It has often been taken for granted that universities are
international. The universal nature of knowledge, a long
tradition of international collegiality and cooperation in
research, the comings and goings of faculty and students
since Antiquity have all served to create this impression.
Conscious that this impression only partially reflects the
day to day reality of higher education institutions and
noting that internationalisation of higher education is
today more than ever a worthy goal, there is an urgent need
to reaffirm the commitment and to urge all stakeholders to
contribute to its realisation.
As we approach the 21st Century, a number of major
challenges face women and men as they interact with one
another as individuals, groups, and with nature.
Globalisation of trade, of production, and of communications
has created a highly interconnected world. Yet the
tremendous gaps between the rich and the poor continue to
widen both within, and between nations. Sustainable
development remains an elusive long-term goal, too often
sacrificed for short-term gains.
It is imperative that higher education offers solutions to
existing problems and innovate to avoid problems in the
future. Whether in the economic, political, or social
realms, higher education is expected to contribute to
raising the overall quality of life. To fulfil its role
effectively and maintain excellence, higher education must
become far more internationalised; it must integrate an
international and intercultural dimension into its teaching,
research, and service functions.
Preparing future leaders and citizens for a highly
interdependent world, requires a higher education system
where internationalisation promotes cultural diversity and
fosters intercultural understanding, respect, and tolerance
among peoples. Such internationalisation of higher education
contributes to building more than economically competitive
and politically powerful regional blocks; it represents a
commitment to international solidarity, human security and
helps to build a climate of global peace.
Technological advances in communications are powerful
instruments, which can serve to further internationalisation
of higher education and to democratise access to
opportunities. However, to the extent that access to new
information technologies remains unevenly distributed in the
world, the adverse side effects of their widespread use can
threaten cultural diversity and widen the gaps in the
production, dissemination, and appropriation of knowledge.
Highly educated manpower at the highest levels are essential
to increasingly knowledge-based development.
Internationalisation and international cooperation can serve
to improve higher education by increasing efficiency in
teaching and learning as well as in research through shared
efforts and joint actions.
The CIU at this point of time thinks it proper to define the
principle of Institutional Autonomy as the necessary degree
of independence from external interference that the
University requires in respect of its internal organisation
and governance, the internal distribution of financial
resources and the generation of income from non public
sources, the recruitment of its staff, the setting of the
conditions of study and, finally, the freedom to conduct
teaching and research.
The CIU wishes to further define the principle of Academic
Freedom as the freedom for members of the academic community
that is, scholars, teachers and students to follow their
scholarly activities within a framework determined by that
community in respect of ethical rules and international
standards, and without outside pressure.
Rights confer obligations. These obligations are as much
incumbent on the individuals and on the University of which
they are part, as they are upon the State and the Society.
Academic Freedom engages the obligation by each individual
member of the academic profession to excellence, to
innovation, and to advancing the frontiers of knowledge
through research and the diffusion of its results through
teaching and publications.
Academic Freedom also engages the ethical responsibility of
the individuals and the academic community in the conduct of
research, both in determining the priorities of that
research and in taking account of the implications, which
its results may have for Humanity and Nature.
For its part, the University has the obligation to uphold
and demonstrate to Society that it stands by its collective
obligation to quality and ethics, to fairness and tolerance,
to the setting and the upkeep of standards - academic when
applied to research and teaching, administrative when
applied to due process, to the rendering of accounts to
Society, to self-verification, to institutional review and
to transparency in the conduct of institutional
For their part, organising powers and stakeholders public or
private, stand equally under the obligation to prevent
arbitrary interference, to provide and to ensure those
conditions necessary, in compliance with internationally
recognised standards, for the exercise of Academic Freedom
by individual members of the academic profession and for
University Autonomy to be exercised by the institution.
In particular, the organising powers and stakeholders public
or private, and the interests they represent, should
recognise that by its very nature the obligation upon the
academic profession to advance knowledge is inseparable from
the examination, questioning and testing of accepted ideas
and of established wisdom. And that the expression of views,
which follows from scientific insight or scholarly
investigation may often be contrary to popular conviction or
judged as unacceptable and intolerable.
Hence, agencies which exercise responsibility for the
advancement of knowledge as to particular interests which
provide support for, or stand in a contractual relationship
with, the University for the services it may furnish, must
recognise that such expressions of scholarly judgement and
scientific inquiry shall not place in jeopardy the career or
the existence of the individual expressing them nor leave
that individual open to pursual for delit d'opinion on
account of such views being expressed.
If the free range of inquiry, examination and the advance of
knowledge are held to be benefits Society derives from the
University, the latter must assume the responsibility for
the choices and the priorities it sets freely. Society for
its part, must recognise its part in providing means
appropriate for the achievement of that end.
Resources should be commensurate with expectations -
especially those which, like fundamental research, demand a
long-term commitment if they are to yield their full
The obligation to transmit and to advance knowledge is the
basic purpose for which Academic Freedom and University
Autonomy are required and recognised. Since knowledge is
universal, so too is this obligation.
In practice, however, Universities fulfil this obligation
primarily in respect of the Societies in which they are
located. And it is these communities, cultural, regional,
national and local, which establish with the University the
terms by which such responsibilities are to be assumed, who
is to assume them and by what means and procedures.
Responsibilities met within the setting of 'national'
society, extend beyond the physical boundaries of that
society. Since its earliest days, the University has
professed intellectual and spiritual engagement to the
principles of 'universalism' and to 'internationalism'
whilst Academic Freedom and University Autonomy evolved
within the setting of the historic national community.
For Universities to serve a world society requires that
Academic Freedom and University Autonomy form the bedrock to
a new Social Contract - a contract to uphold values common
to Humanity and to meet the expectations of a world where
frontiers are rapidly dissolving.
In the context of international cooperation, the exercise
of Academic Freedom and University Autonomy by some should
not lead to intellectual hegemony over others. It should, on
the contrary, be a means of strengthening the principles of
pluralism, tolerance and academic solidarity between
institutions of higher learning and between individual
scholars and students.
At a time when the ties, obligations and commitments
between Society and the University are becoming more
complex, more urgent and more direct, it appears desirable
to establish a broadly recognised Charter of mutual rights
and obligations governing the relationship between
University and Society, including adequate monitoring
mechanisms for its application.
The Confederation of Indian Universities (CIU), being
founded to promote cooperation among higher education
institutions, notes that despite the universality of
knowledge, which has always served to affirm the nature of
higher education, the level of internationalisation remains
low and uneven.
Furthermore, cooperation has had relatively little impact of
global wealth and resource distribution even in the realm of
Worse, the external brain drain and other negative
consequences of poorly designed cooperative activities have,
at times, even exacerbated the conditions in developing
In more recent times, commercial and financial interests
have gained prominence in the internationalisation process
and threaten to displace the less utilitarian and equally
valuable aspects of this enriching and necessary
transformation of higher education.
Letters of invitation have been sent to all the
university level institutions in India for enabling them to
send their consent to be the founder members and sponsors of
the Confederation of Indian Universities (CIU).
The names of university level institutions from where
consent letters have been received are kept under this
document as Annexure.
Declaration of Name
The name of the organisation shall be "Confederation of
Indian Universities -
. It shall be a self-governing body having non-political,
non-governmental and non-profit making character.
The Registered Office will presently be situated at A 14
Paryavaran Complex, South of Saket, New Delhi - 110030. The
Registered Office may be changed in future but will remain
in the NCT of Delhi.
Masterplan envisaged by the Confederation of Indian
1. There is an unprecedented demand for and a great
diversification in higher education, as well as an increased
awareness of its vital importance for sociocultural and
economic development, and for building the future, for which
the younger generations will need to be equipped with new
skills, knowledge and ideals.
2. Higher education includes ‘all types of studies,
teaching, training and research at the post-secondary level,
provided by universities or other educational establishments
that are approved as institutions of higher education by the
3. Everywhere higher education is faced with great
challenges and difficulties related to financing, equity of
conditions at access into and during the course of studies,
improved staff development, skills-based training,
enhancement and preservation of quality in teaching,
research and services, relevance of programmes,
employability of graduates, post-graduates and doctorates,
establishment of efficient co-operation agreements and
equitable access to the benefits of international
4. At the same time, higher education is being challenged by
new opportunities relating to technologies that are
improving the ways in which knowledge can be produced,
managed, disseminated, accessed and controlled. Equitable
access to these technologies should be ensured at all levels
of education systems.
5. The initial years of this century and the last 50 years
of the twentieth century will go down in the history of
higher education as the period of its most spectacular
expansion: an over sixfold increase in student enrolments
worldwide. But it is also the period which has seen the gap
between the industrially developed, the developing countries
and in particular the least developed countries with regard
to access and resources for higher learning and research,
already enormous, becoming even wider. It has also been a
period of increased socio-economic stratification and
greater difference in educational opportunity within
countries, including in some of the most developed and
6. Without adequate higher education and research
institutions providing a critical mass of skilled and
educated people, no country can ensure genuine endogenous
and sustainable development and, in particular, developing
countries and the least developed countries cannot reduce
the gap separating them from the industrially developed
ones. Sharing knowledge, international co-operation and new
technologies can offer new opportunities to reduce this gap.
7. Higher education has given ample proof of its viability
over the centuries and of its ability to change and to
induce change and progress in society. Owing to the scope
and pace of change, society has become increasingly
knowledge-based so that higher learning and research now act
as essential components of cultural, socio-economic and
environmentally sustainable development of individuals,
communities and nations.
8. Higher education itself is confronted, therefore, with
formidable challenges and must proceed to the most radical
change and renewal it has ever been required to undertake,
so that our society, which is currently undergoing a
profound crisis of values, can transcend mere economic
considerations and incorporate deeper dimensions of morality
9. It is with the aim of providing solutions to these
challenges and of setting in motion a process of in-depth
reform in higher education worldwide that the Confederation
of Indian Universities (CIU) is being established with a
view to designing a Masterplan Paradigm for introducing
development systems for strengthening the cause of higher
education in the third millennium.
CIU's declaration on higher education
We, the University level Institutions in India assembled at
New Delhi on 15 April 2004;
10. Recalling the Universal Declaration of Human Rights
which states in Article 26, paragraph 1, that ‘Everyone has
the right to education’ and that ‘higher education shall be
equally accessible to all on the basis of merit’, and
endorsing the basic principles of the Convention against
Discrimination in Education (1960), which, by Article 4,
commits the States Parties to it to ‘make higher education
equally accessible to all on the basis of individual
11. Convinced that education is a fundamental pillar of
human rights, democracy, sustainable development and peace,
and shall therefore become accessible to all throughout life
and that measures are required to ensure co-ordination and
co-operation across and between the various sectors,
particularly between general, technical and professional
secondary and post-secondary education as well as between
universities, colleges and technical institutions.
12. Believing that, in this context, the solution of the
problems faced in the twenty-first century will be
determined by the vision of the future society and by the
role that is assigned to education in general and to higher
education in particular.
13. Aware that at the beginning of a new millennium it is
the duty of higher education to ensure that the values and
ideals of a culture of peace prevail and that the
intellectual community should be mobilized to that end.
