Advisory and Autonomous Bodies
The
Ministry is advised on educational matters and assisted to perform many of its
activities by a number of Advisory and autonomous Bodies like the Central
Advisory Board of Education, National Council of Educational Research and
training, University Grants Commission. These organisations not only guide the
Ministry in formulation of its plans and policies, but also help implementing
its programmes and Schemes in their own way. Here, we will discuss briefly
about the constitution and functions of some such bodies.
Central Advisory Board of Education
This
board is a statutory body set-up in 1921. It is the main advisory body of
longstanding in the field of education. The Board popularly known as CABE
consists of the following members; representatives of the Union and State
Governments (generally the State Education Ministers), representatives of the
universities and parliament, representatives of various educational bodies. The
Union Minister for Education is the chairman and the Secretary of the Board is
appointed by the Government of India.
The
tenure of office of the non-official members of the Board is three years. They,
however, cease to be members of the Board as soon as they cease to be members
of the organisations, for which they are representatives. Similarly, the ex
officio members of the Board will continue in their position as long as they
hold the office by virtue of which they are members of the Board. All temporary
vacancies in the memberships, other than ex officio members are filled by the
organisations who nominated or elected the members whose place falls vacant.
The individuals by whom such temporary vacancies are filled, continue as
members of the Board for remaining period of the term for which the person
whose place he fills would have been a member (as per the government of India,
Ministry of Education, Notification No. 6-2 50D, dated May 25, 1950).
On the
whole, the board provides a common platform for a nation-wide cross-section of
representatives hailing from various sectors of education whose deliberation
and decisions emerge out of the cross-fertilisation of rich ideas and long
experiences. This helps immensely the formulation of sound educational policies
and programmes keeping aloof from hot-bed of nasty politics and partisan verbal
fights.
Functions
a.
To advice on any
educational question which may be referred to it by the government of india or
by any local government.
b.
To call for
information and advice regarding educational development of special interest
and value of india; to examine this information and evaluate it with
recommendations to the government of India and the local governments.
Central Board of Secondary Education
The central board of secondary education was established
to cater to the educational needs of those students who had to move form state
to state due to their parents transfer, etc. it has been making significant
contribution towards the standard of education specially secondary education, improvement
of curricular, text-books, methods of teaching and evaluation.
In
September 1971, it had 781 higher secondary schools mostly central school
affiliated to it. The board conducts the all-india higher secondary examination
and the higher secondary technical examinations. It also conducts the
matriculation an higher secondary examination for schools in union territories.
Beside
conducting these examinations the other important activities of the board are
examination reform and orientation courses for teachers of affiliated schools.
It has introduced physical education as an elective subject for the higher
secondary examination and job-oriented courses for its examinations. Work
experiences has also been introduced in its curriculum.
The National Council of Educational Research and Training
(NCERT)
The
NCERT was established as an autonomous organisation in September 1961 under the
societies Registration Act of 1860. It is concerned with all problems of school
education in the country, and endeavours to improve such education through
developing various programmes of research, publication, extension training. It
is fully financed by the Ministry of Education and acts as the principal
academic adviser to the Ministry in matter relating to school education. It not
only undertakes implementation of the policies and programmes of the Ministry,
but also deals with specific problems of educational importance on its own
initiative.
The
union Education Minister is the president of the Council. It has a General Body
on which all the State Ministers of Education are represented in addition to
eminent educationists. Management of all the affairs and fund of the council
vests in the governing Body or the Executive Committee which is composed of
officers of the Council, representatives of the Faculties of Council,
representatives of the Ministries of Education and Finance, and eminent
educationists.
The functions of the Council are discharged on the
following broad lines
a.
To undertake
studies, investigations and surveys relating to school education.
b.
To organise
pre-service and in-service training mainly at an advanced level.
c.
To organise
extension services
d.
To disseminate
improved educational techniques and good practices and
e.
To act as a
clearing-house for ideas and information on all matters relating to school
education.
Other Activities
For the
realisation of the above objectives, NCERT undertakes the following programmes
and activities.
1.
Conducts, aids,
promotes and coordinates research in all branches of school education.
2.
Organises
pre-service and in-service training of teachers mainly at an advanced level.
3.
Organises extension
services for institutions, organisations, and agencies engaged in educational
reconstruction.
4.
Develops and
experiments with improved educational techniques, practices and innovations.
5.
