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UNIT 7 INSTITUTIONAL ARRANGEMENTS
OF EDUCATIONAL OPERATIONS
Introduction
Objectives
Lucal Level Bodies for Educational Operations
7.3.1 Education under Panchayati Raj
7.3.2 Viage Education Committee
7.3.3 Panchayat Standing Committee on Education
7.3.4 Block Resource Centre
7.3.5 Cluster Resource Centre (CRC)
7.3.6 Zilla Parishad
7.3.7 Management of Education in Municipal AreasNWemi-urban Areas
State Level Bodies for Educational Operations
7.4.1 Department of Education
7.4.2 Regional or Circle Level Bodies
7.4.3 District Level Bodies
7.4.4 Block Level Bodies
7.4.5 State Higher Education Commission
7.4.6 State Council of Educational Research and W i n g (SCERT)
7.4.7 State Institute of Educational Management and Training (SIEMbX)
7.4.8 State Institute of Educational Technology (SIET)
7.4.9 District Primary Education Programme @PEP)
Ministry of Human Resource Development (MHRD)
Educational Bodies helping the MHRD
7.6.1 Central Advisory Board of Education (CABE)
7.6.2 University Gmnts Commission (UGC)
7.6.3 Corlncil of Scientific and Industrial Research (CSIR)
7.6.4 All India Council for Technical Education (AICTE)
7.6.5 lndira Gandhi National Open Univenity (IGNOU)
7.6.6 Distance Education Council @EC)
7.6.7 Association of Indian Universities ( N U )
7.6.8 National University of Educationi :Planning and Administration (MEPA)
7.6.9 National Council of Education Research and Training (
N m
International Bodies
7.7.1 United Nations Educational, Scientific and Cultural Organization (UNESCO)
7.7.2 United Nations lntemational Children's Emergency Fund (UNICEF)
7.7.3 United Nations Development Pro- (UNDP)
7.7.4 World Bank
7.7.5 Commonwealth of Learning (COL)
Let u s Sum Up
Unit-end Activities
Points for Discussion
Suggested ReadingsJReferences
Answer to Check Your Progress
~ t u t i o d ~ n t s
7.1 INTRODUCTION or ~ducationaloperations
Education, as you know, is a social system. It caters to the needs of society. The 42*
Amendment of Indian Constitution (1976) stipulated that 'education is the concurrent
responsibility of both, Central and State Governments'. Hence, education has become a
joint responsibility of both. There are administrative and academic institucions at the
Centre and State to look after the educational development at all levels including school
education. In this unit, we are concerned with institutional arrangements of educational
operations at different levels namely, local, state, national and international. We also
discuss how schools, colleges, universities, professional institucions, institutions of
national importance etc, are being administered by different bodies. Let us discuss and
understand about these arrangements in this unit.
After going through this unit you will be able to:
state the existing constitutional provisions for structure of education in India.
describe the status, structure and functions of different educational and

administrativebodies for primary, secondary,higher secondary, university colleges,
professional colleges/institutions, etc.
discuss the interrelationships and responsibilities of these authorities and

organizations.
t discuss the roles of international agencies in promoting the educational

I programmes.
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7.3 LOCAL LEVEL BODES FOR EDUCATIONAL

OPERATIONS
Local self-governments of the Panchayati Raj System are not a new development in
India. They have functioned in varying forms for centuries in different parts of the
country. Villages in ancient India were very effective instnunents of self-governance.
Gandhiji wished to revive the Panchayati Raj institutions (PRk) in 2 P century with
democratic bases of their own and by investing in them adequate powers to ensure that
the villages could have a real sense of 'Swaraj'. Even during the British rule, Dishict
I Boards played a significant role in educational development.
I
After independence the significance of decentralization in accelerating the process of
development was emphasised by the Balwantrai Mehta Committee (1957). The
Committee recommended the "establishment of an interconnected three-tier
organizational structure of democraticdecentralizationat the village, block and district
levels." Later on, the 73rd and 74th Amendments in the Constitution of India constituted
a new chapter in the process of decentrakhon in India The basic function of democratic
I
decentralization is to ensure the planning for development, which is more responsive
and adaptable to regional and local needs of the population. It ensures people's
I
participation in the development process.