14. Considering that a substantial change and development of
higher education, the enhancement of its quality and
relevance, and the solution to the major challenges it
faces, require the strong involvement not only of
governments and of higher education institutions, but also
of all stakeholders, including students and their families,
teachers, business and industry, the public and private
sectors of the economy, legislatures, the media, the
community, professional associations and society as well as
a greater responsibility of higher education institutions
towards society and accountability in the use of public and
private, national or international resources;
15. Emphasizing that higher education systems should enhance
their capacity to live with uncertainty, to change and bring
about change, and to address social needs and to promote
solidarity and equity; should preserve and exercise
scientific rigour and originality, in a spirit of
impartiality, as a basic prerequisite for attaining and
sustaining an indispensable level of quality; and should
place students at the centre of their concerns, within a
lifelong perspective, so as to allow their full integration
into the global knowledge society of this new century; and
16. Also believing that international co-operation and
exchange are major avenues for advancing higher education
throughout the world.
Proclaim the following:
MISSIONS AND FUNCTIONS OF the confederation of indian
Mission to Educate, to Train and to undertake Research
We affirm that the core missions and values of higher
education, in particular the mission to contribute to the
sustainable development and improvement of society as a
whole, should be preserved, reinforced and further expanded,
17. Educate highly qualified graduates and responsible
citizens able to meet the needs of all sectors of human
activity, by offering relevant qualifications, including
professional training, which combine high-level knowledge
and skills, using courses and content continually tailored
to the present and future needs of society.
18. Provide opportunities for higher learning and for
learning throughout life, giving to learners an optimal
range of choice and a flexibility of entry and exit points
within the system, as well as an opportunity for individual
development and social mobility in order to educate for
citizenship and for active participation in society, with a
worldwide vision, for endogenous capacity-building, and for
the consolidation of human rights, sustainable development,
democracy and peace, in a context of justice.
19. Advance, create and disseminate knowledge through
research and provide, as part of its service to the
community, relevant expertise to assist societies in
cultural, social and economic development, promoting and
developing scientific and technological research as well as
research in the social sciences, the humanities and the
20. Help understand, interpret, preserve, enhance, promote
and disseminate national and regional, international and
historic cultures, in a context of cultural pluralism and
21. Help protect and enhance societal values by training
young people in the values which form the basis of
democratic citizenship and by providing critical and
detached perspectives to assist in the discussion of
strategic options and the reinforcement of humanistic
22. Contribute to the development and improvement of
education at all levels, including through the training of
Ethical Role, Autonomy, Responsibility and Anticipatory
Higher education institutions and their personnel and
students should :
23. Preserve and develop their crucial functions, through
the exercise of ethics and scientific and intellectual
rigour in their various activities.
24. Be able to speak out on ethical, cultural and social
problems completely independently and in full awareness of
their responsibilities, exercising a kind of intellectual
authority that society needs to help it to reflect,
understand and act.
25. Enhance their critical and forward-looking functions,
through continuing analysis of emerging social, economic,
cultural and political trends, providing a focus for
forecasting, warning and prevention.
26. Exercise their intellectual capacity and their moral
prestige to defend and actively disseminate universally
accepted values, including peace, justice, freedom, equality
27. Enjoy full academic autonomy and freedom, conceived as a
set of rights and duties, while being fully responsible and
accountable to society.
28. Play a role to help identify and to address issues that
affect the well-being of communities, nations and global
SHAPING A NEW VISION OF HIGHER EDUCATION
Equity of Access
29. In keeping with Article 26.1 of the Universal
Declaration of Human Rights, admission to higher education
should be based on the merit, capacity, efforts,
perseverance and devotion, showed by those seeking access to
it, and can take place in a lifelong scheme, at any time,
with due recognition of previously acquired skills. As a
consequence, no discrimination can be accepted in granting
access to higher education on grounds of race, gender,
language or religion, or economic, cultural or social
distinctions, or physical disabilities.
30. Equity of access to higher education should begin with
the reinforcement and, if need be, the reordering of its
links with all other levels of education, particularly with
secondary education. Higher education institutions must be
viewed as, and must also work within themselves to be a part
of and encourage, a seamless system starting with early
childhood and primary education and continuing through life.
Higher education institutions must work in active
partnership with parents, schools, students, socio-economic
groups and communities.
31. Secondary education should not only prepare qualified
candidates for access to higher education by developing the
capacity to learn on a broad basis but also open the way to
active life by providing training on a wide range of jobs.
However, access to higher education should remain open to
those successfully completing secondary school, or its
equivalent, or presenting entry qualifications, as far as
possible, at any age and without any discrimination.
32. As a consequence, the rapid and wide-reaching demand for
higher education requires, where appropriate, all policies
concerning access to higher education to give priority in
the future to the approach based on the merit of the
33. Access to higher education for members of some special
target groups, such as indigenous peoples, cultural and
linguistic minorities, disadvantaged groups, peoples living
under occupation and those who suffer from disabilities,
must be actively facilitated, since these groups as
collectivities and as individuals may have both experience
and talent that can be of great value for the development of
societies and nations. Special material help and educational
solutions can help overcome the obstacles that these groups
face, both in accessing and in continuing higher education.
Enhancing Participation and Promoting the Role of Women
34. Although significant progress has been achieved to
enhance the access of women to higher education, various
socio-economic, cultural and political obstacles continue in
many places in the world to impede their full access and
effective integration. To overcome them remains an urgent
priority in the renewal process for ensuring an equitable
and non-discriminatory system of higher education based on
the principle of merit.
35. Further efforts are required to eliminate all gender
stereotyping in higher education, to consider gender aspects
in different disciplines and to consolidate women’s
participation at all levels and in all disciplines, in which
they are under-represented and, in particular, to enhance
their active involvement in decision-making.
36. Gender studies (women’s studies) should be promoted as a
field of knowledge, strategic for the transformation of
higher education and society.
37. Efforts should be made to eliminate political and social
barriers whereby women are under-represented and in
particular to enhance their active involvement at policy and
decision-making levels within higher education and society.
Advancing Knowledge through Research in Science, the Arts
and Humanities and the Dissemination of its Results
38. The advancement of knowledge through research is an
essential function of all systems of higher education, which
should promote postgraduate studies. Innovation,
interdisciplinarity and transdisciplinarity should be
promoted and reinforced in programmes with long-term
orientations on social and cultural aims and needs. An
appropriate balance should be established between basic and
40. Institutions should ensure that all members of the
academic community engaged in research are provided with
appropriate training, resources and support. The
intellectual and cultural rights on the results of research
should be used to the benefit of humanity and should be
protected so that they cannot be abused.
41. Research must be enhanced in all disciplines, including
the social and human sciences, education (including higher
education), engineering, natural sciences, mathematics,
informatics and the arts within the framework of national,
regional and international research and development
policies. Of special importance is the enhancement of
research capacities in higher education research
institutions, as mutual enhancement of quality takes place
when higher education and research are conducted at a high
level within the same institution. These institutions should
find the material and financial support required, from both
public and private sources.
Long-Term Orientation based on Relevance
42. Relevance in higher education should be assessed in
terms of the fit between what society expects of
institutions and what they do. This requires ethical
standards, political impartiality, critical capacities and,
at the same time, a better articulation with the problems of
society and the world of work, basing long-term orientations
on societal aims and needs, including respect for cultures
and environmental protection. The concern is to provide
access to both broad general education and targeted,
career-specific education, often interdisciplinary, focusing
on skills and aptitudes, both of which equip individuals to
live in a variety of changing settings, and to be able to
43. Higher education should reinforce its role of service to
society, especially its activities aimed at eliminating
poverty, intolerance, violence, illiteracy, hunger,
environmental degradation and disease, mainly through an
interdisciplinary and transdisciplinary approach in the
analysis of problems and issues.
44. Higher education should enhance its contribution to the
development of the whole education system, notably through
improved teacher education, curriculum development and
45. Ultimately, higher education should aim at the creation
of a new society - non-violent and non-exploitative -
consisting of highly cultivated, motivated and integrated
individuals, inspired by love for humanity and guided by
Strengthening Co-operation with the World of Work and
Analysing and Anticipating Societal Needs
46. In economies characterized by changes and the emergence
of new production paradigms based on knowledge and its
application, and on the handling of information, the links
between higher education, the world of work and other parts
of society should be strengthened and renewed.
47. Links with the world of work can be strengthened,
through the participation of its representatives in the
governance of institutions, the increased use of domestic
and international apprenticeship/work-study opportunities
for students and teachers, the exchange of personnel between
the world of work and higher education institutions and
revised curricula more closely aligned with working
48. As a lifelong source of professional training, updating
and recycling, institutions of higher education should
systematically take into account trends in the world of work
and in the scientific, technological and economic sectors.
In order to respond to the work requirements, higher
education systems and the world of work should jointly
develop and assess learning processes, bridging programmes
and prior learning assessment and recognition programmes,
which integrate theory and training on the job. Within the
framework of their anticipatory function, higher education
institutions could contribute to the creation of new jobs,
although that is not their only function.
49. Developing entrepreneurial skills and initiative should
become major concerns of higher education, in order to
facilitate employability of graduates who will increasingly
be called upon to be not only job seekers but also and above
all to become job creators. Higher education institutions
should give the opportunity to students to fully develop
their own abilities with a sense of social responsibility,
educating them to become full participants in democratic
society and promoters of changes that will foster equity and
Diversification for Enhanced Equity of Opportunity
50. Diversifying higher education models and recruitment
methods and criteria is essential both to meet increasing
international demand and to provide access to various
delivery modes and to extend access to an ever-wider public,
in a lifelong perspective, based on flexible entry and exit
points to and from the system of higher education.
51. More diversified systems of higher education are
characterized by new types of tertiary institutions: public,
private and non-profit institutions, amongst others.
Institutions should be able to offer a wide variety of
education and training opportunities: traditional degrees,
short courses, part-time study, flexible schedules,
modularized courses, supported learning at a distance, etc.
Innovative Educational Approaches: Critical Thinking and
52. In a world undergoing rapid changes, there is a
perceived need for a new vision and paradigm of higher
education, which should be student-oriented, calling in most
countries for in-depth reforms and an open access policy so
as to cater to ever more diversified categories of people,
and of its contents, methods, practices and means of
delivery, based on new types of links and partnerships with
the community and with the broadest sectors of society.
53. Higher education institutions should educate students to
become well informed and deeply motivated citizens, who can
think critically, analyse problems of society, look for
solutions to the problems of society, apply them and accept
54. To achieve these goals, it may be necessary to recast
curricula, using new and appropriate methods, so as to go
beyond cognitive mastery of disciplines. New pedagogical and
didactical approaches should be accessible and promoted in
order to facilitate the acquisition of skills, competencies
and abilities for communication, creative and critical
analysis, independent thinking and team work in
multicultural contexts, where creativity also involves
combining traditional or local knowledge and know-how with
advanced science and technology. These recast curricula
should take into account the gender dimension and the
specific cultural, historic and economic context of each
country. The teaching of human rights standards and
education on the needs of communities in all parts of the
world should be reflected in the curricula of all
disciplines, particularly those preparing for
entrepreneurship. Academic personnel should play a
significant role in determining the curriculum.
55. New methods of education will also imply new types of
teaching-learning materials. These have to be coupled with
new methods of testing that will promote not only powers of
memory but also powers of comprehension, skills for
practical work and creativity.
Higher Education Personnel and Students as Major Actors
56. A vigorous policy of staff development is an essential
element of higher education institutions. Clear policies
should be established concerning higher education teachers,
who nowadays need to focus on teaching students how to learn
and how to take initiatives rather than being exclusively
founts of knowledge. Adequate provision should be made for
research and for updating and improving pedagogical skills,
through appropriate staff development programmes,
encouraging constant innovation in curriculum, teaching and
learning methods, and ensuring appropriate professional and
financial status, and for excellence in research and
teaching. Furthermore, in view of the role of higher
education for lifelong learning, experience outside the
institutions ought to be considered as a relevant
qualification for higher educational staff.
