NCERT: An Apex Resource Organization in School Education
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1 NCERT: An Apex Resource Organization in School Education The National Council of Educational Research and Training (NCERT) was set up by Government of India in 1961 as an autonomous organisation registered under Societies Registration Act (Act XXI of 1860) to advise and assist the Ministry of Human Resource Development, Government of India and Departments of Education in States/ UTs in formulation and implementation of their policies and major programmes in the field of education, particularly for qualitative improvement of school education. For realization of its objectives, the NCERT and its Constituent Units: Undertake, aid, promote and coordinate research on areas related to school education; Organize pre-service and in-service training of teachers; Organize extension services for institutions that are engaged in educational research, training of teachers or have extension services to schools; Develop and disseminate improved educational techniques, practices and innovations; Collaborate, advise and assist State Education Departments, Universities and other educational institutions; Act as a clearing-house for ideas and information to all matters relating to school education; Undertake the preparation and/or the publication of books, materials, periodicals and other literature to achieve its objectives; Act as a nodal agency for achieving goals of universalisation of elementary education.
2 In addition to research, development, training, extension, publication and dissemination activities, the NCERT acts as a major agency for implementing the bilateral Cultural Exchange Programmes with other countries in the field of school education. The NCERT also interacts and works in collaboration with international organizations, visiting foreign experts and delegations and offers various training facilities to educational personnel from developing countries. Constituent Units The major Constituent Units of the NCERT are: 1. National Institute of Education (NIE), New Delhi 2. Central Institute of Educational Technology (CIET), New Delhi 3. Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), Bhopal 4. Regional Institute of Education (RIE), Ajmer 5. Regional Institute of Education (RIE), Bhopal 6. Regional Institute of Education (RIE), Bhubaneswar 7. Regional Institute of Education (RIE), Mysore 8. North-East Regional Institute of Education (NE-RIE), Shillong National Institute of Education The National Institute of Education (NIE) in New Delhi carries out research and development activities related to pedagogical aspects of curriculum; prepares prototype curricular and supplementary materials; develops school education-related database and undertakes experiments in pre-school, elementary, secondary and higher secondary stages to support all-round development of the learner. NIE also organizes in - service training of key resource persons and teacher educators associated with implementation of centrally sponsored school improvement schemes. The educational concerns of the Departments of the NIE are:
3 Educational Concerns of the Departments of the NIE Departments/ Divisions Department of Elementary Education (DEE) Department of Education of Groups with Special Needs (DEGSN) Department of Women s Studies (DWS) Department of Education in Science and Mathematics (DESM) Department of Teacher Education and Extension (DTEE) Areas of Activities Issues and problems related to elementary education of both school and out-of-school children. Addressing them through activities related to research and development of prototype curriculum and instructional materials for formal and alternative schooling. Acting as nodal department for providing academic and professional support to Sarva Shiksha Abhiyan (SSA) by way of capacity building of state and district teams and undertaking research and development activities to achieve quality of education at pre-school, primary and upper primary stages. Issues and problems related to education of scheduled castes/scheduled tribes, minorities, disabled and other groups with special needs and related research, development, training and networking with organizations involved in similar activities. Analysis and facilitation of good inclusive practices at grassroots level and capacity building of organizations and functionaries for the same. Issues and problems related to education of girls and women, promoting women s equality and empowerment. Undertakes related research, development, training and advocacy activities. Issues and problems in the education of science and mathematics and research and development of prototype curriculum and instructional materials for upper primary, secondary and senior secondary stages and designing and developing science equipment. Programmes for capacity-building of teacher education institutions at state/sub-state levels and academic support to the centrally sponsored schemes of teacher education; developing support material for teacher educators, undertaking research in teacher education, revamping teacher education curriculum and coordination with the National Council for Teacher Education (NCTE), and Indira Gandhi National Open University (IGNOU) and extension activities.
4 Departments/ Divisions Department of Education in Social Sciences and Humanities (DESSH) Department of Educational Psychology and Foundations of Education (DEPFE) Department of Educational Measurement and Evaluation (DEME) Department of Educational Surveys and Data Processing (DES&DP) Department of Educational Research and Policy Perspectives (DERPP) Department of Computer Education and Technological Aids (DCETA) Publication Department (PD) Areas of Activities Issues and problems of education in social sciences and humanities, research and development of prototype curriculum and instructional materials for upper primary, secondary and senior secondary stages; population education activities as part of the National Population Education Project (NPEP). Studies related to psychological, sociological and philosophical foundations of education and their implications for school education, strengthening value education, teaching of psychology at the school stage and in teacher training/ education and Guidance and Counselling. Measurement and evaluation-related issues in school education; examination reforms and grading and continuous and comprehensive evaluation; conducts periodic achievement surveys and related research and development activities. Periodic thematic educational studies including All India Educational Surveys, training in statistical methods in research; development of database; statistical analysis of data pertaining to large scale surveys/studies conducted by the NCERT and its constituents; software development and its implementation. Promoting policy research in education; performing activities of a think tank ; undertaking, coordinating, sponsoring and commissioning research and innovations in school education. Functions as the Secretariat of Educational Research and Innovation Committee (ERIC). Functions as the National Resource Centre for Computer Education. Develops instructional materials for students; conducts training of teacher educators and teachers on applications of computers in school education; develops multimedia educational software. Publishing school level textbooks, instructional and supplementary materials, journals and research monographs.