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I
Policy Making and 7.3.1 Education under Panchayati Raj

Implementation
The Panchayati Raj Bodies have an important role to play in reconstruction of the
educational system. Despite phenomenal progress since independence, the objectives
of universalization of elementary education and total literacy still remain elusive goals.
The problem of irregular attendance of children and their subsequent dropout in large
numbers continue to be a cause of concern. Another matter of concern is the slow
progress in providing education to the disadvantagedgroupsof population such as girls,
children belonging to Scheduled Casteflribes, backward classes, minorities, children
with various impairments etc. All these issues pose a serious challenge for the
management of education. It is being realised that there is alienation between the
communities in general and the educational system and thus efforts so far made towards
ensuring larger enrolment, raising retention rate and improving teaching-learning process
have not succeeded substantially.
The National Policy on Education (NPE 1986) and Programme of Action (PoA) (1 992)
have also advocated establishmentof District Boards of Education. A CABE Committee
was set up under the chairmanship of M. Veerappa Moily to formulate guidelines on
decentralised management in the context of 73rd &d 74th Constitutional Amendment
Acts. Again, the Department of Education of the, MHRD, set up a Core Group at NIEPA
(presently known as NUEPA) to assist the committee in its deliberations by preparing a
number of documents, background papers and materials for the use of the committee.
Since then, the Constitution has been amended for establishing regular democratically
elected bodies at the village, intermediate, district and municipal levels. Keeping in
view the three-tier structure it proposed the delegation of responsibilities of educational
management to the Panachayats, Panchayat Samitis and Zila Parishads. The Programme
of Action (POA) attached considerable importance to Village Education Committee
(VECs). The village normally represents a cohesive community and is ideally suited
for promoting programmes, involving support of the community, in respect of Early
Childhood Cate and Education (ECCE), Primary Education, Non-Formal Education
and Adult Educeion.
The Panchayati Raj Bill is an enabling legislation. In their turn, the states would need to
draw up appropriatelegislations, which among other things. must provide for Panchayati
Raj Committee for Education. Let us understand the functions of such committees and
their contribution in academic and adminismtive matters.
7.3.2 Village Education Committee (VEC)

Under the Constitution Amendment Bill Panchayat is being formed for a village or a
group of villages. The Panchayat will have elected representatives. Besides, each
Panchayat will constitute a Village Education Committee (VEC)or Sub-committee of
Panchayat which could be responsible for administration of the delegated programmes
in the field of education at the village level in case of more than one village. The major
responsibilities of the VECs should be operationalization of micro-level planning and
school mapping in the village through systematic house-tehouse survey and periodic
discussion with the parents. It should be the endeavour of the committee that each and
every child participates in the primary education. In these activities, they will be provided
expert guidance and support by DIETS.
i The state governments have entrusted the following functions to tbe VEC: Institutional A m
I or Educational a
I Functions
1 VEC should make efforts:
1 I) so that all the children between 6 to 14 age group, get admitted in school;
iI 2) to conduct house to house survey in village for identifying educational needs of
children and parents;
3) to ensure that school functioning is regular and teachers also are regular;
4) to see that school climate attracts the students to be in the school;

L 5) to mobilise resources to maintain school building1 furniture and to create facilities
for drinking water, toilets, etc.;
6) to arrange for helping the needy students by way of uniform, notebooks,

, . books, etc.;
/
7) to arrange for festival celebrations, competitions, sport activities, hobby

classes, etc.;
8) to cooperate with school's Parent Teacher Association (PTA) or Mother Teacher

Association (MTA) in conducting useful activities;
9) to assist in the programmes of 'alternative school' or 'continuing education';
10) to acquaint the members with DPEP programmes and to arrange for attending the
training;
I
f 11) to establish close link with Gram Panchayat or other levels of administration; and
12) to make periodic self-assessment of progress of VEC's efforts.

