC directs new development plan, prompt steps to improve infrastructure and regulate development in Lonavala-Khandala region

Time of India

timean hour ago

  • Time of India

Bombay HC directs new development plan, prompt steps to improve infrastructure and regulate development in Lonavala-Khandala region

Mumbai: The Bombay High Court on Wednesday directed the Lonavala Municipal Council and the state govt to prepare new development plan, take prompt steps to augment and improve the infrastructural facilities in the Lonavala-Khandala region. This includes the provision of water supply, solid waste management, sewerage, stormwater drainage systems, maintenance, repairs, and widening of roads. The court also directed the council to act against unauthorised constructions within its jurisdiction in Lonavala. The High Court directed that the municipal council must publicise its grievance redressal mechanism and, along with the state formulate a fresh set of Development Control Regulations for the twin-hillstations. This is to ensure that new constructions in the region are carried out strictly in accordance with the infrastructural facilities, the HC bench of Chief Justice Alok Aradhe and Justice Sandeep Marne directed while disposing of a Public Interest Litigation (PIL) filed by the Lonavala Khandala Citizens Forum and applications filed by others. "If the ecology of the region is not protected, the whole charm of the Lonavala-Khandala region would be lost," the judgment authored by Justice Marne observed. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Do you have a mouse? Desert Order Undo It added that measures must be adopted so "that the ecology of the hill towns is maintained and is not destroyed by uncontrolled development coupled with a lack of requisite infrastructure." You Can Also Check: Mumbai AQI | Weather in Mumbai | Bank Holidays in Mumbai | Public Holidays in Mumbai The PIL, filed in 2007, sought to highlight the plight of the local residents of the Lonavala-Khandala region and aimed at improving the civic amenities and regulating the construction activities in the region, the High Court noted. It sought to highlight activities occurring in the Lonavala-Khandala region that put a huge strain on infrastructural facilities like water supply, sewerage, solid waste management, roads, and traffic. The twin hill stations, one of the most popular weekend getaways, are fast losing their charm due to rapid urbanisation and tourism. The High Court observed, "As the weekend getaway became more and more popular, with the number of tourists on a given monsoon weekend crossing two lakh, garbage heaps and blocked drainages became a regular feature of the otherwise scenic paradise, which started getting marred by uncontrolled constructions and lack of basic civic amenities. " It noted that the PIL and proactive citizens sought to highlight how authorities "have abandoned duties of proper civic governance, which is in violation of the Right to Life under Article 21 of the Constitution of India, which includes the Right to a Clean and Healthy Environment." Noting the "alarming situation," the PIL highlighted that the High Court passed various interim orders in 2007, and in 2008, a report submitted in court pointed to lacunas on the part of the civic administration over infrastructural aspects. Following an order of April 2014, a new mechanism was created under which all proposals received by the Municipal Council in respect of large-scale developments were directed to be examined by an expert committee. The High Court, after a detailed hearing and analysing the four main issues of requisite infrastructure, action under unauthorised constructions, controlling new construction, and necessary regulations to govern development in the region, directed that it would also be open to the state govt to consider the inclusion of the Lonavala-Khandala region in the list of hill stations for the purpose of applicability of Special Regulations. The petitioner would be at liberty to make a representation to the state govt for that purpose.

UP's ‘Learning by Doing' is gaining ground: 5 lessons it can learn from Germany
UP's ‘Learning by Doing' is gaining ground: 5 lessons it can learn from Germany