57. Clear policies should be established by all higher
education institutions preparing teachers of early childhood
education and for primary and secondary schools, providing
stimulus for constant innovation in curriculum, best
practices in teaching methods and familiarity with diverse
learning styles. It is vital to have appropriately trained
administrative and technical personnel.
58. National and institutional decision-makers should place
students and their needs at the centre of their concerns,
and should consider them as major partners and responsible
stakeholders in the renewal of higher education. This should
include student involvement in issues that affect that level
of education, in evaluation, the renovation of teaching
methods and curricula and, in the institutional framework in
force, in policy-formulation and institutional management.
As students have the right to organize and represent
themselves, students’ involvement in these issues should be
59. Guidance and counselling services should be developed,
co-operation with student organizations, in order to assist
students in the transition to higher education at whatever
age and to take account of the needs of ever more
diversified categories of learners. Apart from those
entering higher education from schools or further education
colleges, they should also take account of the needs of
those leaving and returning in a lifelong process. Such
support is important in ensuring a good match between
student and course, reducing drop-out. Students who do drop
out should have suitable opportunities to return to higher
education if and when appropriate.
FROM VISION TO ACTION
60. Quality in higher education is a multidimensional
concept, which should embrace all its functions, and
activities: teaching and academic programmes, research and
scholarship, staffing, students, buildings, facilities,
equipment, services to the community and the academic
environment. Internal self-evaluation and external review,
conducted openly by independent specialists, if possible
with international expertise, are vital for enhancing
quality. Independent national bodies should be established
and comparative standards of quality, recognized at
international level, should be defined. Due attention should
be paid to specific institutional, national and regional
contexts in order to take into account diversity and to
avoid uniformity. Stakeholders should be an integral part of
the institutional evaluation process.
61. Quality also requires that higher education should be
characterized by its international dimension: exchange of
knowledge, interactive networking, mobility of teachers and
students, and international research projects, while taking
into account the national cultural values and circumstances.
62. To attain and sustain national, regional or
international quality, certain components are particularly
relevant, notably careful selection of staff and continuous
staff development, in particular through the promotion of
appropriate programmes for academic staff development,
including teaching/learning methodology and mobility between
countries, between higher education institutions, and
between higher education institutions and the world of work,
as well as student mobility within and between countries.
The new information technologies are an important tool in
this process, owing to their impact on the acquisition of
knowledge and know-how.
The Potential and the Challenge of Technology
63. The rapid breakthroughs in new information and
communication technologies will further change the way
knowledge is developed, acquired and delivered. It is also
important to note that the new technologies offer
opportunities to innovate on course content and teaching
methods and to widen access to higher learning. However, it
should be borne in mind that new information technology does
not reduce the need for teachers but changes their role in
relation to the learning process and that the continuous
dialogue that converts information into knowledge and
understanding becomes fundamental. Higher education
institutions should lead in drawing on the advantages and
potential of new information and communication technologies,
ensuring quality and maintaining high standards for
education practices and outcomes in a spirit of openness,
equity and international co-operation by:
64. Engaging in networks, technology transfer,
capacity-building, developing teaching materials and sharing
experience of their application in teaching, training and
research, and making knowledge accessible to all;
65. Creating new learning environments, ranging from
distance education facilities to complete virtual higher
education institutions and systems, capable of bridging
distances and developing high-quality systems of education,
thus serving social and economic advancement and
democratization as well as other relevant priorities of
society, while ensuring that these virtual education
facilities, based on regional, continental or global
networks, function in a way that respects cultural and
66. Noting that, in making full use of information and
communication technology (ICT) for educational purposes,
particular attention should be paid to removing the grave
inequalities which exist among and also within the countries
of the world with regard to access to new information and
communication technologies and to the production of the
67. Adapting ICT to national, regional and local needs and
securing technical, educational, management and
institutional systems to sustain it;
68. Facilitating, through international co-operation, the
identification of the objectives and interests of all
countries, particularly the developing countries, equitable
access and the strengthening of infrastructures in this
field and the dissemination of such technology throughout
69. Closely following the evolution of the ‘knowledge
society’ in order to ensure high quality and equitable
regulations for access to prevail;
70. Taking the new possibilities created by the use of ICTs
into account, while realizing that it is, above all,
institutions of higher education that are using ICTs in
order to modernize their work, and not ICTs transforming
institutions of higher education from real to virtual
Strengthening Higher Education Management and Financing
71. The management and financing of higher education require
the development of appropriate planning and policy-analysis
capacities and strategies, based on partnerships established
between higher education institutions and state and national
planning and co-ordination bodies, so as to secure
appropriately streamlined management and the cost-effective
use of resources. Higher education institutions should adopt
forward-looking management practices that respond to the
needs of their environments. Managers in higher education
must be responsive, competent and able to evaluate
regularly, by internal and external mechanisms, the
effectiveness of procedures and administrative rules.
72. Higher education institutions must be given autonomy to
manage their internal affairs, but with this autonomy must
come clear and transparent accountability to the government,
legislature, students and the wider society.
73. The ultimate goal of management should be to enhance the
institutional mission by ensuring high-quality teaching,
training and research, and services to the community. This
objective requires governance that combines social vision,
including understanding of global issues, with efficient
managerial skills. Leadership in higher education is thus a
major social responsibility and can be significantly
strengthened through dialogue with all stakeholders,
especially teachers and students, in higher education. The
participation of teaching faculty in the governing bodies of
higher education institutions should be taken into account,
within the framework of current institutional arrangements,
bearing in mind the need to keep the size of these bodies
within reasonable bounds.
74. The promotion of North-South co-operation to ensure the
necessary financing for strengthening higher education in
the developing countries is essential.
Financing of Higher Education as a Public Service
The funding of higher education requires both public and
private resources. The role of the government remains
essential in this regard.
75. The diversification of funding sources reflects the
support that society provides to higher education and must
be further strengthened to ensure the development of higher
education, increase its efficiency and maintain its quality
and relevance. Public support for higher education and
research remains essential to ensure a balanced achievement
of educational and social missions.
76. Society as a whole must support education at all levels,
including higher education, given its role in promoting
sustainable economic, social and cultural development.
Mobilization for this purpose depends on public awareness
and involvement of the public and private sectors of the
economy, legislature, the media, governmental and
non-governmental organizations, students as well as
institutions, families and all the social actors involved
with higher education.
Sharing Knowledge and Know-How across Borders and Continents
77. The principle of solidarity and true partnership amongst
higher education institutions worldwide is crucial for
education and training in all fields that encourage an
understanding of global issues, the role of democratic
governance and skilled human resources in their resolution,
and the need for living together with different cultures and
values. The practice of multilingualism, faculty and student
exchange programmes and institutional linkage to promote
intellectual and scientific co-operation should be an
integral part of all higher education systems.
78. The principles of international co-operation based on
solidarity, recognition and mutual support, true partnership
that equitably serves the interests of the partners and the
value of sharing knowledge and know-how across borders
should govern relationships among higher education
institutions in both developed and developing countries and
should benefit the least developed countries in particular.
Consideration should be given to the need for safeguarding
higher education institutional capacities in regions
suffering from conflict or natural disasters. Consequently,
an international dimension should permeate the curriculum,
and the teaching and learning processes.
79. Regional and international normative instruments for the
recognition of studies should be ratified and implemented,
including certification of the skills, competencies and
abilities of graduates, making it easier for students to
change courses, in order to facilitate mobility within and
between national systems.
From ‘Brain Drain’ to ‘Brain Gain’
80. The ‘brain drain’ has yet to be stemmed, since it
continues to deprive the developing countries and those in
transition, of the high-level expertise necessary to
accelerate their socio-economic progress. International
co-operation schemes should be based on long-term
partnerships between institutions in the South and the
North, and also promote South-South co-operation. Priority
should be given to training programmes in the developing
countries, in centres of excellence forming regional and
international networks, with short periods of specialized
and intensive study abroad.
81. Consideration should be given to creating an environment
conducive to attracting and retaining skilled human capital,
either through national policies or international
arrangements to facilitate the return - permanent or
temporary - of highly trained scholars and researchers to
their countries of origin. At the same time, efforts must be
directed towards a process of ‘brain gain’ through
collaboration programmes that, by virtue of their
international dimension, enhance the building and
strengthening of institutions and facilitate full use of
Partnership and Alliances
82. Partnership and alliances amongst stakeholders -
national and institutional policy-makers, teaching and
related staff, researchers and students, and administrative
and technical personnel in institutions of higher education,
the world of work, community groups - is a powerful force in
managing change. Also, non-governmental organizations are
key actors in this process. Henceforth, partnership, based
on common interest, mutual respect and credibility, should
be a prime matrix for renewal in higher education.
The Confederation of Indian Universities (CIU) adopts this
Declaration and reaffirms the right of all people to
education and the right of access to higher education based
on individual merit and capacity.
The Confederation of Indian Universities (CIU) pledges to
act together within the frame of our individual and
collective responsibilities, by taking all necessary
measures in order to realize the principles concerning
higher education contained in the Universal Declaration of
Human Rights and in the Convention against Discrimination in
The Confederation of Indian Universities (CIU) solemnly
reaffirms the commitment to peace. To that end, CIU is
determined to accord high priority to education for reducing
peacelessness, unemployment, pollution and intolerance.
The Confederation of Indian Universities (CIU) adopts,
therefore, this Declaration on Higher Education and
Development. To achieve the goals set forth in this
Declaration and, in particular, for immediate action, CIU
agrees on the following Framework for Priority Action for
Change and Development of Higher Education.
FRAMEWORK FOR PRIORITY ACTION FOR CHANGE
AND DEVELOPMENT OF HIGHER EDUCATION
Priority Actions at National Level
States, including their governments, legislatures and other
83. Establish, where appropriate, the legislative, political
and financial framework for the reform and further
development of higher education, in keeping with the terms
of the Universal Declaration of Human Rights, which
establishes that higher education shall be ‘accessible to
all on the basis of merit’. No discrimination can be
accepted, no one can be excluded from higher education or
its study fields, degree levels and types of institutions on
grounds of race, gender, language, religion, or age or
because of any economic or social distinctions or physical
84. Reinforce the links between higher education and
85. Consider and use higher education as a catalyst for the
entire education system;
86. Develop higher education institutions to include
lifelong learning approaches, giving learners an optimal
range of choice and a flexibility of entry and exit points
within the system, and redefine their role accordingly,
which implies the development of open and continuous access
to higher learning and the need for bridging programmes and
prior learning assessment and recognition;
87. Make efforts, when necessary, to establish close links
between higher education and research institutions, taking
into account the fact that education and research are two
closely related elements in the establishment of knowledge;
88. Develop innovative schemes of collaboration between
institutions of higher education and different sectors of
society to ensure that higher education and research
programmes effectively contribute to local, regional and
89. Fulfil their commitments to higher education and be
accountable for the pledges adopted with their concurrence,
at several forums, particularly over the past decade, with
regard to human, material and financial resources, human
development and education in general, and to higher
education in particular;
90. Have a policy framework to ensure new partnerships and
the involvement of all relevant stakeholders in all aspects
of higher education: the evaluation process, including
curriculum and pedagogical renewal, and guidance and
counselling services; and, in the framework of existing
institutional arrangements, policy-making and institutional
91. Define and implement policies to eliminate all gender
stereotyping in higher education and to consolidate women’s
participation at all levels and in all disciplines in which
they are under-represented at present and, in particular, to
enhance their active involvement in decision-making;
92. Recognize students as the centre of attention of higher
education, and one of its stakeholders. They should be
involved, by means of adequate institutional structures, in
the renewal of their level of education (including
curriculum and pedagogical reform), and policy decision, in
the framework of existing institutional arrangements;
93. Recognize that students have the right to organize
94. Promote and facilitate national and international
mobility of teaching staff and students as an essential part
of the quality and relevance of higher education;
95. Provide and ensure those conditions necessary for the
exercise of academic freedom and institutional autonomy so
as to allow institutions of higher education, as well as
those individuals engaged in higher education and research,
to fulfil their obligations to society.