These functions can be exemplified by each state according to their local needs and
priorities. VEC as sub-committee of Panchayats includes not less than 7 and not more
than 15 members, Sarpanch or Chairman of Panchayat as presidentIChairman, CRC
coordinatoras -cum-Secretary aq member, Headmaster of Primary School
as Member Secretary, one representative of SC/ST/OBC, one representative of PTAI
MTA, a retired teacher from the village (a person interested in education) and one parent
representative of handicapped child are the members of VEC. At least one-third of the
total number of members should be women.
7.3.3 Panchayat Standing Committee on Education

Where the Panchayat comprises only one village, the Committee for Education is named
as Panchayat Standing Committee on Education (PEC). It has been given the statutory
authority by bringing it under the Panchayati Raj Legislation. Tenure of the committee
is the same as the tenure of tbe Panchayat. The composition and structure of PEC is also
the same as of VEC.
Functions
The Committee will make efforts:
1) to ensure creation of awareness among local community for participation' in
managing the effective and regular functioning of the schools and centres;
I Policy Making and
Implementation
2)
3)
to exercise supervision over Early Childhood Care and Education, non-formal
education, primary education and adult education programmes in its jurisdiction;
to arrange visits of educational institutions and centres periodically and promote

enrolment drive, persuade parents of non-attending children to send their wards to
schools and enthusing adults for literacy programmes;
4) to take steps to promote attendance, prevent drop-outs and to undertake supportive

measures for retention of students and to assist in the smooth functioning of the
schools;
5) to provide encouragement and support to the teachers and to arrange for essential
facilities in the schools: and
1I 6) to prepare and present reports and proposals to Panchayat Samiti on the development
of education.
Panchayat Samiti
This Samiti is Panchayat Raj body at the intermediate, that is, at the Block or Taluka
level. The Panchayat Samiti Standing Committee on Education (PSCE) is set up for
management of educational programmes covering adult education, non-formal education,
Early Childhood Care and Education and school education upto upper primary level in
their territorial jurisdiction under the overall supervision of Zilla Parishad.
Functions
1) The Committee exercises overall control and supervision of the educational
institutions upto upper primary level including private schools.
2) The Committee at this level is responsible to promote school complexes, to review

the progress periodically, and to pursue the programmes - adult literacy and
universalization of elementary education actively.
3) It is responsible for conducting academic supervisionof all the schools upto upper
primary level and for preparation of plans of educational development including
budget preparation and approval of expenditure incurred.
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7.3.4 Block Resource Centre
At the State level, State Resource Group (SRG) is formed for the purpose of pedagogical
renewal i.e. restructuring of cumculum, reformation of text-books, organising training
programmes for primary school teachers and conducting sharing sessions with SRG
members. This group inter-links training and developmentof various target groups like
BRC-CRC coordinators, primary school teachers, Head TeachersIMasters, school
supervisors, PTC College Lecturers and principals and DIET Lecturers and principals
through cascade mode or distance mode of training. Thus, BRC is responsible for
providing training and capacity building of school teachers.
Main Purpose and Functions BRC
The functions of BRC are:
1) to make arrangements so that all children get needed education with affordable
2) to arrange for regular meetings of teachers for progress and review; Institutional Arrangements
of Educational Operations
3) to arrange for the production of useful teaching aids;
4) to create good environment by arranging various cultural, literary and other activities
and competitions;
5) to implement the suggestions received from the SCERT and DIETS;and
6) to establish Parent Teacher Associations (PTAs) and Mother TeacherAssociations

(MTAs) for the schools under their own jurisdiction.
73.5 Cluster Resource Centre (CRC)

Cluster Resource Group is formed for giving advice and guidance to CRC. The objective
of CRC is empowerment of school's teachers in its jurisdiction by providing training in
innovative methods, producing useful learning materials, arranging co-curricular
activities and suggesting practical and simple approaches for transacting educational
activities.
7.3.6 Zilla Parishad