5 Departments/ Divisions Planning Programming Monitoring and Evaluation Division (PPMED) International Relations Division (IRD) Division of Library, Documentation and Information (DLDI) Areas of Activities Co-ordination of programmes formulation; monitoring, evaluation and implementation; budgeting; preparation of Annual Reports and Periodic Reports and Returns to MHRD. Co-ordination of activities for promotion of international relations with educational institutions in other countries. Serves as an academic secretariat for the National Development Group (NDG). Documentation of educational information providing library services, national clearing house for educational information and networking with national and international educational institutions. Central Institute of Educational Technology (CIET) The CIET is concerned with development of educational technology, especially mass communication media, to extend educational opportunities and improve the quality of educational processes, practices and outcome. Activities of CIET also include design and production of media software viz. radio and television programmes. CIET also holds programmes to build competencies of media personnel from State Institutes of Educational Technology in the development and utilization of such software. The Institute disseminates its software through broadcast and non-broadcast modes. The research and evaluation activities are undertaken to assess needs, determine the audience profile and study the effectiveness of materials and programmes developed by CIET to support the transaction of curricular and co-curricular materials.
6 Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) Located at Bhopal, PSSCIVE organizes research, development, training and extension activities related to work education and vocational education, both at formal and non-formal levels. Besides development of vocational curricula, guidelines and instructional materials, research/action research and training/ orientation of key functionaries, preparation of data-base, clearing house functions, promotion /popularization and implementation of work and vocational education programmes are also areas of activities of PSSCIVE. It is also a member of E-forum of UNEVOC, UNESCO s Project on Technical and Vocational Education. Regional Institutes of Education The Regional Institutes of Education (RIEs) located at Ajmer, Bhopal, Bhubaneswar and Mysore cater to educational needs (preservice and in-service education) of teachers in the States and UTs under their jurisdiction. To a limited extent, pre-service professional training to prepare school teachers for teaching Science and Mathematics and teacher educators of Elementary Teacher Training Institutions is also offered by the RIEs. They act as Regional Resource Institutions for school education and teacher education, extend required assistance in implementing the policies of the States/UTs and assist in implementation, monitoring and evaluation of the Centrally Sponsored Schemes. The RIE Ajmer looks after teacher education and other educational requirements of the States of Delhi, Haryana, Himachal Pradesh, Jammu and Kashmir, Punjab, Rajasthan, Uttar Pradesh, Uttaranchal and the UT of Chandigarh. The RIE Bhopal has within its pale the States of Chhattisgarh, Goa, Gujarat, Madhya Pradesh, Maharashtra and UTs of Dadra and Nagar Haveli and Daman and Diu.
7 The States of Arunachal Pradesh, Assam, Bihar, Jharkhand, Manipur, Meghalya, Mizoram, Nagaland, Orissa, Sikkim, Tripura, West Bengal and the UT of Andaman and Nicobar Islands are covered by the RIE Bhubaneswar. The States of Andhra Pradesh, Karnataka, Kerala and Tamilnadu and UTs of Pondicherry and Lakshadweep are covered by the RIE Mysore. A new RIE (NE-RIE) has been set up at Shillong. When it becomes operational, it would cater to the educational needs of North-Eastern States i.e., Assam, Arunachal Pradesh, Meghalaya, Mizoram, Manipur, Nagaland, Sikkim and Tripura. Organizational Structure The Union Minister of Human Resource Development is the President (ex-officio) of the General Body of the NCERT. The members of the General Body include the Education Ministers of all States and Union Territories. Other members of the General Body include the Chairperson of the University Grants Commission (UGC); the Secretary to the Government of India, Ministry of Human Resource Development (Department of Education); four Vice-Chancellors of Universities (one from each region); the Chairman of the Central Board of Secondary Education; the Commissioner of the Kendriya Vidyalaya Sangathan; the Director, Central Health Education Bureau; the Director of Training, Directorate General of Training and Employment, Ministry of Labour; one representative of the Education Division, Planning Commission; all the members of the Executive Committee (not included above) of the Council and such other persons, not exceeding six, nominated by the Government of India (not less than four of them shall be school teachers). The Secretary, NCERT is the Convener of the General Body of the NCERT. The main governing body of the NCERT is the Executive Committee. The Union Minister of Human Resource Development is its
8 President (ex officio) and the Union Minister of State in the Ministry of Human Resource Development is the ex officio Vice-President. The members of the Executive Committee include the Secretary to the Government of India, Ministry of Human Resource Development (Department of Education); the Director, NCERT; the Chairperson of the University Grants Commission; four educationists well known for their interest in school education (two of whom are school teachers); the Joint Director, NCERT; three members of the faculty of the NCERT (of whom at least two are of the level of Professor and Head of Department); one representative of the MHRD and one representative of the Ministry of Finance (who is the Financial Adviser of the NCERT). The Secretary, NCERT is the convener of the Executive Committee. The Executive Committee is assisted in its work by the following Standing Committees: 1. Finance Committee 2. Establishment Committee 3. Building and Works Committee 4. Managing Committees of the Regional Institutes of Education 5. Advisory Board of the Central Institute of Educational Technology 6. Advisory Board of Pandit Sunderlal Sharma Central Institute of Vocational Education 7. Academic Committee of the NIE 8. Advisory Boards of Departments of the NIE 9. Programme Advisory Committee 10. Educational Research and Innovations Committee. The NCERT Headquarters consist of: 1. Council Secretariat 2. Accounts Branch
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