96. States in which enrolment in higher education is low by
internationally accepted comparative standards should strive
to ensure a level of higher education adequate for relevant
needs in the public and private sectors of society and to
establish plans for diversifying and expanding access,
particularly benefiting all minorities and disadvantaged
97. The interface with general, technical and professional
secondary education should be reviewed in depth, in the
context of lifelong learning. Access to higher education in
whatever form must remain open to those successfully
completing secondary education or its equivalent or meeting
entry qualifications at any age, while creating gateways to
higher education, especially for older students without any
formal secondary education certificates, by attaching more
importance to their professional experience. However,
preparation for higher education should not be the sole or
primary purpose of secondary education, which should also
prepare for the world of work, with complementary training
whenever required, in order to provide knowledge, capacities
and skills for a wide range of jobs. The concept of bridging
programmes should be promoted to allow those entering the
job market to return to studies at a later date.
98. Concrete steps should be taken to reduce the widening
gap between industrially developed and developing countries,
in particular the least developed countries, with regard to
higher education and research. Concrete steps are also
needed to encourage increased co-operation between countries
at all levels of economic development with regard to higher
education and research. Consideration should be given to
making budgetary provisions for that purpose, and developing
mutually beneficial agreements in order to sustain
co-operative activities and projects through appropriate
incentives and funding in education, research and the
development of high-level experts.
PRIORITY ACTIONS AT THE LEVEL OF SYSTEMS AND INSTITUTIONS
99. Each higher education institution should define its
mission according to the present and future needs of society
and base it on an awareness of the fact that higher
education is essential for any country or region to reach
the necessary level of sustainable and environmentally sound
economic and social development, cultural creativity
nourished by better knowledge and understanding of the
cultural heritage, higher living standards, and internal and
international harmony and peace, based on human rights,
democracy, tolerance and mutual respect. These missions
should incorporate the concept of academic freedom.
In establishing priorities in their programmes and
structures, higher education institutions should:
100. Take into account the need to abide by the rules of
ethics and scientific and intellectual rigour, and the
multidisciplinary and transdisciplinary approach;
101. Be primarily concerned to establish systems of access
for the benefit of all persons who have the necessary
abilities and motivations;
102. Use their autonomy and high academic standards to
contribute to the sustainable development of society and to
the resolution of the issues facing the society of the
future. They should develop their capacity to give
forewarning through the analysis of emerging social,
cultural, economic and political trends, approached in a
multidisciplinary and transdisciplinary manner, giving
particular attention to:
high quality, a clear sense of the social pertinence of
studies and their anticipatory function, based on scientific
knowledge of fundamental social questions, in particular
related to the elimination of poverty, to sustainable
development, to intercultural dialogue and to the shaping of
a culture of peace;
the need for close connection with effective research
organizations or institutions that perform well in the
sphere of research; and
fundamentals of human ethics, applied to each profession and
to all areas of human endeavour.
103. Ensure, especially in universities and as far as
possible, that faculty members participate in teaching,
research, tutoring students and steering institutional
104. Take all necessary measures to reinforce their service
to the community, especially their activities aimed at
eliminating poverty, intolerance, violence, illiteracy,
hunger and disease, through an interdisciplinary and
transdisciplinary approach in the analysis of challenges,
problems and different subjects.
105. Set their relations with the world of work on a new
basis involving effective partnerships with all social
actors concerned, starting from a reciprocal harmonization
of action and the search for solutions to pressing problems
of humanity, all this within a framework of responsible
autonomy and academic freedom.
106. Ensure high quality of international standing, consider
accountability and both internal and external evaluation,
with due respect for autonomy and academic freedom, as being
normal and inherent in their functioning, and
institutionalize transparent systems, structures or
mechanisms specific thereto.
107. As lifelong education requires academic staff to update
and improve their teaching skills and learning methods, even
more than in the present systems mainly based on short
periods of higher teaching, establish appropriate academic
staff development structures and/or mechanisms and
108. Promote and develop research, which is a necessary
feature of all higher education systems, in all disciplines,
including the human and social sciences and arts, given
their relevance for development are needed to ensure
continued progress towards such key national objectives as
access, equity, quality, relevance and diversification.
109. Remove gender inequalities and biases in curricula and
research, and take all appropriate measures to ensure
balanced representation of both men and women among students
and teachers, at all levels of management.
110. Provide, where appropriate, guidance and counselling,
remedial courses, training in how to study and other forms
of student support, including measures to improve student
111. While the need for closer links between higher
education and the world of work is important worldwide, it
is particularly vital for the developing countries and
especially the least developed countries, given their low
level of economic development. Governments of these
countries should take appropriate measures to reach this
objective through appropriate measures such as strengthening
institutions for higher/professional/vocational education.
At the same time, international action is needed in order to
help establish joint undertakings between higher education
and industry in these countries. It will be necessary to
give consideration to ways in which higher education
graduates could be supported, through various schemes,
following the positive experience of the micro-credit system
and other incentives, in order to start small- and
medium-size enterprises. At the institutional level,
developing entrepreneurial skills and initiative should
become a major concern of higher education, in order to
facilitate employability of graduates who will increasingly
be required not only to be job-seekers but to become
112. The use of new technologies should be generalized to
the greatest extent possible to help higher education
institutions, to reinforce academic development, to widen
access, to attain universal scope and to extend knowledge,
as well as to facilitate education throughout life.
Governments, educational institutions and the private sector
should ensure that informatics and communication network
infrastructures, computer facilities and human resources
training are adequately provided.
Institutions of higher education should be open to adult
113. By developing coherent mechanisms to recognize the
outcomes of learning undertaken in different contexts, and
to ensure that credit is transferable within and between
institutions, sectors and states.
114. By establishing joint higher education/community
research and training partnerships, and by bringing the
services of higher education institutions to outside groups.
115. By carrying out interdisciplinary research in all
aspects of adult education and learning with the
participation of adult learners themselves.
116. By creating opportunities for adult learning in
flexible, open and creative ways.
ACTIONS TO BE TAKEN AT INTERNATIONAL LEVEL
117. Co-operation should be conceived of as an integral part
of the institutional missions of higher education
institutions and systems. Intergovernmental organizations,
donor agencies and non-governmental organizations should
extend their action in order to develop inter-university
co-operation projects in particular through twinning
institutions, based on solidarity and partnership, as a
means of bridging the gap between rich and poor countries in
the vital areas of knowledge production and application.
Each institution of higher education should envisage the
creation of an appropriate structure and/or mechanism for
promoting and managing international co-operation.
118. The intergovernmental organizations and
non-governmental organizations active in higher education,
the states through their bilateral and multilateral
co-operation programmes, the academic community and all
concerned partners in society should further promote
international academic mobility as a means to advance
knowledge and knowledge-sharing in order to bring about and
promote solidarity as a main element of the global knowledge
society of tomorrow, including through strong support a the
joint work plan 2004-2010 on the recognition of studies,
degrees and diplomas in higher education and through
large-scale co-operative action involving, inter alia, the
establishment of an educational credit transfer scheme, with
particular emphasis on South-South co-operation, the needs
of the least developed countries and of the small states
with few higher education institutions or none at all.
119. Institutions of higher education in industrialized
countries should strive to make arrangements for
international co-operation with sister institutions in
developing countries and in particular with those of poor
countries. In their co-operation, the institutions should
make efforts to ensure fair and just recognition of studies
abroad. Initiatives should be taken to develop higher
education throughout the world, setting itself clear-cut
goals that could lead to tangible results. One method might
be to implement projects in different regions renewing
efforts towards creating and/or strengthening centres of
excellence in developing countries relying on networks of
national, regional and international higher education
120. All concerned parts of society, should also undertake
action in order to alleviate the negative effects of ‘brain
drain’ and to shift to a dynamic process of ‘brain gain’. An
overall analysis is required in all regions of the world of
the causes and effects of brain drain. A vigorous campaign
should be launched through the concerted effort of the
international community and on the basis of academic
solidarity and should encourage the return to their home
country of expatriate academics, as well as the involvement
of university volunteers - newly retired academics or young
academics at the beginning of their career - who wish to
teach and undertake research at higher education
institutions in developing countries. At the same time it is
essential to support the developing countries in their
efforts to build and strengthen their own educational
Within this framework, International Organisations should:
121. Promote better co-ordination among intergovernmental,
supranational and non-governmental organizations, agencies
and foundations that sponsor existing programmes and
projects for international co-operation in higher education.
Furthermore, co-ordination efforts should take place in the
context of national priorities. This could be conducive to
the pooling and sharing of resources, avoid overlapping and
promote better identification of projects, greater impact of
action and increased assurance of their validity through
collective agreement and review. Programmes aiming at the
rapid transfer of knowledge, supporting institutional
development and establishing centres of excellence in all
areas of knowledge, in particular for peace education,
conflict resolution, human rights and democracy, should be
supported by institutions and by public and private donors.
122. Jointly with the various intergovernmental and
non-governmental organizations, become a forum of reflection
on higher education issues aiming at:
(i) preparing update reports on the state of knowledge on
higher education issues in all parts of the world;
(ii) promoting innovative projects of training and research,
intended to enhance the specific role of higher education in
(iii) reinforcing international co-operation and emphasizing
the role of higher education for citizenship education,
sustainable development and peace; and
(iv) facilitating exchange of information and establishing,
when appropriate, a database on successful experiences and
innovations that can be consulted by institutions confronted
with problems in their reforms of higher education.
123. Take specific action to support institutions of higher
education in the least developed parts of the world and in
regions suffering the effects of conflict or natural
124. Make renewed efforts towards creating or/and
strengthening centres of excellence in developing countries.
125. Take the initiative to draw up an international
instrument on academic freedom, autonomy and social
Ensure follow-up of this Declaration jointly with other
inter-governmental and non-governmental organizations and
with all higher education stakeholders. It should have a
crucial role in promoting international
cooperation in the field of higher education in implementing
this follow-up under the aegis of the Confederation of
Indian Universities (CIU) and in the light of the following
126. At the start of the twenty-first century, universities
nationwide and worldwide, though their circumstances differ,
face important and common challenges.
127. The phenomenon of globalisation which affects diverse
sectors - the economy, the media, etc. - also has its impact
on higher education throughout the world. It demands change
and an explicit policy of internationalisation by
127. The unprecedented development of information and
communication technologies is an important vehicle in the
processes of globalisation and technological accleration
which carry with them opportunities and challenges that are
specific to universities and to the way they fulfil their
128. More than ever, the creation of knowledge, access to
knowledge and its development are central to the development
of societies. The knowledge society requires a new
generation of skilled people. In this context, demand for
more differentiated higher and continuing education,
including professional development as well as open and
distance learning, is in all countries expanding and, in
some regions, overwhelming.
