KOTHARI COMMISSION

Introduction

Kothari commission was set-up in 1964 under the chairmanship of Dr. D.S
Kothari. This was the sixth commission in the history of education commission and was
most comprehensive in nature. It reviewed almost all aspects of the education system
without limiting itself to any one particular aspect, unlike the commissions that came
before and after it.
Another unique feature of the Kothari commission was its international
composition. Apart from 11 Indian members, it had members from 5 other countries
such as USA, U.K, USSR, France and Japan.

NEED for appointment of commission:

1) Need for a comprehensive policy of education in spite no. of education committees after
independence, satisfactory progress would not be achieved.
2) Need for detailed study even though a good deal of expansion of education facilities
took place; it was at the expanse of quality.
3) Need to emphasize role of people in national development. To make people aware that
they have a share in the national development along with the government.
4) Need for overview of educational development. To create more integration between
various parts and consider it as a whole not as fragments.
5) Need for positive approach to the status of teacher. The teacher community had been
neglected suffering many hardships requiring a positive approach to the problem.

National Education Commission (1964-1966), popularly known as Kothari

Commission, was an ad hoc commission set up by the Government of India to examine
all aspects of the educational sector in India, to evolve a general pattern of education
and to advise guidelines and policies for the development of education in India.[2] It was
formed on 14 July 1964 under the chairmanship of Daulat Singh Kothari, then
chairman of the University Grants Commission.[3] The terms of reference of the
commission was to formulate the general principles and guidelines for the development
of education from primary level to the highest and advise the government on a
standardized national pattern of education in India.[4] However, the medical and legal
studies were excluded from the purview of the commission.[4] The tenancy of the
commission was from 1964 to 1966 and the report was submitted by the commission
on 29 June 1966.[3]
 All about NCERT

National Council of Education Research and Training or NCERT was established by

Ministry of Education, Government of India in 1961 to improve the qualitative standard
of school education. It was formed by merging the then present seven institutes to
regulate education system in the country. The key objectives of NCERT are:

1. To administer basic childhood education

2. To encourage education of girl child
3. To promote value education
4. To work for education of students with special needs
5. To implement a National Framework Curriculum
6. To provide vocational education
7. To assess, examine and reform IT education
8. To bring universalization of Fundamental Education
9. To produce a teaching and learning experience
10. To improve thought and attention of learners
11. To advance teacher education

NCERT books:

NCERT publishes textbooks for all subjects from Classes 1st to 12th. Besides this, NCERT
prints sample question papers and books based on CBSE syllabus for use in private
and government schools across the country. The books published by NCERT are
recognized by all schools as benchmark study material and are recommended for
preparation of national level undergraduate competitive exams like AIPMT, IIT JEE, and
AIIMS etc. Recently, NCERT has launched online textbooks services where all NCERT
published subject books for classes 1st to 12th (in English, Hindi and Urdu medium) are
available for download.

NCERT programs:

NCERT offers training programs and workshops involving departments of NIE (National
Institute of Education) and RIE (Regional Institute of Education). They organize
programs in backward and rural areas to meet the educational demands of these areas.
Some of the programs run by NCERT include:

1. NTSSC: Under the National Science Talent Search Scheme, a national level exam
called NTSE is conducted to recognize and award scholarship to exceptionally
talented students of the country. The scholarships are awarded by NCERT for
advanced studies (doctoral level) in basic sciences.
2. AIES: NCERT conducts All India Educational Surveys on a periodic basis to
gather, compile and distribute information about the overall growth in school
education in the country. This helps in development of educational programs,
checks the schooling
 facilities, curriculum, student enrollment, incentive schemes, teaching and
infrastructural facilities in the school etc.

3. Jawaharlal Nehru National Science, Mathematics and Environment

Exhibition for Children: NCERT organizes science exhibition at national level to
instil, popularize and persuade scientific temper in children. Students are given
an opportunity to showcase their talents and understanding of subjects like
Mathematics and Science in everyday life through this exhibition.

History

The Government of India's Ministry of Education resolved on 27 July 1961 to establish

the National Council of Educational Research and Training, which formally began
operation on 1 September 1961. The Council was formed by merging seven existing
national government institutions, namely the Central Institute of Education, the Central
Bureau of Textbook Research, the Central Bureau of Educational and Vocational
Guidance, the Directorate of Extension Programmes for Secondary Education, the
National Institute of Basic Education, the National Fundamental Education Centre, and
the National Institute of Audio-Visual Education.[2] It is separate from the National
Council for Teacher Education.

The NCERT was established with the agenda to design and support a common system
of education which is national in character and also enables and encourages the diverse
culture across the country. Based on the recommendations of the Education
Commission(1964-66), the first national policy statement on education was issued in
1968. The policy endorsed the adoption of a uniform pattern of school education across
country consisting of 10 years of general education program followed by 2 years of
diversified schooling.