Collects, compiles
and disseminates educational information.
6.
Assists the states
and the state-level institutions, organisations and agencies in developing and
implementing programmes for qualitative improvement of school education.
7.
Collaborates with
international organisations like UNESCO, UNICEF, etc. and with national-level
educational institutions of other countries.
8.
Extends facilities
for training and study of educational personnel from other contries
9.
Serves as the
academic secretariat of the National Council for Teacher Education (NCTE).
The national council of
educational research and training runs the following.
1.
The National
Institute of Education (NIE).
2.
Central Institute
of Educational Technology.
3.
Four Regional
Institutions of Education formerly known as Regional Colleges of education
4.
Seventeen field
units.
Objectives of NCERT
The
council works for achieving the following objectives.
1.
To establish a
National Institute of Education (NIE) and manage for the development of
research and higher training for educational administration and teachers.
2.
Te arrange for the
establishment of training institutes for the professional and scientific
enhancement of teaching.
3.
To provide guidance
and counselling services on a large scale.
4.
To publish
necessary textbooks, journals and other literature for achieving the
objectives.
5.
To organise
extension centres in training institutions with the co-operation of the state
governments and extend facilities pertaining to new methods and technologies
among them.
6.
To launch, organise
and strengthen research works in various aspects of education.
7.
To arrange
pre-service and in-service training at the higher level.
University Grants Commission
In the
recommendation of the University Education Commission, 1949, the University
Grants Commission was set-up in 1953. It was, however, given an autonomous
statutory status by an Act of Parliament, 1956. It consists of a full time
Chairman, a Secretary, and nine members generally selected from among eminent
educators and administrators of the country.
The main
function of the University Grants Commission, U.G,C as it is popularly called
is to ensure the promotion and co-ordination of university education and the
determination and maintenance of standards of teaching, examination and
research in universities. In pursuance of this, the U.G.C. continues to give
full grants to the central universities and also for the development grants
approved by the Commissions. Grants are also given to State Universities for
their various development projects. The U.G.C also renders assistant for the
development of existing post-graduate departments and establishments of new
ones in various universities and colleges. It contributes liberally towards the
improvement of salary scales of teachers, construction of students’ hostels and
staff quarters and institution of fellowships and scholarships for
post-graduate work. With a view to promoting researches not only a large number
of junior and senior fellowships and scholarships for post-graduate work. With
a view to promoting researches not only a large number of grants are paid to
universities to enable teachers and research workers to visit centres of
learning in the country in pursuance of their work and to obtain specialised
training in their respective fields. Similarly, grants are given to such
research workers and teachers for the purchase of books and journals to be used
as references.
Activities of U.G.C
During its short period of existence, the U.G.C has been
able to float a number of projects and schemes. Some of them are mentioned
here.
1.
Autonomous
colleges.
2.
Redesigning the
undergraduate courses by making them more relevant and to link education with
work/field/practical experience and productively.
3.
Consolidation of
and expansion of facilities of the existing university departments and
colleges.
4.
Providing computer
facilities to 93 universities and mini-computers to 200 colleges during the
seventh plan period.
5.
Setting up academic
staff colleges for the orientation of newly appointed university and college
lecturers.
6.
Special assistance
for the promotion of research to individual teachers and colleges.
7.
Setting up
documentation centres like Nuclear science centres at JNU, Radio astronomy
centre at Poona University, National Centre of Astronomy at Osmania University,
Hyderabad.
8.
Providing media and
educational technology facilities.
9.
Adult, continuing,
and extension programmes in 92 universities and 2121 colleges.
10. Provides facilities to scheduled Castes/Scheduled tribes.
11. Bilateral Exchange programmes of college teachers.
12. Special assistance to universities to undertake well
defined projects for research in women’s studies; and
13. Selected university departments are recognised as centres
for Advanced Studies (CAS) and certain departments for financial assistance.
Asian Institute of Educational Planning and
Administration
The
Asian Institute of Educational Planning and Administration was established by
the UNESCO in agreement with the Government of India in the year 1962. It is
intended to cater primarily to the needs of the educational and planners of the
Asian region.
Functions
a.
To provide short
in-service training courses for the officers of the various ministries or
departments of participating Asian Member States and associated members of
UNESCO.
b.
To undertake and
promote research in the technique of educational planning, administration and
to place the results at the disposal of such member-states and associate
members and
c.
