About Us

Satyam Institute for Management Technology and Science have gained the auspicious status of being one of the best distance education institutes in India. In the strategy of survey, we occur as the top marking institute in terms of excellence of education, placement witness, facilitating infrastructure, well-managed faculty, and many more. The total programme of us is plan-based that can reach the candidate to the uppermost level of success.Satyam Institute for Management Technology & ScienceSatyam Institute for Management Technology & Science Satyam Institute for Management Technology and Science, ? Satyam Institute for Management Technology and Science is an international Distance B-school established Since 1998 under the SANDHYA EDUCATION TRUST. We are registered member of IADL &?IEEE as well as AIMS-ATMA. It is an ISO 9001:2008 certified by KVQA. We are Registered with Govt. of Delhi and Registration No. (2013027286) .Department of Labour ? Our Distance Education programme is committed to provide career-oriented educational programs at the Diploma, Bachelors, Postgraduate Diploma and Masters Levels through IADL &?IEEE as well as AIMS-ATMA. It is an ISO 9001:2008 Certified By KVQA, India and NORSK Akkreditering of Norway for being a "Quality education and training provider". Objectives: Our objectives of the Distance Education Program is to provide high quality, value-based, career-oriented education to the student and working professionals. To facilitate students in understanding, developing, integrating and applying both core and specialized concepts and practices. To provide students with a stimulating and learning-friendly atmosphere so that they can utilize their intellectual capacities to specialize in various areas of study. We provide our students an environment for IT & Management training for DBA, BBA, MBA, EMBA, PGDBM, DCA, BCA, MCA, PGDCA, B.E. and M.E.

Creation and establishment of a versatile and credible Distance Education system across the globe, thereby, realizing the precept of 'Educating India and Educating the World'.

To provide affordable learning opportunities to higher education seekers, so as to make quality education accessible to every individual irrespective of his/her residence, language, background and age.