ABOUT US

The National Council of Educational Research and Training (NCERT) is an autonomous

organisation set up in 1961 by the Government of India to assist and advise the Central
and State Governments on policies and programmes for qualitative improvement in
school education. The major objectives of NCERT and its constituent units are to:
undertake, promote and coordinate research in areas related to school education;
prepare and publish model textbooks, supplementary material, newsletters, journals
and develops educational kits, multimedia digital materials, etc. organise pre-service
and in-service training of teachers; develop and disseminate innovative educational
techniques and practices;collaborate and network with state educational departments,
universities, NGOs and other educational institutions; act as a clearing house for ideas
and information in matters related to school education; and act as a nodal agency for
achieving the goals of Universalisation of Elementary Education. In addition to research,
development, training, extension, publication and dissemination activities, NCERT is an
implementation agency for bilateral cultural exchange programmes with other countries
in the field of school education. The NCERT also interacts and works in collaboration
with the international organisations, visiting foreign delegations and offers various
training facilities to educational personnel from developing countries. The major
constituent units of NCERT which are located in different regions of the country are:

National Institute of Education (NIE), New Delhi

Central Institute of Educational Technology (CIET), New Delhi
Pandit Sundarlal Sharma Central Institute of Vocational Education (PSSCIVE),
Bhopal
Regional Institute of Education (RIE), Ajmer
Regional Institute of Education (RIE), Bhopal
Regional Institute of Education (RIE), Bhubaneswar
Regional Institute of Education (RIE), Mysore
North-East Regional Institute of Education (NERIE), Shillong
A brief history of the Environmental Movements in India

The green politics or green movement or environmental movement can be defined as a

social movement for the conservation of the environment or for the improvement of the
state policy especially inclined towards the environment. Here, we are giving a brief
history of the Environmental Movements in India that will enhance the knowledge of the
readers about how the mass movement can save the atrocities against the environment.

The green politics or green movement or environmental movement can be defined as a

social movement for the conservation of the environment or for the improvement of the
state policy especially inclined towards the environment. In other words, it is the
movement to protect the environment through changes in public policy. Here, we are
giving a brief history of the Environmental Movements in India that will enhance the
knowledge of the readers about how the mass movement can save the atrocities against
the environment.

1. Bishnoi Movement

Bishnoi is a religious sect found in the Western Thar Desert and northern states of
India. It was founded by Guru Maharaj Jambaji in 1485 AD in the Marwar (Jodhpur)
desert region of western Rajasthan, India. It is non-violent community of nature
worshippers. This movement was started by sage Sombaji around 1700 AD against
deforestation. After that Amrita Devi forwarded the movement. The 363 people from the
Bishnoi community were killed in the protest. When the king of this region came to
know the protest and killing then he rushed to the village and apologized, and declared
the region as protected area. It is noteworthy that this legislation is still exists today.

2. Chipko Movement

It was launched from Gopeshwar in Chamoli district, Uttarakhand in 1973.The

movement was to prevent illegal cutting of trees in the Himalayan region (Uttarakhand).
Sunderlal Bahuguna and Chandi Prasad Bhatt were the leaders of this movement. The
most notable characteristics of this movement were the involvement of women.

3. Appiko Movement

In 1983, on the lines of Chipko Movement, Pandurang Hegde launched a movement

which is come to known as Appiko Movement in Karnataka. Its main objectives were
afforestation as well as development, conservation and proper utilization of forests in
the best manner. The meaning of “appiko” is to express one's affection for a tree by
embracing it.

4. Silent Valley Movement

It is an area of tropical evergreen forests in Kerala. It is very rich in biodiversity. The

environmentalists and the local people strongly objected to the hydel power project being
set up here in 1973. Under pressure, the government had to declare it the national
reserve forests in 1985.

5. Jungle Bachao Andola

The tribal community of Singhbhum district of Jharkhand (Previously, it was a district

of India during the British Raj, part of the Chota Nagpur Division of the Bengal
Presidency) agitated against the forest policy of the Government in 1982. The
Government wanted to replace the natural soil, forests with the high-priced teak. Many
environmentalists refer to this movement as “Greed Game Political Populism”.

6. Narmada Bachao Movement

The environmentalists and the local people started protest against the building of Dams
on the Narmada for the production of hydro-electricity since 1985 which was popularly
known as Narmada Bachao Aandolan. Medha Patkar has been the leader of this
aandolan who got support from the Arundhati Roy, Baba Amte and Aamir Khan.