Time of India

time2 hours ago

  • Time of India

UP's ‘Learning by Doing' is gaining ground: 5 lessons it can learn from Germany

In Uttar Pradesh's government schools, a quiet reform is taking shape—one where students trade textbooks for tools, and science periods end not with recitations but with solar lamps, pulleys, and planted seed trays. This is Learning by Doing (LBD), a vocational experiment embedded within the school curriculum. It doesn't carry the glamour of coding bootcamps or the heft of engineering diplomas. But its aim is foundational: To introduce skills to students not as an alternative, but as a part of learning. LBD, introduced through government schools, is an early-stage yet structured attempt to make classrooms more skill-oriented. While the model is entirely local and meant for students of Class 6 to 8, it shares certain thematic resonances with Germany's dual education system, globally recognised for seamlessly blending classroom theory with hands-on training in actual workplaces. There is no official blueprint linking the two. Yet, in spirit, the comparison is instructive. Germany spent decades refining a vocational pathway that connects school with employment. by Taboola by Taboola Sponsored Links Sponsored Links Promoted Links Promoted Links You May Like Libas Purple Days Sale Libas Undo UP is laying that foundation within classrooms—using tools, teachers, and time. Learning by Doing in UP: How it was born The Learning by Doing (LBD) programme was born out of a simple but powerful idea that students retain more when they experience learning, not just listen to it. It aligns with the National Education Policy 2020's call for integrating vocational exposure into regular schooling. The materials are replenished through School Management Committees, and the programme is fully state-funded under Samagra Shiksha. Since its launch, LBD has been rolled out in phases. The pilot, introduced in 2023–24, covered 60 government schools across 15 districts and reached close to 6,000 students. Encouraged by increased attendance and visible classroom engagement, the state expanded it in 2024–25 to 2,274 schools—one for each block and urban area across all 75 districts. A further 3,288 schools will be covered under Samagra Shiksha and PM SHRI schemes in 2025–26, taking the total number of schools under LBD to over 5,500 within three academic years. What are UP students learning? At the core of the programme is a modular skill curriculum embedded in the daily timetable. Students in Classes 6 to 8 (ages 11 to 14) learn how to wire a basic circuit, operate hand tools, grow micro-gardens, cook simple nutritious meals, and even build rudimentary machines. Each school receives a toolkit with 205 items to facilitate 60 hands-on activities across five themes: Woodwork and metalwork, agriculture and horticulture, energy and environment, health and nutrition, and simple engineering models. No fancy robotics, no imported kits—just saws, screwdrivers, soil trays, and an invitation to tinker. The manual guiding these activities has been developed in partnership with UNICEF and Vigyan Ashram, and approved by SCERT. It consists of sixty structured modules that teachers can plug into their weekly schedules without disrupting the core curriculum. These tasks are not meant to train children for a job market—they are designed to familiarise them with the logic of doing. Each activity builds a concept, and each concept builds confidence. How it's taught: Teachers as facilitators, not lecturers In the Learning by Doing model, the teacher no longer stands at the centre of the room with a chalk and a blackboard. Instead, they move between workstations, watching, guiding, stepping in only when needed. Before the programme begins, science and math teachers undergo a four-day training module. It's not about delivering lectures. It's about managing tools, ensuring safety, facilitating group work, and letting students learn through trial. The classroom is organised into small groups. Each group gets a set of tools, raw materials, and a task to complete—whether it's wiring a simple circuit or planting a row of seeds. The instructions are clear, but the outcomes aren't always predictable. That's the point. Students are encouraged to explore what happens when things don't go as planned. The infrastructure is modest but managed. Kits are funded by the state. Materials and consumables are replenished through School Management Committees. Germany's Dual System: Bridging education and employment The dual education system in Germany is not just a feature of its schooling structure—it's a national employment strategy. Formalised through the Vocational Training Act of 1969, and rooted in craft guild traditions that date back to the Middle Ages, the system integrates on-the-job training in companies with classroom instruction in vocational schools (Berufsschulen). Typically, students enter the dual system after completing their general education around age 16. They sign a formal apprenticeship contract with an employer, train three to four days a week in the workplace, and spend the remaining one to two days in vocational schools. These programmes span two to three and a half years, depending on the trade. The scope is vast: Germany recognises over 325 licensed occupations, from mechatronics and nursing to logistics, hospitality, and information technology. Apprentices receive a monthly stipend, increasing each year, and enjoy full social benefits—health insurance, accident coverage, and unemployment protection. On completion, students sit for a final exam administered by regional Chambers of Commerce (IHK) or Chambers of Crafts (HWK). The certification is not symbolic—it's legally recognised, respected by employers, and portable across the European Union. Teachers in Berufsschulen hold specific pedagogical qualifications and subject-matter expertise. In workplaces, trainers (Ausbilder) are themselves certified and licensed to supervise apprentices, ensuring instructional consistency across both sites. Today, over 500,000 apprentices train annually in the system, supported by more than 430,000 companies—from small bakeries to multinational engineering firms. Around 60% of apprentices are retained by their employers after graduation. The result: one of the lowest youth unemployment rates in Europe, and a deeply skilled mid-level workforce that anchors Germany's manufacturing and service industries. A lesson or two for UP's Learning by doing To be clear, LBD is not Germany. It does not aspire to mirror the dual model in scale or structure. But in spirit, it shares the idea that skills are not separate from education—they are central to it. And in that spirit, LBD can borrow a few threads: 1. Exposure to workplaces Even brief visits to farms, workshops, or small industries can bridge the gap between classroom activity and real-world applications. Students could document what they see, build mini-models, or write reports—linking observation to action. 2. Recognition and micro-certification While Germany offers full qualifications, UP could begin by issuing certificates of competence for each skill area by the end of Class 8. This would create a simple portfolio for students moving into secondary school or ITI tracks. 3. Train-the-trainer ecosystem Germany's system invests in both teachers and workplace trainers. UP could develop master trainers from its most experienced LBD teachers to mentor newer schools and update modules regularly. 4. Industry involvement Germany's employers co-design curricula and host apprentices. While LBD is school-based, UP could invite local ITIs, Krishi Vigyan Kendras, or artisans to review student projects, offer demonstrations, or co-create localised toolkits. 5. Vertical linkages The success of LBD should not stop at Class 8. By linking it to existing vocational programmes in secondary schools or ITIs, UP could offer a seamless school-to-skill continuum, with LBD as the starting point. A model worth building on UP's Learning by Doing doesn't need to replicate the German blueprint. But it already represents a significant pedagogical shift—from memorisation to participation, from theory to touch. Its success lies not in grand policy statements but in simple outcomes: a student building her first solar lamp, a classroom debating how to recycle plastic waste, a teacher asking not 'what is the formula' but 'how do you test it?' Germany's system took decades to perfect. UP has just started. But it's a start worth investing in. Not just for jobs, but for joy in learning. Not just for skills, but for confidence in making. And that is a lesson any system—German or Indian—would do well to remember. Ready to navigate global policies? Secure your overseas future. Get expert guidance now!

DOWNLOAD THE APP

Get Started Now: Download the App

Ready to dive into a world of global content with local flavor? Download Daily8 app today from your preferred app store and start exploring.
app-storeplay-store