Zilla Parishad covers an entire district excluding municipal areas. Zilla Parishad also
sets up its Standing Committee on Education as a statutory body for the management of
education in its jurisdiction.
Composition
The Standing Committee is headed by the Chairman of Zilla Parishad. It consists of not
less than 15 and not more than 21 members with at least one-third members being
women. Representation of SCISTIOBC and minorities, Parent-Teacher Association,
Non-Government Organizations (NGOs) and teachers are there on the Committee. At
least two representativesfrom PEC, PCES and VEC also are nominated by the Committee
on rotation. Aprincipal of a college, a professor of Education of a university or a college
teacher, principal of DIET and head master of secondary school are also on the Committee
by nomination. The Chief Education Officer of the Zilla Parishad is the member secretary
of the Committee. The power of nomination of non-elected members rests with Zilla
Parishad.
Functions
1) This Committee is responsible for the overall management and supervision of
educational programmes in the entire district-upto secondary level.
2) It prepares the plan for development and conducts periodic reviews of the progress
of education upto secondary level.
3) Its specific responsibility is to boost the educational programmes to achieve total

literacy and universalization of elementary education.
4) The most important responsibility is to oversee and guide the Panchayat Samiti
Standing Committee on Education, Education Committees at PanchayatJVillage
I level in their tasks.
Policy Making and For overall organizational and academic support, the Panchayati Raj bodies take full
Implementation
support of the District Institute of Education and Training (DIET) in their efforts to
improve the quality of education. The services of the staff of the education department
at the district level also are available to Zilla Parishad. That means District Education
(DEO) and other Education Officers are involved in the programmes of Parishad
actively.
7.3.7 Management of Education in Municipal Areas/Urban/Semi-

urban Areas
The 74th (seventy-fourth)Amendment Act to the Constitution of India envisages giving
responsibility of "promotion of cultural, educational and aesthetic aspects"in Municipal
bodies.
li'unctions
Now let us know about the educational functions of Municipalities:
1) They will have control over staff except in the matter of their recruitment.
2) Some Municipalities might have built up viable management structures, which

include academic wings. In such cases they may be entrusted with academic
supervision of the institutions in their jurisdiction subject to guidelines laid down
by the Department of Education.
3) District Planning Committee co-ordinates the plans of development for all the
municipalities, and for the district as a whole.
4) The Municipalities are responsible for promoting universal elementary education

and total literacy in their jurisdiction.
5) The State Governments may periodically review the working of the Municipalities
in the sphere of education and enlarge their areas of responsibilities with appropriate
financial and staff support as they gradually grow.
I check Your ~mgress1

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I Notes: a) Write your answer in the space given below. I
I What is democratic decentralization? How is it helpful for management of I
b) Compare your answer with those at end of the unit.
1)
educational provision in our country?
.............................
2) State any three educational functions of the following administrative bodies: Iastitutiod Arrangements
a) Education Committee
b) Cluster Resource Centres
C) t i l a Parishad
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7.4 STATE LEVEL BODIES FOR EDUCATIONAL
OPERATIONS
We have already noted earlier that education with few exceptions fell in the state-list at
the time of commencement of Constitution. Its administration became State
responsibility. Since 1976 it has become a concurrent responsibility. Even then, the
major responsibility of administrationand management rest with the State Governments.
Let us look at the educational operations at the State level (Fig. 7.1) in this section
briefly:
Ministry of Education
i
c
I
Secretariate
Directorate I
Text Book
Board of
Secondary * Board
District Education District Institute of

Parishad Office Education and Training
Rural
Education
Corporation Office
Education Panchayat
Committee
Fig. 7.1: Structure of Education at State Level

Policy Making and Minister of Education at State Level
Implementation
The constitutional head of the State is the Governor of the State usually for a period of
five years' tenure. Governor has a council of ministers headed by Chief Minister having
LegislativeAssembly and the Legislative Council. One of the ministers holds the portfolio
of Education. In some States,the minister of education is assisted by deputy minister of
education also.
Directorate of Education
The administrative chief in each State is an officer known as or Director of Public
Instruction (DPI). He is the head of Education Department. In many cases now there
are more than one k t o r in a state separately in charge of school education, higher
education, technical education, etc.
In the day-today affairs of administration such as appointments, transfers of gazetted