7. Tehri Dam Conflict

This movement was started by the local people around 1980s and 1990s because the
dam project would constructed in the seismic sensitive region and people think that it
causes submergence of forest areas along with Tehri town. Despite of protest, the
construction of the dam is being carried out with police protection as Sunderlal
Bahuguna is sitting on fast unto death. After assurance from the government to review
the project, Bahuguna ended his fast but construction goes on, though at a slower pace.

Hence, we can say, numerous grass root environmental movements were started against
the developmental activities that have endangered the ecological balance that changes
the public policy more inclined towards the environment.

What is an Environmental Movement?

 An environmental movement can be defined as a social or political movement, for

the conservation of environment or for the improvement of the state of the
environment. The terms ‘green movement’ or ‘conservation movement’ are
alternatively used to denote the same.
 The environmental movements favour the sustainable management of natural
resources. The movements often stress the protection of the environment via
changes in public policy. Many movements are centred on ecology, health and
human rights.
 Environmental movements range from the highly organized and formally
institutionalized ones to the radically informal activities.
 The spatial scope of various environmental movements ranges from being local
to the almost global.
Essay on Values: Meaning, Characteristics and Importance

Essay on Values: Meaning, Characteristics and Importance!

Values are stable, long lasting beliefs about what is important to an Values are a very
powerful but individual. Values are very important to the study of the organisational
behaviour, silent force affecting human because values have an important influence on
the attitudes, perceptions, and needs and motives of the people at work. Values are the
basis of human personality and are a very powerful but silent force affecting human
behaviour.

Values are so much embedded in the personalities of the people that they can be inferred
from people’s behaviour and their attitudes. Effective managers have to understand the
values underlying the behaviour of the employees, because only then they will realize
why the people behave in strange and different ways sometimes.

Meaning and Definition of Values:

A value system is viewed as a relatively permanent perceptual frame work which

influences the nature of an individual’s behaviour. The values are the attributes
possessed by an individual and thought desirable. Values are similar to attitudes but
are more permanent and well built in nature.

A value may be defined as a “concept of the desirable, an internalized criterion or

standard of evaluation a person possesses. Such concepts and standards are relatively
few and determine or guide an individual’s evaluations of the many objects encountered
in everyday life.”

According to Milton Rokeach, a noted psychologist “Values are global beliefs that guide
actions and judgments across a variety of situations.” Values represent basic
convictions that a specific mode of conduct (or end state of existence) is personality or
socially preferable to an opposite mode of conduct (or end state of existence)”.

Characteristic of Values:

Values are generally, tinged with moral flavour and they contain a judgmental element,
involving an individual’s idea as to what is right, good, desirable.

The characteristics of values are:

(i) Values provide standards of competence and morality.

(ii) Values are fewer in number than attitudes.

(iii) Values transcend specific objects, situations or persons.

(iv) Values are relatively permanent and resistant to change.

(v) Values are most central to the core of a person.

(vi) Values have two attributes-content and intensity. The content attribute stresses that
a particular code of conduct is important. The intensity attribute specifies how
important that particulars code of conduct is.

(vii) When we rank an individual’s values in terms of their intensity. We obtain the value
system of that person.

(viii) In the value system, all of us have a hierarchy of values; which is identified by the
relative importance we assign to different values such as freedom, self respect, honesty,
self respect, and so on.

Importance of Values:

Values are important to the study of organisational behaviour because of the

following points signifying their importance:

(i) Values lay the foundations for the understanding of attitudes and motivation.

(ii) Personal value system influences the perception of individuals.

(iii) Value system influences the manager’s perception of the different situations.

(iv) Personal value system influences the way in which a manager views the other
individuals and the groups of individuals in the organisation.

(v) Value system also influences a manager’s decisions and his solutions to the various
problems.

(vi) Values influence the attitudes and behaviours. An individual will get more job
satisfaction if his values align with the organisation’s policies. If the organisation’s
policies are different from his views and values, he will be disappointed; the
disappointment will lead to job dissatisfaction and decline in performance.

(vii) The challenge and reexamination of established work values constitute important
corner stone’s of the current management revolution all over the world. Hence, an
understanding of the values becomes a necessity.

Types of Values:

Milton Rokeach Classification:

An extensive research conducted by the noted psychologist Milton Rokeach, identifies

two basic types of values.
1. Terminal Values:

A terminal value is an ultimate goal in a desired status or outcome. These lead to the
ends to be achieved.

The examples of terminal values are:

Instrumental values relate to means for achieving desired ends. It is a tool for acquiring
a terminal value.

The instrumental values given in this study are:

The combination of terminal and instrumental values an individual has, create an

enduring cluster of values which is his value system. Thus, according to this survey,
our values and value system are primarily the determinants of who and what we are as
individuals.

Allport, Vernon and Lindzey Classification:

G.W. Allport, P.E. Vernon and G. Lindzey have categorized values into six major
types as follows:

1. Theoretical:

Interest in the discovery of truth through reasoning and systematic thinking. The ideal
theoretical man values the discovery of truth.
2. Economic:

Interest in usefulness and practicality, including the accumulation of wealth. The ideal
economic man values what is useful and concerned with practical affairs.