129. The rapid production of knowledge and technological
development spur on the quest for quality, excellence and
relevance. The university has a special responsibility to
ensure that attention is paid to solving ethical questions.
In this setting, the university's critical role towards
society assumes a new urgency.
130. The preconditions for universities and other types of
higher education institutions to cope successfully with new
challenges such as these remain, however, basically
unchanged. These preconditions include autonomy of action,
academic freedom and adequate human and financial resources.
131. For higher education of quality to be today and in the
future a motor of social, cultural and economic development,
other conditions are required, amongst which effective
dialogue with external partners and responsible university
As a social institution, the university cannot be replaced.
Hence, it must continue to adapt and change if the
challenges are to be met. It will remain an institution
central to societies throughout the world as long as its
activities make a difference to better the condition of
Aims and Objects
1. To encourage links between institutions of higher
education throughout the country.
2. To base the mission of the Confederation on the
fundamental principles for which every university should
stand, namely the right to pursue knowledge for its own
sake, to follow wherever the search for truth may lead, the
tolerance of divergent opinion and freedom from political
3. To aim to give expression to the obligation of
universities to promote, through teaching and research, the
principles of freedom and justice, of human dignity and
solidarity, and to contribute through regional, national and
international cooperation to the development of national and
moral assistance for the strengthening of higher education
4. To link up its members, offer them quality services and
provide a forum for the universities from all over the
country to work together and to speak on behalf of
universities, and of higher education in general, and to
represent their concerns and interests in public debate and
to outside parties.
5. To pursue its goals through future oriented collective
action including information services, informed policy
discussion, research and publications.
6. To facilitate the exchange of experience and learning.
7. To restate and defend the values that underlie and
determine the proper functioning of universities in the
8. To uphold and contribute to the development of a long
term vision of universities' role and responsibility in
9. To voice the concerns for higher education with regard to
policies of national and international bodies.
10. To contribute to a better understanding of current
trends and developments through analysis, research and
11. To provide comprehensive and authoritative information
on higher education systems, institutions and qualifications
12. To act as a cooperation and service-oriented
organisation to promote the exchange of information,
experience and ideas to facilitate academic mobility and
mutual, technical, national and international collaboration
among universities, and to contribute through research and
meetings to informed higher education policy debate.
13. To organise congress, conferences, seminars, round
tables and workshops.
14. To conduct comparative studies and higher education
15. To strengthen cooperation and clearing-house activities.
16. To establish national information networks.
17. To provide consultancy, credential evaluation and
18. To invite university level degree granting institutions
whose main objective is higher education and research,
irrespective of whether or not they carry the name of
19. To maintain and preserve university autonomy, academic
freedom and mutual understanding.
20. To stand for the right to pursue knowledge for its own
21. To remain free from political and economic interference,
and give, room for divergent opinion.
22. To work for the advancement of ethical values in the
work of the Confederation and its members as well as in
society and respect for diversity.
23. To remember the responsibility of universities and
academies as guardians of free intellectual activity.
24. To stand for the universities' obligation as social
institutions to deliver education, research and service to
the community, and, in connection with this, to advance the
principles of freedom and of justice, of sustainable
development, human dignity and of solidarity.
25. To conserve the obligation of universities to foster
constructive criticism and intellectual independence in the
research for truth.
26. To contribute to the development of the long term vision
of the university's role and responsibilities in society.
27. To strengthen solidarity and to contribute to reducing
inequalities amongst universities, while keeping alive their
28. To promote access to higher education and equal
opportunities for students.
29. To encourage quality and excellence worldwide, through
sharing, knowledge, know-how and experience, through
collaboration and through networking.
30. To help universities to become better learning
organisations (for students, for teachers, for
31. To contribute to a better understanding of developments
in higher education, through analysis, research and debate,
as well as through the provision of information services on
32. To design and implement programmes for its members in
partnership with other organisations working in the same
33. To pledge itself to be an open, inclusive and
transparent organisation, the common voice of the university
34. To provide a centre of cooperation among the
universities and similar institutions of higher education,
as well as organisations in the field of higher education
generally, and to be an advocate for their concerns.
35. To facilitate the interchange of students and academic
staff, and develop means for the better distribution and
exchange of laboratory material, books and other equipment
for university study and research.
36. To formulate the basic principles and higher education
values for which the CIU will stand for.
37. To establish a strong structural relationship with the
national as well as regional associations of universities
and seek their direct involvement in the life and work of
38. To focus its activities on institutional examples
regarding the use of new information and communication
technologies in teaching and learning.
39. To encourage sustainability to be considered as being
central to teaching, research, outreach and operations at
universities and to identified exemplary practices and
40. To prepare comprehensive assessments periodically on how
the principles of sustainable development can best be
pursued and promoted by higher education institutions.
41. To identify the key issues of a future-oriented higher
education policy debate, as well as concrete needs for
support in academic exchange, knowledge transfer, and
capacity building through international cooperation.
42. To assess our respective capacities to respond to such
needs, the complementarity and uniqueness of our respective
possibilities and responsibilities, as compared with what
can be better done by others, bilaterally or
multi-laterally, on the institutional, national, regional or
43. To establish appropriate networking structures and
facilities that will allow to serve better, through shared
efforts, the needs and interests of our common higher
44. To translate into action the services set out by CIU
more clearly in terms of support to concrete cooperation
needs, both of individual universities and of partner
organisations, and to identify new services as best
corresponding to the Confederation's vocation and
possibilities; and to give expression to its internal and
external missions through a strengthened confederative life,
including a broader interaction with other university
45. To disseminate relevant information on the world of
higher education in an international perspective, on
missions, policies and strategies, in the form of concise
briefs and overviews, easily accessible and usable for
higher education policy and decision-makers.
46. To have a similar approach in relation to issues of
research and debate, comparison of experiences, publications
or conjointly organised special meetings and seminars for
university leaders and administrators.
47. To provide a link to consultancy, second opinions and
referee networks for universities, particularly in
developing countries, who wish to have access to independent
advice, for example on directives from Governments and
different agencies or on institutional development plans.
48. To maintain a pool of independent advisors to be made
available for special tasks, third party assessments, legal
advice, management advice, helping with analysis,
formulation of strategic plans, governance strategies, and
codes related to academic freedom, etc.
49. To offer consultancy to agencies related to university
50. To evaluate the institutional impact of university links
and collaborative programmes, independent from the usual
evaluation by sponsors to be pointed to practical and
ethical guidelines for collaboration and codes of good
practice, which could serve universities in their
51. To benefit from academic freedom and institutional
autonomy with regard to the Central Mission of research and
52. To assume, in carrying out the tasks, its responsibility
to society and to promote the principles of freedom,
justice, human dignity and solidarity.
53. To reduce the tensions arising within the universities
between the requirements of technological and economic
globalisation and the specificities of cultural and national
54. To contribute to the production and dissemination of
information and knowledge concerning facts, trends and
developments in higher education.
55. To help contribute to the production and dissemination
of reflection, research and debate concerning the
56. To help clarify, disseminate and refine a vision of the
university and of its value base.
57. To pay particular attention to strengthening solidarity
and reducing inequalities between universities of different
backgrounds, resources and capacities.
58. To express a common voice of the universities, on
national as well as global level, vis-a-vis partners like
national and international statutory bodies and UN agencies
as well as the public opinion.
59. To catalyse the cooperation of universities and
university organisations amongst themselves and with other
partners, with regard to major questions of society, which
are national as well as international in nature and to which
universities must make an important contribution, such as:
the construction of peace and democracy; sustainable
development; the challenges and stakes of globalisation and
accelerated change in society; the commitment to ethical
standards in the conduct of science and technology.
60. To offer to other national and international university
and higher education organisations a preferential platform
for information, contacts and networking, and to participate
itself in such international networks.
61. To stipulate the indissociable principles for which
every university should stand, including the right to pursue
knowledge for its own sake and to follow wherever the search
for truth may lead; the tolerance of divergent opinion and
freedom from political interference; the obligation as
social institutions to promote, through teaching and
research, the principles of freedom and justice, of human
dignity and to develop mutually material and moral aid on
both national as well as international levels.
62. To collect data regarding the new forms of higher
education over the ensuing half century with special
reference to the number of universities, of academic staff,
of students, of the emergence of a world economy, of its
benefits and its dangers with a view to locating the
required practical nature of the university's historic and
abiding commitment to universalism, pluralism and humanism.
63. To evaluate whether in the course of the twentieth
century, which has seen an unparalleled growth in knowledge,
in research and their diffusion, the universities have
shouldered the responsibilities in the common endeavour of
human development, social, economic, technical and cultural
advancement, and in responding to the major planetary
problems such as environmental protection and poverty
eradication, violence and social exclusion.
64. To promote the philosophy that human development and the
continued extension of knowledge depend upon the freedom to
examine, to enquire, and that academic freedom and
university autonomy are essential to that end.
65. To urge universities to seek, establish and disseminate
a clearer understanding of Sustainable Development -
"development which meets the needs of the present without
compromising the needs of future generations" - and
encourage more appropriate sustainable development
principles and practices at the local, national and global
levels, in ways consistent with their missions.
66. To utilise resources of the university to encourage a
better understanding on the part of the Central and the
State Governments and the public at large of the
inter-related physical, biological and social dangers facing
the planet Earth, and to recognise the significant
interdependence and international dimensions of sustainable
67. To emphasise the ethical obligation of the present
generation to overcome those practices of resource
utilisation and those widespread disparities which lie at
the root of environmental unsustainability.
68. To enhance the capacity of the university to teach and
undertake research and action in society on sustainable
development principles, to increase environmental literacy,
and to enhance the understanding of environmental ethics
within the university and with the public at large.
69. To cooperate with one another and with all segments of
society in the pursuit of practical and policy measures to
achieve sustainable development and thereby safeguard the
interests of future generations.
70. To encourage universities to review their own operations
to reflect best sustainable development practices.
71. To make an institutional commitment to the principle and
practice of sustainable development within the academic
milieu and to communicate that commitment to its students,
its employees and to the public at large.
72. To promote sustainable consumption practices in its own
73. To develop the capacities of its academic staff to teach
74. To encourage among both staff and students an
environmental perspective, whatever the field of study.
75. To utilise the intellectual resources of the university
to build strong environmental education programmes.
76. To encourage interdisciplinary and collaborative
research programmes related to sustainable development as
part of the institution's central mission and to overcome
traditional barriers between disciplines and departments.
77. To emphasise the ethical obligations of the university
community - current students, faculty and staff - to
understand and defeat the forces that lead to environmental
degradation, and the inter-generational inequities; to work
at ways that will help its academic community, and the
graduates, and the governments that support it, to accept
these ethical obligations.
78. To promote interdisciplinary networks of environmental
experts at the local, national and international levels in
order to disseminate knowledge and to collaborate on common
environmental projects in both research and education.
79. To promote the mobility of staff and students as
essential to the free trade of knowledge.
80. To forge partnerships with other sectors of society in
transferring innovative and appropriate technologies that
can benefit and enhance sustainable development practices.
81. To devote its activities to the study of systems,
institutions and processes in higher education to specially
focus on the historical role of higher education in society,
contemporary policy problems, and how universities and
colleges can change to meet the growing educational,
research, and public service needs of a "knowledge" society.
82. To promote public confidence that quality of provision
and standards of awards in higher education are being
safeguarded and enhanced.