officers, granting of financial aid to universities and such other matters a secretary of
education assists the minister. The office of the seaetary keeps the link between the
executive functions of the directorateand the policy-making functions of the legislature.
The Department of Education has a large number of officers and subordinate staff to
run the administration in the State effectively. They function at I) directorate level, 2)
the regional level, and 3) the district level. Refer to the Table 7.1 for the general
hierarchical organization at the State level.
mble 7.1: Levels of Admhistmtive Operation in a State for Education
Ministry of Education
1
1 Minister of Education
-
of the State
Thesecretary of
The Secretary of Education Education
Department of f The Director of Education or -
Education Director of Public Instruction
(D.E. or DPI)
The Directorate of
- Education
Circle Education Officer or

Dy. Director of Education (C.E. I The Regional or
Circle Office I
or District Inspectors of Schools
(DEO or DIS) r-l The District of
Omce of Education
The Block level

Office of Education
S o m e : Mathur S.S.(1990). (Page.341)

3R
In a democratic set up like ours the Minister of Education exercises control over services Imtitutional* m e - n h
in the education department of State through the Director of Education and exercises
some partial control over the s t .and services of personnel serving in the government
aided educational institutions in the State.
The Secretariat remains in direct touch with the Ministry of Education. The
recommendations of Directorate of Education are scrutinised at this level and with
proper comments transmitted onwards to the ministers. The Secretary of Education is
usually an Indian Administrative Service M c e r (IAS level). He passes orders on behalf
of government. The director, for most purposes, acts as a subordinate officer to him.
The director's references and letters pass through him and with his notings to the minister.
Whatever proposals, programmes or policies the director submits, they are scrutinised
at the Secretariat and then submitted to the minister.
The Department of Education is largely dependent on Directorate of Education for

getting information about almost all the educational institutions of the state. It is the
executive wing of the state government. The governmentinstitutions are directly under
its control. It gives grants-in-aid to privately managed institutions. The Director of
Education is the head of this body. HeBhe is responsible for administration of education
throughout the state. HeBhe provides expert advice on matters of policy to the minister.
HdShe W e s plans for educational expansion for the whole state. HdShe co-ordinates
the educational programmes of different districts of the State. HelShe also heads
Evaluation Services and Examination Boards. HeBhe is the ex-officio member of the
syndicates and senates of the executive bodies of the State Universities. The Director
has also to deal with a large number of local bodies, which are responsible for the
primary education in their areas. To assist him/her in this multi-faceted role, one or two
Joint Directors, a few Deputy Directors, the District Education Officers and other
inspecting staff are appointed.
7.4.1 Department of Education

The two levels of administration - the Secretariat and Directorate together, comprise
the Department of Education of a state. Since, the Wood's despatch, the Department of
Education is under the charge the Director but its policy-making functions have been
discharged by the Secretariat.The Department of Education with its two wings is under
the direct control of the Minister of Education of the State.
Functions: There are three types of functions of the department, i.e. i) regulatory,
ii) operational, and iii) directive.
1) Regulatory Functions are described to involve three important aspects:
(a) development of standards, rules and regulations, (b) examination and inspection,
and (c) the investigations in those cases where the compliance of the rules is to be
examined.
2) The Operational Functions are discharged by operating a number of
schools and colleges by it. The operational functions are also discharged
through its nationalization of textbooks and the organization and conduct of
examinations, etc.
3) The Directive Function of the department is in the form of giving directions for
the efficient functioning. Now this function is interpreted in the form of giving
creative leadership.
39
Policy Making and Unfortunately, there is a lack of awareness or realization in a number of states that the
Implementation
department has to administer education not simply by following the routine procedures
but by bringing dynamism and creativity in its efforts. The bureaucratic attitude in the
administration needs to be altered.
7.4.2 Regional or Circle Level Bodies

The big states are usually divided into regions or circles under the charge of a deputy
director. Sometimes they are called Circle Education Offcers or Superintendents. The
regional officers coordinate the functions of district officers in their region. They keep
link between the districts and the directorate. The duties of the Regional Director are
multifarious in many states. But in some this post is considered superfluous. The regional
director is a field officer. He can enrich the programme planning in the field. It may be
noted that the regional directors are not appointed in each and every state.
7.4.3 District Level Bodies