3. Aesthetic:

Interest in beauty, form and artistic harmony. The ideal aesthetic man values artistic
and aesthetic experiences in life, though he himself may not be creative.

4. Social:

Interest in people and human relationships. The ideal social man places great values on
affiliation and love. He tends to be kind and sympathetic to other individuals.

5. Political:

Interest in gaining power and influencing other people. The ideal political man places
great value on power.

6. Religious:

Interest in unity and understanding the cosmos as a whole. The highest value for the
ideal religious man may be called unit. Different people give different importance to the
above mentioned six values. Every individuals gives ranking to the values from one to
six. This is very important for understanding the behaviour of the people.

The main functions of values are as follows:

1. Values play an important role in the integration and fulfillment of man’s basic
impulses and desires in a stable and consistent manner appropriate for his living.

2. They are generic experiences in social action made up of both individual and social
responses and attitudes.

3. They build up societies, integrate social relations.

4. They mould the ideal dimensions of personality and range and depth of culture.

5. They influence people’s behaviour and serve as criteria for evaluating the actions of
others.

6. They have a great role to play in the conduct of social life.

7. They help in creating norms to guide day-to-day behaviour.

 What is Culture, Definition, Features & Characteristics of
Culture

Culture is the Centre of a society and without culture no society can even exist.
It is the main difference between human beings and animals. It is a heritage transmitted
from one generation to another. It includes all the ways and behaviors is social life. Man
is born in the environment of culture, in which he seeks his way of behaving and
acting in a given society. You can also find out effects of ethnocentrism.

Definition of Culture

Following are some important definitions of culture by sociologists

Horton and Hunt definition of culture, “Culture is everything which is socially shared
and learned by the members of a society.”

Tylor defined “It is that complex whole including beliefs, art, region, values, norms,
ideas, law, taught, knowledge, custom and other capabilities acquired y a man as a
member of a society.”

It is the totality of human experience acquired during transmission of heritage from one
generation to another and to learn the ways of learning, eating, drinking, behaving,
walking, dressing, and working is the culture of man.

Features & Characteristics of Culture

Some of the important characteristics of culture has been cited below.

1. Culture is learned

Culture is not inherited biologically but it is leant socially by man in a society. It is not
an inborn tendency but acquired by man from the association of others, e.g. drinking,
eating, dressing, walking, behaving, reading are all learnt by man.

2. Culture is social

It is not an individual phenomena but it is the product of society. It develops in the

society through social interaction. It is shared by the man of society No man can acquire
it without the association of others. Man is man only among men. It helps to develop
qualities of human beings in a social environment. Deprivation of a man from his
company is the deprivation of human qualities.

3. Culture is shared

Culture is something shared. It is nothing that an individual can passes but shared by
common people of a territory. For example, customs, traditions, values, beliefs are all
shared by man in a social situation. These beliefs and practices are adopted by all
equally.

4. Culture is transmitted

Culture is capable of transmitted from one generation to the next. Parents papas
cultural traits to their children and in return they pass to their children and son on. It
is not transmitted through genes but through language. Language is means to
communication which passes cultural traits from one generation to another.

5. Culture is continuous

It is continuous process. It is like a stream which is flowing from one generation to

another through centuries. “Culture is the memory of human race.”

6. Culture is accumulative

Culture is not a matter of month or a year. It is the continuous process and adding new
cultural traits. Many cultural traits are borrowed from out side and these absorbed in
that culture which adopt it, as culture is accumulative and combines the suitable
cultural traits.

7. Culture is integrated

All the cultural aspects are inter-connected with each other. The development of culture
is the integration of its various parts. For example, values system is interlinked with
morality, customs, beliefs and religion.

8. Culture is changing

It remains changing but not static. Cultural process undergoes changes. But with
different speeds from society to society and generation to generation.

9. Culture varies from society to society

Every society has its own culture and ways of behaving. It is not uniform every where
but occurs differently in various societies. Every culture is unique in itself is a specific
society. For example, values, customs, traditions, ideologies, religion, belief, practices
are not similar but different in every society. However the ways of eating, drinking,
speaking, greeting, dressing etc are differs from one social situation to another in the
same time.

10. Culture is responsive

Culture is responsive to the changing conditions of a physical world. It intervenes in the

natural environment and helps man from all dangers and natural calamities e.g. our
houses are responsible to give us shelter and safety from storm and heavy rains.
11. Culture is gratifying

It is gratifying and provide all the opportunities for needs and desires satisfaction. These
needs may be biological or social but It is responsible to satisfy it. Our needs are food,
shelter, clothing and desires are status, fame, money, sex etc are all the examples which
are fulfilled according to the cultural ways. In fact it is defined as the process through
which human beings satisfy their need.