83. To help other confederal bodies of universities and
higher education institutions in other countries aimed at
providing quality education and at supporting synergistic
ventures in teaching, examination, research and community
84. To seek to make a significant contribution to the
understanding of policy-making, governance and management of
universities and other higher education institutions.
85. To emphasise equity and access and the improvement of
educational experiences of people of all age levels and
86. To include partnerships with other like minded
organisations to address a wide array of problems, drawing
upon the insights of academic disciplines and professional
87. To meet the widely felt need in the Indian subcontinent
for a centre for policy research and cooperation in
education in the Indian perspective, with the sole purpose
to contribute to policy analysis in education and training,
to carry out evaluation of systems, reforms, programmes and
institutions, and to provide technical assistance and
support to all interested actors in this field.
88. To help the member universities in designing new
information and communications technologies for heralding as
a revolution for the world of learning and to fulfil the
promise of better and cheaper higher education for more
89. To review the open and distance learning in the context
of present challenges and opportunities, describe relevant
concepts and contribution, outline significant current
global and regional trends, suggest policy and strategy
considerations and identify CIU's role in capacity building,
national as well international cooperation.
89. To maintain an inventory of successful strategies to
increase the participation of women in higher education and
promote the principle of gender equity, and to increase
access and retention as well as to improve the quality of
education for all women in universities.
90. To serve as a clearing house of information for
providing regular opportunities for the discussion on
university development in general and on academic
development in particular with a view to assisting the
member universities in the recruitment and placement of
faculty and staff, exchange of teachers and students and in
the development of cooperative arrangements.
91. To establish relations with significant players and
opinion makers from education, business, culture, law, and
government sectors in order to facilitate strategic
alliances with other organisations.
92. To support preparation, production and widespread
distribution of educational materials on higher education
with a view to strengthen the employment generation
92. To help promote such new Central and State legislation
or amendments as may be deemed necessary for the development
of higher education.
93. To encourage the students of all universities to be
active, to emphasize the personal nature of learning, to
accept that difference is desirable, to recognise student's
right to make mistakes, to tolerate imperfection, to
encourage openness of mind and trust in self, to make feel
respected and accepted, to facilitate discovery, to put
emphasis on self evaluation in cooperation, to permit
confrontation of ideas.
94. To promote the hypothesis that learning is primarily
controlled by the learner, is unique and individual, is
affected by the total state of the learner, is cooperative
and collaborative, is a consequence of experience, is not
directly observable, is both an emotional and intellectual
process, is evolutionary process, is development oriented,
and, is quite sustainable.
95. To collaborate, affiliate and federate with the Central
and the State Governments, agencies and bodies for
implementing the projects on higher education.
96. To raise and borrow money for the purpose of the
Confederation in such a manner as may be decided from time
to time and to prescribe the membership fees, charges,
grants in aid etc.
97. To purchase, take on lease or exchange, hire or
otherwise acquire properties, movable or immovable and
rights and privileges all over the world, which may be
deemed necessary or convenient for the benefit of the
Confederation and to sell, lease, mortgage, dispose or
otherwise deal with all or any part of the property of the
98. To open branches, chapters and constitutent centres in
different parts of the country and get them registered with
appropriate authorities if needed and felt conducive for the
attainment of the aims and objects of the Confederation.
99. To invest the money of the Confederation not immediately
required in such securities and in such manner as may be
decided from time to time, the money especially collected
through subscriptions, advertisements, sponsorship, sale of
publications, fees, gifts, endowments, donations, grants
100. To finally provide information, knowledge, wisdom, and
education that prepares every body for educational
leadership and social responsibility enabling to think and
communicate effectively and to develop a global awareness
and sensitivity for a better global understanding, world
peace and unity.
101. To motivate the Member Universities and Organisations
to maintain integrity, honesty, fairness and impartiality in
all the dealings and treat others with dignity and respect,
care and curtesy.
102. To guide the Member Universities and Organisations for
using University's funds, equipment, buildings, information
and other resources with care and responsibility.
103. To educate the Member Universities and Organisations
regarding their obligations to maintain confidentiality of
104. To train the Member Universities and Organisations to
be fair and honest in their relationship with the suppliers
and purchasers of the Univeristy's goods and services.
105. And to generally do all that is incidental and
conducive to the attainment of the aims and objects
Income of confederation of Indian Universities
The income and the property of the Confederation of Indian
Universities (CIU) shall be utilized only for the purpose of
the aims and objects as set forth above and no portion of
the fund shall be directly or indirectly diverted to any
other organisation(s) or person(s). This would identify the
CIU as a Non Profit Making Organisation.
Accordingly the registeration taking place by the name of
the "Confederation of Indian Universities (CIU)" will be
applying from time to time to the Income Tax Department for
seeking exemption under different sections and provisions of
the Income Tax Act of the Government of India.
Powers and Functions of the Confederaton of Indian
Without prejudice to the generality of the foregoing powers
of the management and control, the CIU shall have the
following functions it may consider necessary or desirable:
a) To purchase, hire, take on lease, land, movable or
immovable properties and assets anywhere in the world,
accept gifts, grants or loans on such terms and conditions
and subjects to the payment of interest or otherwise as the
CIU may consider necessary.
b) To enter into contracts, agreements and arrangements with
any including the Government authorities, municipal, local
and others for the purpose of obtaining concessions,
privileges or other benefits or which may seem conducive to
carrying out all the objects and purposes of the CIU or any
of them to obtain and carry out, exercise and comply with
any such contracts, agreements or arrangements.
c) To borrow or receive money with or without security or
secured by bonds, mortgages, or other securities charged on
the undertaking of all or any of the assets of the CIU.
d) To deal with, sell, mortgage, charge, lease, invest, open
bank accounts, advance loans against adequate security and
generally deal with the fund or any part thereof as the CIU
may decide and consider desirable or necessary.
e) To invest money of the CIU in such a manner and in such
investments as the CIU may in their absolute discretion from
time to time deem fit so to be in confirmity with any law or
provision of the relevant acts of the Government.
f) To open, operate and close such accounts with any bank or
banks as the CIU may deem necessary.
g) To manage the CIU’s fund and to collect and recover
interest, dividends and income thereof and to pay the
expenses for collection and other outgoings if any.
h) To pay or utilise the balance of such interest and
dividends and income of the CIU and if the CIU so desires,
to utilise the corpus of the CIU’s Fund if any or part
thereof for the CIU's purposes.
i) To maintain separate accounts of the CIU for facilities
like provident funds, pension funds, or any other fund for
the support or relief or maintenance of any employee or
class of employees either full time or part time or their
dependents or any other person/persons.
j) To institute, defend, compound, compromise or abandon any
legal proceedings by or against the CIU or its officers or
otherwise concerning the assets of the CIU and also to
compound and allow time for payment or satisfaction of any
debt due to be paid and claim or demands by or against the
k) To refer matters to arbitration.
l) To engage the services of any person or persons upon such
remuneration and terms as the CIU may deem fit, to take
disciplinary action against them and also to terminate their
m) The CIU may incur all costs and expenses considered
necessay for the due and efficient management of the affairs
and properties of the CIU.
n) To sign, endorse, transfer and negotiate all kinds of
documents relating to the investment of the funds of the
o) To receive money and to grant receipts and discharge
p) To delegate to any person or persons all or any of the
foregoing powers conferred on the CIU in so far as they may
lawfully do, subject however to the CIU retaining the
ultimate control and descretion over the delegated action
q) To transfer any funds or property of the CIU with objects
or purposes similar to those of the CIU and whose income is
exempt from any liability by virtue of different sections
related to the non profit making organisation.
r) To frame and implement from time to time rules and
regulations for the administration of the CIU fund and
carrying out of all/any of the CIU purposes.
s) To help organise full time, part time, weekend,
correspondence and distance learning educational programmes
for conferring secondary, post secondary, bachelor's,
master's and doctoral level degrees, diplomas and
certificates in different areas and subjects through the
insitutions including universities, colleges and schools
already existing anywhere in the world or established / to
be established with the assistance/approval of the CIU.
t) To empanel the institutions, colleges and universities
offering recognised degrees, diplomas and certificates.
u) To establish branch offices and campuses of CIU for
educational planning, publication, study, training, research
and consultancy as may be required for the benefit of
regional, national as well as global society.
v) To do all such things as may be necessary for the
effective functioning of the CIU.
Interpretation of the Object
The CIU is established for public benefit and accordingly
the objects of the CIU as setforth above will be interpreted
and restricted to mean such objects and purposes as are
regarded in law to be of a public charitable nature.
The CIU Open to all Universities
a) The CIU shall be open to all Universities including
Fedeation and / or Association of Universities in India. The
CIU may also admit similar bodies from other countries.
b) No benefaction shall be accepted by the CIU which in its
opinion involves conditions and obligations opposed to the
spirit and objects for which this CIU stands for.
Properties and Assets
a) The CIU shall be the custodian of its properties and
assets pertaining to its computer centres, reprography
units, printing and publishing outfits, constituent units,
its administrative offices and other activities that are
transferred to it by the donors and sponsors on lease or
otherwise or obtained by it or constructed by it with its
own funds or the grants from the State/Central Government or
any other outside agency or charitable organisations besides
business, trade and industrial houses.
b) The CIU shall hold, transfer or otherwise dispose of any
immovable property so acquired and settled in for the
purpose of the CIU provided that where such assets have been
created through a grant from any agency, prior concurrence
of the agency concerned will be obtained in this behalf.
c) Movable as well as immovable properties and assets for
the CIU will be created as per the provisions of the Income
Tax Act of the Government of India viewing the rules and
regulations regarding Income Tax exemption declared from
time to time.
RULES AND REGULATIONS
These rules shall be called the rules of "Confederation of
Indian Universities (CIU)" which shall hereinafter be
referred to as the Rules of the CIU.
In these Rules unless the context otherwise requires :
a) Authorities means the Authorities of the CIU.
b) Advisory Council means the Advisory Council of the CIU.
c) Board of Management means the Board of Management of the
d) Director means the Director of a particular Department of
e) Finance Committee means the Finance Committee of the CIU.
f) General Conference means the General Confeence of the
g) Government means the Central and the State Governments.
h) Patron-in-Chief means the Patron-in-Chief of the CIU.
i) President means the President of the CIU.
j) Planning Committee means the Planning Committee of the
k) Rules & Bye-Laws means the Rules & Bye-laws of the CIU.
l) Secretary General means the Secretary General of the CIU.
m) Vice President means the Vice-President of the CIU.
n) Year means the Financial Year
a) There shall be a Patron-in-Chief of the CIU.
b) The role of the Patron-in-Chief in the realm of the
set-up of the CIU shall be that of the supreme guide in the
moral discipline of the CIU. He will, inter alia,
advise/exhort/address as and when he feels opportune or on
the request of the authorities of the CIU and also about the
advancement of knowledge/learnings in the CIU.
The Partron-in-Chief will head the Board of Patrons with
members invited by the CIU.
Authorities of the CIU
The following shall be the authorities of the CIU :
a) The General Conference
b) The Board of Management
c) The Advisory Council
d) The Planning Committee
e) The Finance Committee
f) Such other Authorities as may be deemed necessary by the
There shall be two categories of membership of the
a) Member Universities, and
b) Member Organisations.
Those degree-conferring institutions whose main object is
education and the development of knowledge, whether or not
they carry the name of university, may be admitted as Member
These institutions must be dedicated to the study of several
branches of knowledge and must be at the level of higher
education, as shown by the quality of their instruction and
the preparatory training demanded of their students, as well
as by the active participation of their staffs in scientific
or scholarly research and the type of working equipment
placed at their disposal.