The administration of education at this level is considered as of great importance. In
fact, the success or the failure of any programme of school education depends upon the
functioning of the District Office. This office is under the charge of District Education
officer (DEO). He is usually a Class I Officer of the provincial education service. There
are number of Educational Inspectors (EIs) and subject experts to assist in the
administration and supervision of various aspects of education in the district. The
Education Commission (1964-66), the Committee of Members of Parliament on
Education 1967 and the Programme of Action, National Policy on Education (1986)
recommended reorganization of functioning at the district level for dynamic
implementation of all educational programmes. All of them suggested the need for
District Boards of Education.
7.4.4 Block Level Bodies

In some states, there is another cadre or level of administration which is known as
'Taluka' or 'Block". It is considered effective level of administration for primary
education. Block Education Officer heads this level. It provides expert and guidance
support, to educational developments in their jurisdictions with the help of BRCs and
BRGs.
In the earlier section, we tried to describe thc structure of educational administration at

the state level. In this Section, you will learn about the few academic bodies involved in
development and improvement of education at all levels in the State.
7.4.5 State Higher Education Commission

This commission operates to review performance, determines financial requirements
and plan for imovations in higher education. Commissioner of higher education holds
the charge of this body, besides representations of Vice-Chancellors and other officials,
distinguished educationists and Central Scientific Education and resource personnel as
members.
The purpose of the Commission is to strengthen the planning and co-ordination of

college and university education. The commissioner of Higher Education is ex-officio
member of senates of each university of the state. This body works in co-ordination
with University Grants Commission (UGC).
7.4.6 State Council of Educational Research and Training (SCERT) lmtihtiO*i A-gemenfS
and State Institute of Education (SIE)
The SCERT is known as SIE in some states. It is an integral part of Directorate of
Education and is the academic wing of the State Department of Education. It provides
academic guidance to the Regional Officers, District Education Officers, Block Education
Officers and Principals of Schools. SCERTs are headed by Directors and under them
are Joint Directors of different sections like Curriculum Development, Textbooks
Production Division, Non-Formal Education, Science and Maths Division, Integrated
Education for Disabled Children, Population Education, etc.
Refer to the Fig. 7.2 for further understanding and monitoring and supervision by the
State Council of Educational Research and Training
Monitoring and Supervision
SCERT Academic Staff

Readers
SRG Members
DIET Academic Staff

Principal
Sr. Lecturers
Cluster Resource Centre

CRC Coordinators I
Schools
Fig. 7.2: Monitoring and Supervision by the SCERT
The major functions of SCERT are as under:
1) it provides academic inputs and infrastructure for schools, DIETS, CTEs and
2) it supports training programmes of primary and secondary teachers in the state

and frames their teacher education curriculum;
3) it prepares the curriculum and text-books for school education;
4) it conducts research on school education and disseminates policy making decisions

and improved techniques and practices in the schools;
5) it encourages the teachers to conduct small-scale researches and action researches.
6) it conducts the capacity-building programmes in the field of educational research.

41
Policy Making and 7) it also supports the improvement of instructional process in all school subjects
Implementation
with the help of modem technologies and audio-visual aids; and
8) it develops academic linkages with NCERT and NCTE and other Central level
organizations. The figure shows the role of SCERT's in qualitative improvement
in school education and in exploring solutions to the educational challenges posed
by changing times.
7.4.7 State Institute of Educational Management and Training

(SIEMAT)
In certain states SIMAT functions as a nodal agency for imparting training in educational
planning and management. It is involved in conducting and commissioning research in
different areas of concern in primary education in general, and also in educational
planning and management in particular. It conducts collaborative research projects. It
sponsorslesearch projects. It supports action research and it is also involved in research
and training at the national level by way of collaboration.
7.4.8 State Institute of Educational Technology (SIET)