12. Linked with society

Last but not the least one of the characteristics of culture that culture and society are
one and the same. But if we say that these turn two are twin sister, it would not be
wrong. Society is a composite of people and they interact each other through it. It is to
bind the people within the society.
 SCERT: Functions and Departments of SCERT in India

The National Council of Educational Research and Training (NCERT) maintains a

network of field offices to keep a close liaison with State Government. At present, these
offices have been established in different States and Union territories. State Council of
Educational Research and Training (SCERT) is one of these offices. It came into
existence on 5th January 1979 as a result of transformation and upgradation of the
former State Institute of Education (SIE).

Functions of SCERT:

The State Council of Educational Research and Training discharges the following
functions:

1. To organize and implement the special educational projects sponsored by UNICEF,

NCERT and other agencies for qualitative improvement of school education and teacher
educators.

2. To prescribed curricula and textbooks for the school and teacher training institutions.

3. To produce instructional materials for the use of teacher- educators.

4. To arrange in-service training for different categories of teachers, inspecting officers

and teacher-educators and coordinate the work of other agencies operating at the state
level.

5. To organize programmes including Correspondence-cum- Contact Courses for

professional development of teachers, teacher-educators and inspecting officers.

6. To supervise the working of the Teacher-Training Colleges, Secondary Training

Schools and Elementary Training Schools.

7. To provide extension service to Teacher-Training Institutions at all levels in the state.

8. To conduct studies and investigations on the various problems of education.

9. To evaluate the adult and non-formal education programmes entrusted by the

Government.

10. To conduct the public examinations specially at terminal stages like the end of Class
HI and Class IV etc. with a view to selecting candidates for scholarships through such
examinations.

The State Council of Educational Research and Training has a Programme Advisory
Committee under the chairmanship of the Education Minister. There are also Special
Advisory Committees for programmes like Population Education, Educational
Technology and Non-formal Education.
The SCERT has the following departments:
1. Department of Pre-School and Elementary Education.
2. Department of Non-formal Education.
3. Department of Curriculum Research and Special Curriculum Renewal Projects.
4. Department of Science and Mathematics Education.
5. Department of Population Education.
6. Department of Teacher and Inservice Education.
7. Department of Educational Technology.
8. Department of Examination Reform and Guidance.
9. Department of Research coordination.
10. Department of Art and Aesthetic Education.
11. Department of Adult Education and Education for Weaker Sections.
12. Department of Publication.

The Director is the head of the Council and he is assisted by one Deputy Director in
administration and other in academic matters. Besides, there are four Class I Officers,
three in the OES (Colleges) Cadre and one in OES (Field) Cadre, 23 Class II officers in
the OES Cadre of both College and School branch and some assistants.

The Director of Education maintains a close and personal touch not only with the
district level officers but also with principals and teachers so as to provide them with
necessary guidance and intellectual stimulation.

The State Council of Educational Research and Training (SCERT) is established and
maintained in order to improve the standard of education in the state. The primary
objective of the Council is to help through suitable programmes of research, training
and extension. It plays an important role in Orissa in implementing the training
programmes and orientation courses for different types of workers for introducing
changes in the system of examination.

At present the SCERT has been working as the academic wing of the Department of
Education and Youth Services, Government of Orissa. It has been acting as the
Directorate of Teacher Education. The appointment, transfer and promotion of the
teaching and non-teaching staff of the Institute of Advanced Studies in Education
(IASEs), Colleges of Teacher Education (CTEs), Training Colleges, District Institute of
Education and Training (DIETs), Training Schools etc. are done by the Government in
consultation with the Director of SCERT.

All kinds of academic programmes are coordinated, streamlined and maintained by the
SCERT. Periodical revisions and upgrading of curricula, preparation of text books,
teachers’ guidance and other teaching and learning materials and improvement in
methods of teaching and evaluation are also undertaken by the SCERT.

The Ministry of Education and Youth Services Government of Orissa performs most of
the functions through the SCERT So the SCERT provides guidance to the State
Government in the field of education.
ABOUT SCERT

In pursuance of the recommendations of NPE, 1986 and its Programme of Action, the
State Council of Educational Research & Training (SCERT), Delhi was established as an
autonomous organization on May, 27, 1988 for providing academic resource support in
improving the quality of school education in Delhi.

To achieve the aforesaid objective, through the tottering steps of infancy, we learnt the
ropes of development of in-service/ pre-service course designs/syllabus, teacher
training materials, conduct In-service Education of Teachers (INSET) Programmes/ETE
Course and undertake research projects aimed at finding solutions to problems. The
subsequent years saw us repeating the same processes with many variations and in
varied hues, thus, enabling as to further refine our skills.