What is benefits of Distance Education? Ans. Distance Education makes lifelong learning possible. Along with enhanced access to educational opportunities, it offers convenience, flexibility and affordability. The benefits of Distance Education are innumerable - some of them are: Suitable For Anyone And Everyone Distance Education suits the diverse educational requirements of students, businessmen, professionals, entrepreneurs and house-wives and is beneficial to any individual who wants to pursue higher education while still continuing with what he/ she is doing. Self-Paced Learning The maximum duration of Distance Education programmes provides its students enough time to complete their programmes. This flexibility is specifically given, keeping in mind that the Distance Education students have other commitments too. No Constraint Of Time And Place Distance Education allows flexibility to study anytime of the day, be it in the wee hours of the morning or at late nights. Students may choose to study in the comfort of their homes, while travelling, while they are in the waiting area of a railway station or an airport, or any other place where they wish to be. Multi-Tasking Opportunity Distance Education provides multi-tasking opportunity to students. Flexibility and convenience, rendered by it, provide the students freedom to heed to their other responsibilities too. Age No Bar Age is no bar for anyone wishing to pursue a Distance Education Programme. Increase In Remuneration And Promotion Potential One can always enhance his/ her academic and professional acumen by opting for Distance Education programme which in turn helps in increasing one's remuneration and promotional potential. Additional qualification gives an edge to an individual over his peers and colleagues. Q. 1. Is your institute (S.I.M.T.S.) approved by AICTE or UGC? Ans. S.I.M.T.S. is not approved by AICTE or UGC. S.I.M.T.S. is a complete autonomous institute which is provide own Programme Course. SIMTS Recognized by IADL (UK), IEEE (FOR ENGINEERING PROGRAMME COURSES), iACT Global (FOR COMPUTER TRAINING COURSES), AIMS-ATMA (FOR MANAGEMENT COURSES) and ISO 9001:2008 certified (Under QMS FOR OUR QUALITY EDUCATION) by KVQA and JAZ-ANZ. Q.2. What is Autonomous Institute? Ans. Academic independence which gives it the freedom to revise the syllabus with time and follow a schedule which is more suitable for the set curriculum. Exams are conducted by the institute itself and are in accordance with what is being taught during the session. If an institute has no affiliation from any University / AICTE - then what is that status - is that institute called autonomous institute. Such institutes: a) National Institute of Business Management, Chennai b) Institute of Health Care Administration, Chennai c) All India Institute of Management & Technology, Chennai These above said institute says that they are autonomous institute while not having affiliation from any university/AICTE. Q.3. How do I complete exams? Ans. Students need to choose a proctor for exams. Exams will be mailed to the proctor with all instructions included. The exam proctor could be an HR person, a supervisor or a local librarian, but the proctor may not be a co-worker or subordinate. Q.4. How do I submit assignments/homework? Ans. After your registration is complete and before classes begin, you will receive an email with full information about homework submission. Q.5. Am I required to visit or be on campus? Ans. We often have distance students visit OSC and tour our building, but it is not required. The Graduate Certificate program requirements can be completed entirely by distance with no campus visit. Depending on lab experience, it may be possible to complete the M.S. certificate entirely by distance with only one trip to campus to complete your final oral exam. Q.6. Cost vs. Benefits. Ans. When establishing a distance education program, one of the first things considered is the cost of the system. Several cost components factor into the design of a distance education system: I. Technology - hardware (e.g., videotape players, cameras) and software (e.g., computer programs). II. Transmission - the on-going expense of leasing transmission access (e.g., T-1, satellite, microwave). III. Maintenance - repairing and updating equipment. IV. Infrastructure - the foundational network and telecommunications infrastructure located at the originating and receiving campuses. V. Production - technological and personnel support required to develop and adapt teaching materials. VI. Support - miscellaneous expenses needed to ensure the system works successfully including administrative costs, registration, advising/counselling, local support costs, facilities, and overhead costs. VII. Personnel - to staff all functions previously described. Q.7. Is distance education valid for Government / Private jobs? Ans. The distance education of education is such a mode, which is completely recognized by government, all its properties its functions and its working process has the approval of government. It is government which decided to start such type of courses, in order to provide assistance to those who do not have time to study well, as they need to earn for their livelihood. Q.8. Name The Key Players in Distance Education. Ans. The following briefly describes the roles of these key players in the distance education enterprise and the challenges they face. Students - Meeting the instructional needs of students is the cornerstone of every effective distance education program, and the test by which all efforts in the field are judged. Regardless of the educational context, the primary role of the student is to learn. This is a daunting task under the best of circumstances, requiring motivation, planning, and an ability to analyse and apply the instructional content being taught. When instruction is delivered at a distance, additional challenges result because students are often separated from others sharing their backgrounds and interests, have few if any opportunities to interact with teachers outside of class, and must rely on technical linkages to bridge the gap separating class participants. Faculty - The success of any distance education effort rests squarely on the shoulders of the faculty. In a traditional classroom setting, the instructor`s responsibility includes assembling course content and developing an understanding of student needs. Special challenges confront those teaching at a distance. For example, the instructor must: Develop an understanding of the characteristics and needs of distant students with little first-hand experience and limited, if any, face-to-face contact. Adapt teaching styles taking into consideration the needs and expectations of multiple, often diverse, audiences. Develop a working understanding of delivery technology, while remaining focused on their teaching role. Function effectively as a skilled facilitator as well as content provider. Facilitators - The instructor often finds it beneficial to rely on a site facilitator to act as a bridge between the students and the instructor. To be effective, a facilitator must understand the students being served and the instructor`s expectations. Most importantly, the facilitator must be willing to follow the directive established by the teacher. Where budget and logistics permit, the role of on-site facilitators has increased even in classes in which they have little, if any, content expertise. At a minimum, they set up equipment, collect assignments, proctor tests, and act as the instructor`s on-site eyes and ears. Support Staff - These individuals are the silent heroes of the distance education enterprise and ensure that the myriad details required for program success are dealt with effectively. Most successful distance education programs consolidate support service functions to include student registration, materials duplication and distribution, textbook ordering, securing of copyright clearances, facilities scheduling, processing grade reports, managing technical resources, etc.. Support personnel are truly the glue that keeps the distance education effort together and on track. Administrators - Although administrators are typically influential in planning an institution`s distance education program, they often lose contact or relinquish control to technical managers once the program is operational. Effective distance education administrators are more than idea people. They are consensus builders, decision makers, and referees. They work closely with technical and support service personnel, ensuring that technological resources are effectively deployed to further the institution`s academic mission. Most importantly, they maintain an academic focus, realizing that meeting the instructional needs of distant students is their ultimate responsibility. Q.9. Name The Key Players in Distance Education. Ans. The following briefly describes the roles of these key players in the distance education enterprise and the challenges they face. Students - Meeting the instructional needs of students is the cornerstone of every effective distance education program, and the test by which all efforts in the field are judged. Regardless of the educational context, the primary role of the student is to learn. This is a daunting task under the best of circumstances, requiring motivation, planning, and an ability to analyse and apply the instructional content being taught. When instruction is delivered at a distance, additional challenges result because students are often separated from others sharing their backgrounds and interests, have few if any opportunities to interact with teachers outside of class, and must rely on technical linkages to bridge the gap separating class participants. Faculty - The success of any distance education effort rests squarely on the shoulders of the faculty. In a traditional classroom setting, the instructor`s responsibility includes assembling course content and developing an understanding of student needs. Special challenges confront those teaching at a distance. For example, the instructor must: Develop an understanding of the characteristics and needs of distant students with little first-hand experience and limited, if any, face-to-face contact. Adapt teaching styles taking into consideration the needs and expectations of multiple, often diverse, audiences. Develop a working understanding of delivery technology, while remaining focused on their teaching role. Function effectively as a skilled facilitator as well as content provider. Facilitators - The instructor often finds it beneficial to rely on a site facilitator to act as a bridge between the students and the instructor. To be effective, a facilitator must understand the students being served and the instructor`s expectations. Most importantly, the facilitator must be willing to follow the directive established by the teacher. Where budget and logistics permit, the role of on-site facilitators has increased even in classes in which they have little, if any, content expertise. At a minimum, they set up equipment, collect assignments, proctor tests, and act as the instructor`s on-site eyes and ears. Support Staff - These individuals are the silent heroes of the distance education enterprise and ensure that the myriad details required for program success are dealt with effectively. Most successful distance education programs consolidate support service functions to include student registration, materials duplication and distribution, textbook ordering, securing of copyright clearances, facilities scheduling, processing grade reports, managing technical resources, etc.. Support personnel are truly the glue that keeps the distance education effort together and on track. Administrators - Although administrators are typically influential in planning an institution`s distance education program, they often lose contact or relinquish control to technical managers once the program is operational. Effective distance education administrators are more than idea people. They are consensus builders, decision makers, and referees. They work closely with technical and support service personnel, ensuring that technological resources are effectively deployed to further the institution`s academic mission. Most importantly, they maintain an academic focus, realizing that meeting the instructional needs of distant students is their ultimate responsibility. Q.10. What is Distance Education? Ans. Distance education, distance learning, or D-Learning is a mode of delivering education and instruction, often on an individual basis, to students who are not physically present in a traditional setting such as a classroom. Distance learning provides "access to learning when the source of information and the learners are separated by time and distance, or both. Q.11.

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