SETSat the state level are formed on the same line as the Central Institute of Educational
Technology (CIET) for the same purpose and functions. It performs functions like
educational media-related research, development, training, production and extension
and receives academic and technical guidance and support from the CIET. It helps in
preparation of educational programmes for TV channels for school education.
7.4.9 District Primary Education Programme (DPEP)

The District Primary Education Programme (DPEP), launched in 1994, is a centrally
sponsored programme providing special thrust to achieve Universalization of Elementary
Education (UEE). The programme takes a holistic view of primary education
development and seeks to operationalise the strategy of UEE through district specific
planning with emphasis on decentralised management, participatory process
empowerment and capacity building at all levels. The programme is structured to provide
additional inputs over and above the provision made by the state governments for
expenditure on elementary education.
The programme fills in the existing gaps in the development of primary education and
revitalises the existing system.
Programme Components: The DPEP is contextual and has a marked gender focus.
The programme components include: 1) construction of classrooms and new schools;
2) opening of Non-FormaVAlternative Schooling Centres, 3) appointment of new
teachers; 4) setting up of Block Resource Centres1Cluster Resource Centres; 5) teacher
training; 6) development of teaching-learning material; 6) research-based interventions;
7) special intervention for education of girls, SCIST etc. 8) a new initiative of providing
integrated education to children with disability; and 9) a distance education component
for improving teacher training is also added thrusts.
Objectives: The programme mainly aims at: i) providing access to primary education
for all children, ii) reducing drop out rates to less than 10 percent; iii) increasing learning
achievement of primary school pupils by at least 25 percent; and iv) reducing the gap
42 among gender and social groups to less than 5 percent.
District Selection Criteria: The district is the unit of programme implementation and hstimional Arrangements
selected on the basis of criteria as follows: i) educationally backward districts with
female literacy below the national average, and ii) districts where Total Literacy
Campaigns (TLCs) have been successful leading to enhanced demand for elementary
education.
Funding: DPEP, as it is a centrally-sponsored scheme, 85 percent of the project cost is

shared by government of India and 15 percent by the respective state governments.
Both the central and state share are passed on to respective state implementation bodies
directly as grant. The central government share is resourced by external funding. Several
bilateral and multilateral agencies are providing assistance for the DPEP.
Coverage: The programme was initially launched in 42 districts of 7 States in 1994,

viz. Assam, Haryana, Karnataka, Keda, Maharashtra, Madhya Pradesh and Tamil Nadu.
The programme was extended to another 15 districts in 4 additional states, namely,
Andhra Pradesh, Gujarat, Himachal Pradesh and Orissa under DPEP-11 and later on
expanded to cover a total of about 120 districts in 13 States and thereafter in almost the
whole country.
Sarva Shiksha Abhiyan (SSA): The Government of India approved the scheme of
Sarva Shiksha Abhiyan (SSA) in November 16, 2000. It would subsume all existing
programmes of UEE except Mahila Samakhya and Mid-day Meal Scheme. The districts
would be units of programme implementation. Apart from improving the efficiency of
the delivery system for quality-based education up to Class VII, it would bridge the
gender gap by involving the community in school management. The broad objectives
of the scheme are:
all children in school, Education Guarantee Centre, Alternate School, Back-to-

School Camp or bridge course by 2003;
all children in the 6th age group complete five years of primary schooling by
2007;
all children in the 6- 14 age group complete eight years of elementary schooling by
2010;
focus on elementary education of satisfactory quality with emphasis on education

for life;
bridging of all gender and social category gaps at primary stage by 2007 and at
elementary education level by 2010; and
I
universal retention 2010.
The Sarva Shiksha Abhiyan is a massive mission-mode campaign, which covers the
entire country and seeks to address the needs of 19.4 crore children in 12.3 lakh
Check Your Progress 2

