Internship/Apprenticeship Embedded Degree Programme

The Institute has adopted the UGC Guidelines for Higher Education Institutions to Offer Apprenticeship/Internship-Embedded Degree Programmes, aligning academic learning with practical industry exposure.
The Executive Council (Item No. 16, 133rd EC/2024/16) has approved the implementation of the “UGC Guidelines for Internship/Research Internship for Undergraduate Students” (UGC Notification No. D.O.No.F.1-5/2021 (NEP/Desk-Parl), dated 02.02.2024). These guidelines have been implemented for all Undergraduate students admitted from the Academic Year 2024–25 onwards
Key highlights include:

• A mandatory internship of 2–4 credits, offered during the semester vacation after the 4th semester, integrated as an additional core component.
• All programmes include a compulsory internship, with select programmes providing semester-long internships to strengthen experiential learning.
• In the Boards of Studies meeting held on 06.03.2025, departments identified potential industries for apprenticeship placements from the NATS Portal.
• Departments have been encouraged to formalise collaborations with 1–2 industries through MoUs to initiate and expand Apprenticeship Embedded Degree Programmes.
  Through these initiatives, the Institute ensures strong industry connect, work-based learning, and enhanced employability for its graduates.
   

MoU Signed – Industry Institute Linkage

Institute industry collaboration - Mou

Research and Development cell

Research and Development cell

Innovation and Incubation centre

Innovation and Incubation centre

Digital Learning

Adoption of SWAYAM

The institution has fully adopted the UGC Credit Framework for Online Learning Courses through SWAYAM, enabling seamless credit transfer and expanded learning opportunities for students across disciplines.
Each year, approximately 700 of AVINUTY enroll in SWAYAM/NPTEL courses as part of their academic progression. In addition, courses offered by our faculty attract nearly 8,000 learners from across India, of whom about 1,000 successfully complete the courses and receive credit transfer through SWAYAM.
Our faculties have made significant contributions to national online learning initiatives, including:

• 19 MOOCs on SWAYAM platform coordinated and offered by our faculty members.
• Tamil translation of NPTEL lectures such as Operating Systems Fundamentals and Mechanisms in Organic Chemistry.
• Five MOOCs coordinated by our faculty are available in eight Indian languages, promoting multilingual and inclusive digital education.
  The institute has been recognized as a valuable NPTEL Local Chapter with an ‘A’ rating for its performance in NPTEL Online Certification Courses (July–December 2024), reaffirming its excellence in digital learning and national-level outreach.

Faculty as  Co-Ordinator of MOOC in SWAYAM platform

Name of the Course	Course Coordinator	Department	Duration	Credits	Level
Early Childhood Care and Education	Dr.K.ArockiaMaraichelvi, Professor	Human Development	15 weeks	4	Pg
Learning, Teaching and Assessment	Dr.G.Victoria Naomi, Professor	Education	8 weeks	2	UG
Supply Chain Management	Dr. P. Chitramani, Professor	Business Administration	15 weeks	4	PG
E-Assessment	Dr.C.Karthik Deepa, Assistant Professor	Education	15 weeks	4	PG
School Counseling	Dr. Ramya Bhaskar, Assistant Professor	Human Development	15 weeks	4	PG
Orientation and Mobility	Mrs.R. Nagomi Ruth, Assistant Professor	Special Education	8 weeks	2	UG
Sensory Disabilities	Mrs. R.Shanthi, Assistant  Professor	Special Education	8 weeks	2	UG
Human growth & development	Dr.K. Sambath Rani, Professor	Special Education	8 weeks	2	UG
Psycho Social and Family issues of individuals with visual Impairment	Dr.R. Shanthi,  Assistant   Professor	Special Education	8 weeks	2	UG
Identification of children with visual impairments and assessment of needs	Mrs.R. Nagomi Ruth,  Assistant Professor	Special Education	8 weeks	2	UG
Technology and education of the visuals impaired	Dr.G. Victoria Naomi, Professor	Special Education	8 weeks	2	UG
Braille Assistive devices	Dr.G. Victoria Naomi, Professor	Special Education	8 weeks	2	UG
Cyber Security	Dr.G.Padmavathi, Professor	Computer Science	15weeks	4	PG

 

 

 

 

Online Education

The Institute is committed to expanding digital learning opportunities in alignment with national frameworks for online education. The proposal to establish a Centre for Online Learning for offering Undergraduate and Postgraduate programmes was approved in the 121st Executive Council Meeting held on 21.04.2022

Learner Centric Education

NHEQF & NCrf

The institution has effectively implemented the National Education Policy (NEP) 2020 by developing curriculum frameworks for all undergraduate programmes in alignment with the National Higher Education Qualification Framework (NHEQF) and the Learning Outcome-Based Curriculum Framework (LOCF) prescribed by the UGC. 
The institution has successfully implemented the LOCF-based curriculum across 45 Undergraduate and 43 Postgraduate programmes under the Choice Based Credit System (CBCS) within four and eight Framework Models
The curriculum has been structured based on four models of the Conceptual Framework for Undergraduate Programmes, applicable from the academic year 2023–2024 onwards.
Link to the Academic Council: 
 

Academic Bank of Credits (ABC)

Registration

This Institute had registered for ABC in the National Academic Depository on 08.02.2022 (ABC0035491644320809)

UGC - NAD Digilocker

UGC – NAD Digilocker User Creation and Certificates downloading procedure

Report as on 19th February 2025

Multiple Entry and Exit

All Postgraduate programmes of the institution are designed with NEP-compliant multiple entry and exit options, supported by the Academic Bank of Credits (ABC) to provide flexible learning pathways and enhanced mobility for learners.
In alignment with the National Curriculum and Credit Framework (NCrF), the following four B.Voc programmes are offered with multiple entry–exit provisions:

 

SEDG’s (Socio-Economically Disadvantaged Groups)

The University has adopted the UGC “Guidelines to Provide Equitable Opportunity for Socio-Economically Disadvantaged Groups (SEDGs) in Higher Educational Institutions” (F.No.6-2/2022/Part 2, dated 02.01.2024), aligning with the vision of the National Education Policy (NEP) 2020. These guidelines support India’s commitment to the Sustainable Development Goals (SDGs)—particularly SDG-4 (Quality Education), SDG-5 (Gender Equality), SDG-1 (No Poverty), and SDG-8 (Decent Work and Economic Growth)—by ensuring equitable access, safety, and academic support for all learners.
The Executive Council of the institution (Item No. 17, 133rd EC/2024/17) has formally approved and implemented these guidelines, strengthening our commitment to inclusive and equitable higher education
 

• Governance of Socio- Economically Disadvantaged Groups Cell (SEDG)
• Facilities for differently-abled

Institutional Initiatives 

• Ensured inclusive access with 41% first-generation learners, 62% economically and socially challenged students, and 42% rural students in total enrolment.
• Established a dedicated SEDG Cell as per UGC Guidelines to promote equity, safety, and academic support for disadvantaged groups.
• Created fully functional SC/ST/OBC/Minority/PwD Cells, offering remedial coaching, bridge courses, and specialised support through a Special Education Department and Early Intervention Centre for learners with special needs.
• Implemented the UGC Guidelines on Basic Facilities and Amenities for a Safe and Secure Environment for Women, supported by an active Women’s Cell responsible for sensitisation programmes, policy enforcement, monitoring, and grievance redressal. These efforts have been further strengthened through a comprehensive Safety and Security Audit of the entire campus.
• Conduct regular safety, disaster management, and emergency preparedness sessions for students and staff, guided by the institution’s Disaster Risk Management Policy to ensure resilience and safety across the campus.
   

NBA

NBA