Exceptionally, however, the Board of Management, may admit
institutions of high standing which are concerned with a
specialised field of knowledge.
Any Association / Alliance / Agglomeration / Federation of
Universities may be admitted as a Member Organisation.
Membership of the Confederation shall be granted or
withdrawn by the Board of Management on the advice of the
Secretary General and after consultation with the President.
The decision of the Board of the Management shall be subject
to appeal to the General Conference.
The rights accorded to the Members of the Confederation by
this Constitution may be suspended or Membership may be
terminated by the decision of the Board of Management in the
case of those members who have not fulfilled their
Each Member of the Confederation shall pay an annual
subscription, the amount of which shall be determined by the
Board of Management. The Board of Management is authorised
to make exceptional arrangements in special cases. However
there will be no membership fee for the first five years
from the date of registration of CIU.
Every Member shall appoint a correspondent and one alternate
to be responsible for relations with the Confederation. All
communications may be validly addressed to this
Members may resign from the Confederation after giving six
months notice of intention to do so to the Secretary
General; the subscription for the year already started shall
Organisations, institutions, networks and individuals who
are regular partners of the Confederation in working in the
field of higher education and university cooperation can be
granted affiliate status with CIU by the decision of the
Board of Management.
The General conference
a) The General Conference shall be composed of all the
Members of CIU. Affiliates may attend the General Conference
as observers. The General Conference may be opened to other
observers as well. Any person admitted to a General
Conference as observer may be invited to address the
Conference but will not have the right to vote.
b) Each Member of CIU will be represented by a duly
accredited representative actually present. But a
representative may not exercise more than one vote despite
the number of members he or she may represent.
The General Conference shall be the supreme organ of the
Confederation; among other things it shall have the
following powers :
c) To determine the general policy of the Confederation and
in particular to determine to extent of collaboration with
organisations generally dealing with higher education.
d) To approve or amend the general framework for the working
programmes and budgets of the Confederation.
e) To lay down the principles on which subscriptions shall
be fixed and periodically to revise them.
f) To elect the Members of the Board of Management.
g) To elect the President of the Confederation.
The General Conference shall meet at least once every five
years at the time and place it shall have appointed during
its preceding meeting; in case of emergency, this place may
be changed by the President of the Confederation.
It may convene an extraordinary session on the written
request of the majority of members addressed to the Board of
Management or, if so decided, by the Board of Management by
a two-thirds majority of the members present.
At the mid-point in between General Conference, there may be
a Mid-Term Conference of Members to discuss matters of
general concern to higher education. These Mid-Term
Conferences will not involve voting on CIU business.
The Secretary General of the CIU may participate in the
General Conference as Secretary, but shall not take part in
2. Meeting of the General Conference
a) The President shall preside over the meeting of the
General Conference and in his absence one of the Vice
Presidents shall preside.
b) The annual meeting of the General Conference shall be
held on the date fixed by the President.
c) At the annual meeting of the General Conference a report
on the working of the CIU of the preceding year together
with the Audited Accounts and the Budget estimates of the
CIU for the next year shall be presented.
d) The President may, whenever he/she thinks fit, and shall
upon a requisition in writing signed by not less than
twentyfive members of the General Conference convene a
special meeting of the General Conference.
e) Any emergent business necessary for the General
Conference to transact may be carried out by circulation
amongst all the members and any resolution so circulated and
approved by a majority of the members signing shall be as
effective and binding as if such resolution had been passed
at a meeting of the General Conference; Provided that at
least half the members of the General Conference have
recorded their views on the resolution.
f) The ruling of the President in all matters of procedure
shall be final.
g) The quorum of the meeting of the General Conference shall
be the presence of fifteen members.
h) In every meeting of the General Conference each member
present in person shall have one vote and decision of the
General Conference shall be by majority vote of the members
present and voting. In event of the equality of the votes
the Chairperson shall have a second or casting vote.
3. Powers and Functions of the General Conference
Subject to the provisions of the Rules of the CIU, the
General Conference shall act as a general deliberative and
supervisory body and shall perform the following functions :
a) to review from time to time the broad policies and
programmes of the CIU and to suggest measures for
improvement and development of the CIU.
b) to consider and approve resolutions with or without
modifications, if any, on the annual report and the annual
accounts of the CIU and the audit reports on such accounts.
c) to advise the President in respect of any matter that may
be referred to it for advice.
d) to perform such other functions as may be considered
expedient or thought fit in the interest of the CIU.
Board of Management
A. Powers and Functions
The Board of Management shall be the principal executive
body of the CIU and except as provided otherwise in the
Rules/Bye-laws, shall exercise all powers vested in it and
do all such acts and things as may be exercised or done by
The powers of the Board of Management shall include the
1. To manage/conduct and administer all the affairs of the
CIU not otherwise specifically provided for.
2. To create, keep in abeyance or abolish administrative,
academic and ministrial posts, to determine number,
qualifications and cadres thereof and the emoluments of such
posts in consultation with the Finance Committee.
3. To make appointments for different posts within the CIU
in terms of the cadres laid down.
4. To grant leave of absence to the President or to any
other officer of the CIU and to make necessary arrangements
for carrying on the functions of the officers proceeding on
leave during their absence.
5. To regulate and enforce discipline among the employees of
the CIU and to take appropriate disciplinary action,
6. To manage and regulate the finances and investments of
funds, property and all other administrative affairs of the
CIU and for that purpose to appoint such agent or agents as
it may deem fit.
7. To entertain and adjudicate upon and if thought fit to
redress the grievances of the employees.
8. To select an emblem and to have a common seal and flag
for the CIU and to provide for the custody and use of such
9. To institute Chairs, Fellowships, including Travelling
Fellowships, Scholarships, Studentships, Medals and Prizes
on the recommendation of the Advisory Council and Finance
Committee in accordance with the Bye-laws to be framed for
10. To appoint such Committees for such purposes and with
such powers as the Board of Management may think necessary
and to co-opt such persons on these Committees as it thinks
11. To appoint Auditors for the ensuing year.
12. To open account or accounts of the CIU with any one or
more scheduled banks and to lay-down the procedure for
operating the same.
13. To issue appeals for funds consistent with the objects
of the CIU, to receive grants, donations, contributions,
gifts, prizes, scholarships, fees and other moneys, to give
grants and donations, to award prizes, scholarships etc.
14. To draw, accept, make and endorse discount and
negotiable promisory notes, bills of exchange, cheques or
other negotiable instruments.
15. To transfer or accept transfers of any movable property
on behalf of the CIU.
16. To provide building or buildings, premises, furniture,
fittings, equipment, appliances and other facilities
required for carrying on the work of the CIU.
17. To appoint, in order to execute an instrument or
transact any business of the CIU, any person as attorney of
the CIU with such powers as it may deem fit.
18. To raise funds/donations and to pay out of the funds of
the CIU, all expenses incidental to the raising of money and
to repay and redeem any money borrowed.
19. To build up a corpus of such an amount of which annual
income and earning is to be utilised for the purposes of the
CIU provided that the corpus as a whole or a part will not
20. To invest the funds of the CIU or money entrusted to the
CIU in or upon such securities and in such manner as it may
deem fit and from time to time transpose any investment.
21. To maintain a fund to which shall be credited :
a) all moneys provided by the Central or State Governments
or any other National/International Funding Agencies.
b) all subscriptions and fees and other charges received by
c) all moneys received by the CIU as grants, gifts,
donations, benefactions, bequests or transfers, and
d) all moneys received by the CIU in any other manner or
from any other source.
22. To deposit all moneys credited to the Fund in scheduled
bank(s) or to invest them in consultation with the Finance
23. To maintain proper accounts and other relavant records
and prepare annual statements of Accounts for every previous
financial year, in such form as may be prescribed by the
24. To constitute for the benefit of the research, teaching,
academic, technical, administrative, editorial, production,
marketing, circulation, and other staff, in such manner and
subject to such conditions as may be prescribed by the
Regulations/Bye-Laws such pension, insurance, provident fund
and gratuity as it may deem fit for the benefit of the
employees of the CIU and to aid in the establishment and
support of Associations, Institutions, Funds, Trusts and
Conveyances calculated to benefit the staff and others
associated with the CIU.
25. To delegate all or any of its powers to any committee or
sub-committee constituted by it or to the President or any
other officer of the CIU.
26. To establish on the advice of the Advisory Council of
CIU any number of Divisions and Departments for
administrative, research, academic and coordination work and
functions of the CIU and to allocate areas of
administration, study, teaching, research and extension work
27. To establish, maintain and manage libraries,
documentation centres, information networks, virtual
campuses and rest houses for the Members of the CIU.
The Board of Management shall consist of :
a) President - Chairman
b) Five Vice Presidents (one each for East, West, North,
South and Central India)
c) Four nominees of the General Conference
d) Secretary General
The Secretary General shall be the Secretary of the Board of
C. Term of Membership
All the members of the Board of Management other than
Ex-officio members shall hold office for a term of five
years and shall be eligible for re-appointment.
D. Meeting of the Board
a) The Board of Management shall meet at least two times a
year. Not less than 15 days notice shall be given of a
meeting of the Board of Management and a copy of the
proceedings of each meeting shall be furnished to the
President as soon as possible after the meeting. In case of
urgency, the meeting may be called by the President by
giving a notice of not less than 3 days.
b) Each member of the Board of Management including the
President shall have one vote and decision at the meeting of
the Board shall be taken by simple majority. In case of a
tie, the Chairman shall have a casting vote.
c) Every meeting of the Board of Management shall be
presided over by the President, and in his absence members
present shall elect one among the Vice Presidents to preside
over the meeting.
d) Any business necessary may be carried out by circulating
an appropriate resolution among its members and resolution
so circulated and approved by a simple majority shall be as
effective and binding as if such resolution had been passed
at the meeting of the Board of Management.
e) If a member accepts a full-time appointment in the CIU or
he does not attend three consecutive meetings of the Board
of Management without proper leave of absence from the
President, he shall cease to be a member of the Board of
f) One third of the total members or a minimum of 3 members
whichever is less shall form the quorum.
E. Standing and Ad-hoc Committees
a) Subject to the provision of the Rules/Bye-Laws of the
CIU, the Board of Management, may, by a resolution
constitute such Standing Committee or Committees or Ad-hoc
Committee or Committees for such purposes and with such
powers as the Board may think fit for exercising any power
or powers or discharging any function of the CIU or for
inquiring into, reporting and advising upon any matter of
b) The Board of Management may co-opt such persons on the
Standing Committees or Ad-hoc Committees as it considers
suitable, and may invite if it considers necessary, one or
more members of any of its Standing or Ad-hoc Committee to
attend any of its meeting as special invitees during
consideration of related issues but such member(s) shall
have no right to vote.
F. Delegation of Powers
The Board of Management may, by a resolution, delegate to
the President or any other officer or the Standing Committee
or the Ad-hoc Committee such of its powers, as it may deem
fit, subject to the condition that the action taken by the
President or such officer concerned or the concerned
Standing Committee or the Ad-hoc Committee in the exercise
of the powers so delegated shall be put up at the next
meeting of the Board of Management.
The Advisory Council shall be the principal advisory body of
the CIU and shall, subject to the provisions of the Rules
and Bye-Laws, have the control over and be responsible for
the maintenance of ethical standards of CIU and shall
exercise such other powers and perform such other duties and
functions as may be imposed or conferred upon it by the
Rules and Bye-Laws.