The work of SCERT and District Institution of Education and Training (DIET) covers the
entire spectrum of school education.

The SCERT has focus on secondary education. The DIETs have adopted Lab Areas
Approach to conduct studies, experiment new techniques, undertake action research
and field testing to provide academic support at grass-root level in their respective
districts in the area of Elementary Education. The inputs by SCERT and DIETs have
resulted in professional growth of teachers, teacher educators, educational
administrators and other educational functionaries leading to improvement in their
effectiveness and efficiency.

The SCERT and DIETs have to quickly respond to the changes in content, methodology
and evaluation to empower teachers and other educational functionaries to enable them
to effectively address the problems of students. Along with the professional growth of
the human component, the development of quality teaching-learning material and
undertake research are some of the important tasks conductive for attaining the
objectives of quality education and a responsive educational system. SCERT is striving
hard to achieve this goal.

At present, eight Govt. DIETs one DRC is functioning under the overall guidance of
SCERT. The DIETs have a mandate to conduct Pre-Service Teacher Education in the
form of two year Diploma course in “Elementary Teacher Education (ETE)”. The Govt.
DIETs also organize INSET Programme for Primary School Teachers and Headmasters.
Additionally, 21 Self Financed Recognized Private ETE Institutions affiliated to SCERT,
Delhi are conducting ETE course. Also, 30 Self Financed Recognised Private Institutions
affiliated to SCERT, Delhi are conducting two year Diploma Course in “Early Childhood
Care & Education (ECCE)”. SCERT has responsibility of admission, examination and
certification of these private recognised ETE and ECCE Institutions. Academic Resource
Support to these is provided by SCERT in the form of development of curriculum. SCERT
also has a mandate to ensure that these institutions function in accordance with the
established Norms.
SCERT has made a serious attempt to institutionalize teachers in-service education as
it is an essential component for their professional growth. Systematic efforts have been
made to bring in clarity about the focus and perspective of in-service education and
develop/ implement a model of training involving the following steps:-

1. Conceptualization regarding general and specific objectives

2. Development of Course deigns
3. Development of Course materials
4. Orientation of course Director and Resource persons
5. Training
6. Evaluation and follow-up

SCERT is also conducting an In-Service B.Ed Course with due recognition from NCTE
and affiliation with GGSIPU, Delhi. The approved intake is of 100 students per year.
This course is unique because the students are In-service Assistant Teachers from the
education department of GNCT, Delhi who are due for promotion to TGT but cannot be
promoted due to lack of B.Ed qualification. The students are paid their full salaries by
their department during the session.
The development, publication and dissemination of Teaching-Learning Materials in the
form of Textbooks, Manuals, Question-Banks, Handouts etc in print format and e-TLM
is an essential component of SCERT’s effort to improve the quality of school education
in Delhi.
The advent of Information and Communication Technology (ICTs) has resulted in the
creation of “New Media”. SCERT, Delhi has kept itself abreast with the pace of change.
We extensively use e-mails for communications with all the DIETs and ETE/ECCE
private institutions for admission/examination related work. We also uploaded all our
ETE/ECCE Admission lists for 2011-12 session on our Website to communicate with
people and ensure transparency. With in 2011-12 we have also started online
submission of admission forms for ETE and ECCE course admission. This resulted in
saving a large amount of Govt. money. We have also been using Computer Aided
Learning (CAL) materials for the past few years during INSET Programmes.
While most of technologies have a problem of interaction, during large scale INSET
Programmes, we solved this by using CAL materials, LCD projectors and wireless mikes
given to the Resource Person and the participants. SCERT, Delhi also has an EDUSAT
Learning End of the NCERT network while the teaching end is at CIET, NCERT. We have
been participating in Video Conferences using this equipment to provide training to
teacher educators and pupil teachers. This equipment enables the participants in our
classrooms to interact with the experts at the learning end, while all other similar
classrooms across the country can watch our interaction. Similarly we can watch
interactions of all the other classrooms in turn.
As the ICTs in varied forms becomes more affordable and enhance reach and interaction
capabilities, we hope to further attain the target of quality and quantity in teacher
education.
The SCERT Delhi, has a well stocked library, CAL Lab., Educational Technology Lab
with the capacity of development of e-TLMs, Work Ex Lab , Science Lab.
Function and objectives

FUNCTIONS

 To assist the Government of Assam in formulating academic policies, planning

for quality improvement of School education and teacher education of the state.
 To formulate the relevant and age appropriate syllabus and textbooks and other
resource materials as per guidelines of NCERT for elementary schools in all
mediums of instruction of the state.
 To conduct and promote Educational Researches in the field of School Education
and Teacher Education in Assam and to use the findings of such researches for
quality improvement in concerned area.
 To prepare guidelines for putting in practice Continuous and Comprehensive
Evaluation at the Elementary Stage in the state.
 To design pre-service and in-service Teacher Education courses as per guidelines
of NCTE from time to time.
 To design and oversee implementation of the process of holistic school
development plan for quality assessment on a regular basis through BRC and
CRC.
 To design and conduct training programmes for professional development of
teachers and teacher educators in the state of Assam.
 To render extension service to other organisations in academic matters as and
when required.
 To promote application of ICTs in educational programmes/ classroom
transactional process.
 To strengthen monitoring mechanism for school as well as teacher education of
the state.