To assist such
state, upon request, in organising educational planning services and holding
national training courses.
The institute organises every
year a 5-6 month training course for Educational Planners and Administrators
which is designed to improve the equipment of educational planners and
administrators of the continent. Hundreds of participants from various Asian
countries have benefited from this training programme. A number of seminars
have also been conducted by the institute in different fields of educational
planning, research and administration. Some seminars of Experts on University
Teaching for Educational Planning have been organised and a large number of
studies have been undertaken in support of the training programme. Many
research projects have been taken up by the institute on the burning problems
referred to be the associate members and member-states.
Indian Programme
It has
been decided by the UNESCO and the Government of India to organise an Indian
Programme of training and research in educational planning and administration within
the Asian Institute. It is envisaged that the Indian programme will gradually
develop to its full stature by the end of the Fourth plan and will be the
precursor to the National Staff College for Educational Administrators, as
recommended by the Education Commission, 1964-66. The activities proposed under
Indian Programme include the following;
a.
Organising
conferences, seminars and workshops as part of the pre-service and in-service
training and extension programme for educational officers, administrators and
planners in India.
b.
Undertaking
comparative studies of administrative and planning patterns and practices in
the different states of India.
c.
Conducting research
in selected problems of educational administration, planning and evaluation;
and
d.
Developing
necessary documentation and information services and bringing out publications.
National Staff College for Educational Planners and
Administrators, NewDelhi
Since
the 1st March, 1973, the National Staff College for Educational
Planners and Administrators has been set-up in the place of Asian Institute of
Educational Planning and Administration which ceased to exist with the expiry
of agreement with UNESCO. In the beginning, the Staff College made a review of
the training courses conducted by the Asian Institute during the decade 1962-72
and undertook a study of the impact of the courses among the alumni of Asian
Institute. It also identified the needs for training among educational planners
and administrators.
National Institute of Educational Planning and
Administration
Formerly
known as the National Staff College for Educational Planners and
Administrators. This institution is an autonomous body set-up by the Government
of India as the national apex institution in the field of educational planning
and administration. The origin of the Institute can be traced to the year of
1962 when the Asian Institute of Educational Planning and Administration was
set-up by the Government of India under a 10 year agreement with the UNESCO for
purpose of training senior educational planners and administrators in the Asian
region. On the recommendations of the Indian Education commission (1966), the
Asian Institute was taken over by the Government of India on the expiry of the
agreement with the UNESCO and redesigned as the National Staff College for
Educational Planners and Administrators.
In may
1979, the Institute formed its present name and framed its Memorandum of
Association under the Societies Registration Act, 1860 as amended by the Punjab
Act of 1957 and as applied to the Union Territory of Delhi. During this period
the Institute has rendered valuable services in the area of educational
planning and administration, not only to the Union and State Governments and
other organisations within the country but also to several other countries
particularly of the Third world.
Functions of NIEPA
a.
To organise
training programme for educational functionaries in the various sub-sectors and
at various levels of education for improving capabilities in the key areas of
educational planning and administration.
b.
To strengthen
capabilities for training and research in the field of educational planning and
administration at the sub-national levels.
c.
To build symbiotic
links between the imparting and generation of knowledge, and with this end in
order to strengthen basic and applied research in the sphere of educational
planning and administration.
d.
To provide
consultancy services in the sphere of educational planning and administration
to central as well as state governments, Universities, Boards and other similar
organisation in India and to governments and International organisations
abroad.
e.
To disseminate
information relating to innovative experiences and new advances in the area of
educational planning and administration.
f.
To initiate and
encourage discussion on educational issues of national significances; and
g.
To establish
contacts and advance academic collaboration with sister institutions in India
and abroad, particularly in the countries of the Third world.
National Council for Teacher Education (NCTE)
The NCTE
has been established as a statutory body to achieve planned and co-ordinated
development of teacher education system throughout the country and to ensure
the maintenance of norms and standards in teacher education system. The mandate
given to the NCTE is very broad and covers the whole gamut of teacher education
programmes including research and training of persons for equipping them to
teach at pre-primary, primary, secondary and senior secondary stages in
schools, and non-formal education, part-time education, adult education and
correspondence education courses. The national council for teacher education
was established by an Act of Parliament (No. 73 of 1993) with a view to
achieving planned and co-ordinated development of the teacher education system
throughout the country, the regulation and proper maintenance of norms and
standards in the teacher education system and for matters connected therewith.