A. Formation of the Advisory Council
1. The Advisory Council shall consist of the following
persons, namely :
a) President of the CIU (Chairman).
b) Two of the Vice Presidents of the CIU nominated by the
c) Five persons from amongst educationists / social
activists of repute or persons from any other field related
to the activities of the CIU who are not in the service of
the CIU to be nominated by the President.
d) The Secaretary General shall be the Secretary of the
The terms of members other than ex-officio members shall be
B. Powers and Functions
The Advisory Council shall be the principal advisory body of
the CIU which will have the power to constitute any Board or
Cell on such subjects as it may determine from time to time
and shall, in addition to all other powers and duties vested
in it, have the following specific powers and duties :
a) To exercise general supervision over the work of the CIU
and to give directions regarding the overall functioning of
b) To promote research and extension work by the CIU and to
require reports on such works from time to time.
c) To consider matters of academic interest either on its
own initiative or at the instance of the Board of Management
and to take appropriate action theron.
d) To suggest measures for inter-state, inter-national and
e) To recommend to the Board of Management on the measures
for improvement of standards of the working of CIU and
organisation and implementation of the programmes of the
f) To appoint Sub-committees to advise on such specific
matters as may be referred to it by the Board of Management
g) To consider the recommendations of the Sub-committees and
to take such action (including making of recommendations to
the Board of Management as the circumstances of each case
may require) as considered necessary.
C. Meeting of the Advisory Council
a) The Advisory Council shall meet as often as may be
necessary but not less than one time during the financial
b) One third of the total members of the Advisory Council
shall constitute the quorum for the meeting of the Council.
c) Any emergent business which may be necessary for the
Advisory Council to perform except such as may be placed
before its meeting may be carried out by circulation of a
resolution among all its members and the resolution so
circulated and approved by a simple majority shall be as
effective and binding as if such resolutions had been passed
in the meeting of the Advisory Council, provided that at
least one half of the total number of the members of the
Advisory Council have recorded their views on the
A. The Finance Committee shall consist of the following
a) President of the CIU - Chairman.
b) Two of the Vice-Presidents nominated by the President.
c) One nominee of the Board of Management from amongst its
e) Secretary General will be the Secretary of the Finance
B. Terms of Office
All members of the Finance Committee other than ex-officio
members shall hold office for a term of five years and
quorum for its meetings shall be of any two members.
C. Powers and Functions
a) The Finance Commiteee shall meet at least twice a year to
examine the accounts and to scrutinise proposals for
expenditure and to provide funds for the various works of
b) The Finance Committee shall fix limits of the total
recurring expenditure and the total non-recurring
expenditure of the CIU of each year based on the income and
resources of the CIU. No expenditure shall be incurred by
the CIU in excess of the limits so fixed.
c) The annual accounts and financial estimates of the CIU
shall be placed before the Finance Committee for
consideration and thereafter submitted to the Board of
Management together with the comments of the Finance
Committee for approval.
d) No expenditure other than that provided in the budget
shall be incurred by the CIU without the approval of the
Board of Management on the recommendation of the Finance
The Planning Committee shall be the principal planning body
of the CIU and shall be responsible for evaluation and the
development programmes of the CIU. It shall consist of the
a) President - Chairman
b) Two Vice Presidents of CIU nominated by the President
c) Two distinguished Educational Activists nominated by the
d) Secretary General will be the Secretary of the Planning
The powers and functions of the Planning Committee shall be
prescribed by the Bye-Laws.
The Planning Committee will have the right to advise the
Board of Management on any matter which it considers
necessary for the fulfilment of the objectives of the CIU.
The recommendations of the Planning Committee shall be
placed before the Board of Management for consideration and
Officers of the CIU
The following shall be the officers of the CIU :
B) Vice President
C) Secretary General
E) Such other officers as may be prescribed by the Rules
a) There shall be a President of the CIU who shall be a
distinguished person with extensive experience in the area
of higher education and research.
b) The President shall be elected by the General Conference
and he shall hold office for a term of five years and shall
be eligible for reappointment. Only persons representing
Members of the Confederation shall be eligible for election
c) The President by virtue of his office shall be the Head
of the CIU and when present, shall also preside over the
meetings of the CIU.
d) The President shall tender/give such advice to the CIU as
may be deemed necessary by him for promotion/furtherance and
for the realisation of the objectives of the CIU.
e) The President shall have the right to cause an inspection
to be made of the CIU for any work conducted or done by the
CIU and to cause an enquiry to be made if considered
necessary by him in respect of any matter connected with the
f) The President shall exercise such other powers and
perform such other functions as may be conferred on or
vested in him by or under the provisions of the rules and
g) The President may use his veto for changing the earlier
decision of any authority or body of the CIU which is not in
conformity with the Objects and Rules or Bye-Laws of the CIU
provided that before making any such order he shall call
upon such authority of the CIU to show cause as to why such
an order should not be made and if any cause is shown within
a reasonable time shall consider the same.
B. Vice President(s)
a) The Vice President(s) shall be elected from amongst the
members of CIU in the General Conference.
b) The Vice President(s) shall hold office for a term of
five years. They shall be eligible for re-appointment for
one more term provided that notwithstanding the expiry of
the said period of five years, they may be allowed to
continue in office at the discretion of the President for a
period not exceeding three months within which their
successors are appointed and assumed their offices.
c) Notwithstanding the aforesaid provisions with regard to
the Vice President(s), the President shall appoint the first
Vice Presidents of the CIU for a term of five years.
d) The Vice President(s) shall exercise all other powers as
may be delegated to them by the General Conference.
e) The Vice President(s) shall have the power to redelegate
some of their powers to any of the subordinate officers with
the concurrence and approval of the President.
f) The Vice President(s) may at any time relinquish office
by submitting not less than sixty days in advance of the
date on which he wishes to be relieved, his resignation to
the President. His date of relieving will be determined by
C. Secretary General
a) The Secretary General will be appointed by the General
b) When the office of the Secretary General is vacant or
when the Secretary General is absent by reason of illness or
any other reason the duties and functions of the Secretary
General shall be performed by such other person as the
President may appoint for the purpose.
c) The Secretary General shall be the Ex-officio Secretary
of the General Conference, the Board of Management, the
Advisory Council, Finance Committee and the Planning
d) The Secretary General shall be directly responsible to
the President of the CIU. The Secretary General shall be
appointed for five years and shall be eligible for
f) The following shall be the duties of the Secretary
1. To be the custodian of the records and such other
properties of the CIU as the Board of Management may commit
to his charge.
2. To conduct the official correspondence on behalf of the
authorities of the CIU.
3. to issue notices for convening meetings of the
Authorities of the CIU and all Committees and Sub-committees
appointed by any of these Authorities.
4. To keep the minutes of the meeting of all the Authorities
of the CIU and of all the Commitees and Sub-committees
appointed by any of these Authorities.
5. To represent the CIU in suits or proceedings by or
against the CIU , sign powers of attorney and perform
pleadings or depute a representative for this purpose.
6. To enter into agreement, sign documents and authenticate
records on behalf of the CIU.
7. To hold in special custody records, books and documents
and common seal of the CIU.
8. To safegaurd and maintain campuses, buildings, gardens,
office, canteen, cars and other equipment and other
properties of the CIU.
9. To perform such other duties as may be specified in the
Rules and Bye-Laws or as may be specified by the Board of
Management or the President from time to time.
The Director(s) shall be the responsible for the sound
functioning of the activities of the different departments,
divisions and cells of CIU and shall be appointed by the
President. They will have adequate knowledge/experience of
administration, accounts, audit, planning, research and
Any member other than an ex-officio member of any Authority
may resign by a letter addressed to the President and the
resignation shall take effect as soon as it is accepted by
Validation of Certain Acts and Decisions
No act of proceedings of any Authority or any Body or any
Committee of the CIU shall be invalid merely by reason of :
a) any vacancy therein or any defect in the constitution
b) any defect in the nomination or appointment of a person
acting as a member thereof, or
c) any irregularity in its procedure not effecting the
merits of the issue.
a) A person shall be disqualified for having been chosen as
and for being a member of any of the authorities of the CIU
1. if he is of unsound mind or is deaf, mute or suffers from
2. if he is an undischarged insolvent.
3. if he has been convicted by a Court of Law of an offence
involving moral turpitude.
4. if he commits an act violative of the vows of ethical or
moral values relating to the code of conduct of CIU.
b) If any question arises as to whether a person is or has
been subjected to any disqualifications mentioned above the
question shall be referred for decision to the President and
his decision shall be final and binding. No suit or
proceeding shall lie in any civil court against such
Filling of Casual Vacancies
Casual vacancies among the members (other than ex-officio
members) of any Authority or any other Committee of the CIU
shall be filled as soon as it may be convenient by the
person or the Authority who appointed or co-opted the member
whose place has become vacant and the person appointed or
co-opted to a casual vacancy shall be member of such
Authority or Committee for the residual term for which the
person whose place he fills would have been a member.
In the event of conflict of opinion with regard to
interpretation of the Rules and Bye-Laws, the opinion of the
President shall prevail.
The income and property of the CIU however derived, shall be
utilised solely for promoting the objects of the CIU as set
out in this CIU Charter.
Bar on Payments
No portion of income and property of the CIU shall be paid
or transferred directly or indirectly by way of dividend,
bonus or otherwise howsoever, by way of profit to the
persons who were at any time or are members of the CIU or to
any of them or any person(s) claiming through them or any of
them provided that nothing herein contained shall prevent
the payment in good faith of remuneration to any member
thereof or other person as consideration for any service
rendered to the CIU or for travelling or other allowances
and such other charges.
Funds, Accounts, Audits and Annual Report
a) The funds of the CIU shall be utilised solely for the
purpose of the CIU.
b) The accounts of the CIU shall be maintained in the name
of the CIU.
The accounts of the CIU shall be kept in such forms as may
be laid down by the Board of Management.
c) All funds belonging to the CIU shall be shown separately
in the accounts of the CIU.
d) Annual reports and the Audit reports shall be submitted
to the President within nine months of the closure of the
accounting year for the purpose of being laid down on the
records of the CIU.
e) The accounts of the CIU opened in Banks, Post Offices or
any other financial institution will be operated under the
signature(s) of person(s) as resolved by the Board of
f) The nucleus of the CIU Fund is Rs. One Thousand One only.
Alteration, Amendments and Additions
The rules and Bye-Laws of the CIU may be altered amended and
added by the General Conference and should these be deemed
necessary in the interests of the CIU.
Proposals for the amendment of this Constitution shall be
submitted in writing to the Secretary General, not less than
five months before the opening date of the General
Conference at which they are to be considered, and copies
shall be sent by the Secretariat to all member institutions,
by registered mail, not less than four months before such
opening date. The proposals of which notice has been given
shall be debated during the sessions of the General
Conference and shall come into immediate effect if adopted
on a written ballot by a two-thirds majority of the members
attending a meeting called for the purpose, provided that
the total number of votes cast shall constitute a majority
of the members attending the Conference. Regulations which
are complementary to the Constitution but do not alter it
may be adopted by the Board of Management, and shall come
into force immediately; they must, however, be submitted for
ratification to the next General Conference.
The Confederation may be dissolved by the decision of
two-thirds majority of members of the General Conference. On
the winding up or dissolution of the CIU there shall remain,
after the satisfaction of all its debts and liabilities any
property whatsoever, the same shall not be paid or
distributed among the members of the CIU or any of them but
shall be donated to any other organisation having similar
aims and objects.