To perform any other duties and responsibilities to be assigned by the Govt. from time
to time on academic matters.

OBJECTIVES

Training

 to conduct teacher education course as per National Curriculum Framework on

Teacher Education (Face to Face and Open and Distance Learning mode)
 to conduct short-term training programmes for teacher and teacher educators
Development:
 to develop and review curriculum and Textbook in the light of National
Curriculum Framework
 to develop and review curriculum for teacher education in the light of National
Curriculum Framework on Teacher Education
 to develop reference materials for teacher education courses
 To develop resource material for teacher and teacher educators
 to develop Academic Calendar for schools and TEIs
  to develop guidelines/ materials for effective implementation of CCE in schools
and TEIs
 to develop Perspective Plan as well as Annual Work Plan and Budget for teacher
education institution as well as SCERT

Research and Survey

 to conduct and promote educational research and surveys for qualitative

improvement of school education and teacher education scenario of the state
 to organize seminars and conferences on emerging issues related to school
education and teacher education of the state
 to disseminate research findings to policy makers, administrators, field
functionaries etc.

Extension

 to collaborate with SSA, RMSA, UNICEF, NCERT, electronic and print media and
other organizations in the field of school education as well as teacher education
of the state Restructuring and Re-organization of Teacher Education Scheme of
Assam:
 to re-structure and re-organize SCERT, Assam, as per guidelines for revised
teacher education scheme issued by MHRD, GOI on June 2012
 to strengthen SCERT and TEIs as per guidelines of GOI
 to establish New TEIs as per norms
 to facilitate faculties of SCERT and TEIs for capacity building
 to utilize fund allotted to SCERT and TEIs for programme and activities, faculty
development and contingencies
 About RMSA
Overview

Education provides the surest instrument for attaining sustainable development of a

high order in a country. In this regard, primary education acts as the basic enabling
factor for participation, freedom and overcoming of basic deprivation; whereas
secondary education facilitates economic development and establishment of social
justice. Over the years, liberalisation and globalisation have led to rapid changes in
scientific and technological world and have prompted the general needs of improved
quality of life and reduced poverty. This undoubtedly necessitates the school leavers to
acquire higher levels of knowledge and skills than what they are essentially imparted
with throughout the eight years of elementary education. Also, a crucial stage in the
educational hierarchy, secondary education empowers children to aggrandise nations
by preparing them for higher education and also the world of work.

Following the recommendations of New Education Policy of 1986 and Programme of

Action, 1992 the Government of India initiated different schemes to support children of
secondary and higher secondary schools at different points in time. The IEDSS (formerly
IEDC), Girls’ Hostel, Vocational Education and ICT@schools schemes were started with
the overall objective of providing accessible, and relevant secondary education of good
quality in India. Started in 2009 in partnership with State Government and Local Self
Government, RMSA was the most recent addition to these four existing schemes.

Rashtriya Madhyamik Shiksha Abhiyhan

The Rashtriya Madhyamik Shiksha Abhiyan is a flagship scheme of Government of

India, launched in March, 2009, to enhance access to secondary education and improve
its quality. The implementation of the scheme started from 2009-10 to generate human
capital and provide sufficient conditions for accelerating growth and development and
equity as also quality of life for everyone in India. Largely built upon the successes of
SSA and, like SSA, RMSA leverages support from a wide range of stakeholders including
multilateral organisations, NGOs, advisors and consultants, research agencies and
institutions. The scheme involves multidimensional research, technical consulting,
implementation and funding support. Currently in its fourth year of implementation,
RMSA covers 50,000 government and local body secondary schools. Besides this, an
additional of 30,000 aided secondary schools can also access the benefits of RMSA; but
not infrastructure and support in core areas.
Objectives

 The scheme envisages to achieve a gross enrolment ratio of 75% from 52.26% in
2005-06 for classes IX-X within 5 years of its implementation, by providing a
secondary school within reasonable distance of any habitation.
 Improve the quality of education imparted at secondary level by making all
secondary schools conform to prescribed norms.
 Remove gender, socio-economic and disability barriers.
 Provide universal access to secondary level education by 2017, i.e. by the end of
the 12th Five Year Plan
 Enhance and universalize retention by 2020
National Council of Teacher Education (NCTE)

Introduction

The National Council for Teacher Education (NCTE) was set up by Government of India
in 1973 as an advisory body to the government at the Center and the State, on matters
related to teacher education. However, in 1986 the government framed a National Policy
on Education (NPE), which stressed on the need to set up a statuary body to look after
the teacher's education in the country, as a first step to produce good teaching
professionals in the country. On 17thAugust 1995, National Council for Teacher
Education (NCTE) was conferred the status of statutory body in pursuance to the
National Council for Teacher Education Act, 1993.