Functions of NCTE
a.
To undertake
surveys and studies relating to various aspects of teacher education and
publish the result therof;
b.
To make
recommendations to the central and state governments Universities; University
Grants commissions and recognised institutions in the matter of preparation of
suitable plans and programmes in the field of teacher education.
c.
To co-ordinate and
monitor teacher education and its development in the country.
d.
To lay down
guidelines in respect of minimum qualifications for a person to be employed as
a teacher in schools or in recognised institutions.
e.
Promote innovations
and research studies and organise them periodically or annually
f.
Supervise the
teacher-education programmes and provide financial assistance
g.
Enforcing
accountability of teacher development programmes in the country.
h.
Preventing
commercialisation in teacher education and maintain quality and standard of
teacher education to produce better teachers.
i.
Entrust
responsibility to other organisations universities and other institutes.
j.
Prepare a programme
for in-service teacher education for orienting teachers for the latest
development.
k.
Establish
international relations in the area of teacher education.
National Assessment and Accreditation Council
National
Assessment and Accreditation Council (NAAC) is an autonomous institution
established under section 12CCC of the UGC Act for assessment and accreditation
of institutions of higher learning or their units. It is an outcome of the
National Education Policy (NEP, 1986) and the UGC’s initiative to create a
national body for the maintenance and co-ordination of standards in higher
education. Assessment means the performance evaluation of an institution of
higher learning and/or its units, based on certain established criteria.
Accreditation refers to the certification granted by NAAC for a stated period
of time after an assessment of the institutions and /or its units.
National Open School
Many of
you had to leave school without completing the secondary or senior secondary
classes. Most of you wanted to study but could not attend a regular school.
National open school has been setup (1989) by government of India, Ministry of
Human resource Development as an autonomous Institution. It provides an
educational opportunity to persons like you who wish to study and qualify for a
better tomorrow. The mission of NOS is
to provide education for all with special concern for girls and women, rural
youth, working men and women, SC/ST, handicapped and other disadvantaged
groups.
Indian council of social science research (ICSSR)
The
planning commission realised the importance of social science research works. A
committee was appointed by the commission and it recommended establishing the
council at national level. This council was established in August (1969) as an
autonomous organisation. The main focus of the council is also establish
co-ordination them. The financial assistance and grants are provided by the
council. The council has the following functions.
a.
To review the
social science research studies and provide guidance for their applicability.
b.
To provide grants
and financial assistance to universities, colleges, and other institutes for
social science research.
c.
It also provides
the financial assistance for individual research areas.
d.
It encourages the
interdisciplinary research studies and co-ordination such studies.
e.
To organise
orientation courses, seminars, workshops for new methodology and new areas of
studies.
f.
To provide the
financial assistance for conducting research studies and projects in social
science subjects.
g.
Its provides the
scholarships and fellowships for the full time research workers.
h.
It provides the
guides for the social science research to the institute and research workers.
i.
It encourages the
research workers to review the studies of developed countries to understand our
own problems.
All India Council for Elementary Education
To
promote universal, compulsory and free education of children in the age group
of 6-14 years.
Functions
a.
To advise the
government of india/state government/ loval bodies regarding elementary
education.
b.
To help in the
production of literature required for elementary education.
c.
To prepare
programmes for the quick implementation of universal free and compulsory
education for the children of age group of 6-14.
All India Council of Technial Education
This
council was set up in 1945 for the advancement and approvement of technical
education. The policy with regard to technical education is under its control.
Moreover, it deals with different technical institutions of higher education.
Navodaya vidyalayas
For the
equalization of educational opportunities to the backward classes and rural
areas, the navodayas vidhyas are opened. This schools on the pattern of
resident public schools have been opened in every district. This has been done
to improve the quality of education, at the secondary stage. The central
government will finance this scheme.
Educational administration of the state level
The
department of Education in each state consists of two wings; 1. The Secretariat
and 2. The Directorate. Education as an important portfolio is usually retained
by the chief Minister himself or given to a prominent member of the state
cabinet. The Minister for Education is also assisted by one or two deputy
Ministers. He is to lead and inspire the entire educational set-up of the
state.1. School education 2. Higher education
State Council of Educational Research and Training
(SCERT)
Directorate of School Education
Tamilnadu State Council for Higher Education
DIET
Collegiate Education
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