The National Council of Teacher Education (NCTE) sets up norms and standards for
teacher's education right from pre-school teacher education to post graduate level
teacher education. Apart from this, the council also plans, coordinates and implements
innovative ways to educate teachers. The purpose of Government of India to achieve
planned and coordinated development of the teacher education system throughout the
country is also achieved by the NCTE.

The Council has it's headquarter at New Delhi and four Regional Committees at
Bangalore, Bhopal, Bhubaneshwar and Jaipur to look after its responsibilities. The
NCTE is headed by a Chairperson. The Regional Committee of NCTE is managed by
Regional Director of the committee.

Objective

The main objective of the NCTE is to achieve planned and coordinated 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. 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
distance (correspondence) education courses.
 District Institute of Educational Training (DIETs)

An Introduction

While all the inputs listed in the preceding paragraph are crucial, the last two are
especially so. About teachers, the Education Commission (1964-66) had observed, “of
all the factors that influence the quality of education… the quality, competence and
character of teachers are undoubtedly the most significant”. But these in turn depend
substantially on the quality of training and other support provided to them. The
importance of the last input mentioned in the preceding para viz. academic and resource
support-can therefore hardly be over-emphasized. Until the adoption of the NPE, this
support in the area of elementary education was being provided largely at the national
and State levels only by institutions like NCERT, NIEPA and SCERTs. Likewise in the
area of adult education, this support was being provided by the Central Directorate of
Adult Education at the national level, and by State Resource Centres (SRCs) at the State
level. Below the State level, there were elementary teacher education institutions but
their activities were confined mostly to pre-service teacher education. The physical,
human and academic resources of most of the institutions were inadequate even for this
limited role. They also tended to adopt teaching practices, which were not in
consonance with the ones they prescribed to prospective teachers. There were certain
larger problems as well e.g. courses of study being out-dated.

By the time of adoption of the NPE, elementary and adult education systems were
already too vast to be adequately supported by national and State level agencies alone.
The NPE implied their further expansion as also considerable qualitative improvement.
Provision of support to them in a decentralized manner had therefore become
imperative. The NPE and POA accordingly envisaged addition of a third-district level-
tier to the support system in the shape of District institutes of Education and Training
(DIETs). With this, expectation would be of wider quantitative coverage as well as
qualitatively better support as these Institutes would be closer to the field, and therefore
more alive to its problems and needs.

Pursuant to the provisions of NPE on teacher education, a Centrally sponsored Scheme

of Restructuring and Reorganization of Teacher Education was approved in October
1987. One of the five components of the Scheme was establishment of DIETs. Draft
guidelines for implementing the DIET component were circulated to States in October
1987 and have, together with certain subsequent circulars, formed the basis for its
implementation so far. Till October 1989, Central assistance had been sanctioned
under the Scheme for setting up a total of 216 DIETs in the country.

The present document purports to consolidate, amplify and revise the existing
guidelines in regard to DIETs. With this, all earlier guidelines on the subject would
stand superseded.
Functions of a DIET

The context, mission and role of the DIETs have been discussed in the preceding
Chapter. Their functions, as spelt out in the POA, have been quoted in Annex 2.
These could be re-stated as follows:-

(1) Training and orientation of the following target groups:-

(i) Elementary school teachers (both pre-service and in-service

education).
(ii) Head Master, Heads of School Complexes and officers of Education
Department up to Block level.
(iii) Instructors and supervisors of Non-formal and Adult Education
(induction level and continuing education)
(iv) Members of DBE and Village Education Committee (VECs) Community
leaders, youth and other volunteers who wish to work as educational
activities.
(v) Resource persons who will conduct suitable programmes for the target
groups mentioned at (I) and (iii) above, at centers other than the DIET

(2) Academic and resource support to the elementary and adult education
systems in the district in other ways e.g. by 9I) extension activities and interaction with
the field, 9ii) provision of services of a resource and learning center for teachers and
instructors, (iii) development of locally relevant materials teaching aids, evaluation tools
etc., and (iv) serving as an evaluation center for elementary school and programmes of
NFE/AE.

(3) Action research and experimentation to deal with specific problems of the
district in achieving the objectives in the areas of elementary and adult education.