Notes: a) Write your answer in the space given below.
3) Discuss the major functions of Department of Education.
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Policy Making and
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Implementation
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4) State any four functions of the State Council of Educational Research and
Training.
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5) Explain the objectives of DPEP.
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Institutional Arrangements
7.6 EDUCATIONAL BODIES HELPING THE MHRD of Educational operations
There are number of agencies and advisory bodies helping MHRD in matters of different
programmes and policies. It is quite appropriate to note that these bodies have experts,
teachers, professional workers, and government officials etc. as their members. And in
this way central govemment tries to associate best brains in the country to help in
formulating the educational policies for whole of the nation. These bodies in general
also help in the work of co-ordinating the educational effort in different parts of our
large nation and help in the planning of educational programmes.
In the following sections we will try to understand educational operations of such

agencies.
7.6.1 Central Advisory Board of Education (CABE)

This is the oldest advisory body, which was started in the year 1920 on the
recommendations of Calcutta University Commission (1917-19), with a view to assisting
provincial government with expert advice. In 1923, it was abolished on the
recommendations of Indian Retrenchment Committee and in 1935 again it was revived.
Since its reconstitution in 1935, the Constitution of the Board did not undergo any
radical changes. Its major functions are as follows:
1) to advise on any educational matter which may be referred to it by the Government

of India or by any local government and
2) to call for information and advice regarding educational development in India, to

examine this information and to circulate it with its recommen-dations to the
Government of India (MHRD) or to the local governments.
The composition of the Board has been modified from time to time mainly due to
constitutional changes or reorganization of States. It had twenty-four members in 1935,
which had been increased to forty-four in 1960. The character of membership has
remained unchanged.
The Board has as its secretary,the Education Secretary and Union Minister of Human
Resource Development as Chairman. The State Governments are represented by their
education ministers and one representative of each Union Temtory. It has also the two
representatives from the Inter-University Board, two members of All India Council of
Technical Education, six elected members of parliament - two from Rajya Sabha and
four from Lok Sabha - one representative of Indian Council of Agricultural Research,
one from Medical Council of India, sixteen ex-officio members chairman, UGC, etc.
and sixteen educationists.
I The Board meets every year and discusses the issues of education. Their
I recommendations are not binding on the state governments. The Board works though
i
I the standing committees like Elementary and Basic Education Committee, Social
I
Education Committee, Secondary Education Committee and Higher Education
I
I
Committee. Central Bureau of Education is also attached with this Board and there are
two secretaries to carry out the activities like collecting latest information related to
education. It publishes annual and five years review of educational developments. It
has a very good library of its own too. Some of the issues related to all levels of education
are being taken for discussion and concrete proposals are being made in the form of
) A5
Policy Making and reports related to compulsoly primary education, Education for All, reorganization of
Implementation
education role of technical education, decentralised management of education, etc.
Another such significant agency is University Grants Commission (UGC). Let us
examine its structure, role and functions.
7.6.2 University Grants Commission (UGC)

In 1944, the Sargent Committee recommended the establishment of the UGC. As a
result, in 1945, Central Government set up University Grants Committee. Initially, the
role of the UGC was only of advisory nature because it didn't possess any financial
powers. Later on, based on the recommendations of University Education Commission
(1949), UGC Act of 1956was passed in the Parliament and due funds and responsibilities
were given. First chairman of the UGC was Shri C.D. Deshmukh.
Constitution
Total nine members including chairman are appointed by the Government of India. Out
of these, three are from among the vice-chancellors of universities, two are from
educational officers of Government of India and the four are from among the
educationists of repute with high academic distinction.
The UGC, in its main functions, under the act laid down that it shall be the general duty
of the Commission to take all such steps as it may think fit for the promotion and co-
ordination of University Education and for the determination and maintenance of
standards of teaching, examination and research in universities.
UGC Grants
UCK gives two types of grants:
1) Maintenunce Grant: This is given to Central Universities in the form of annual

block grant.
2) Development Grant: This grant is given to Central as well as other universities for
their development programmes and activities. Generally, UGC grants are given
for five years as its fund is decided on the basis of Five Years Plans of Government
of India.
UGC Activities and Achievements

1) It helps in establishment of new universities by giving fair amount of grants.
2) It makes efforts to improve the quality and standardsof education. For improvement
of standard and 'pursuit of excellence' it has established Centres of Advanced
Study (CAS), Departmentsof Research Support (DRS), etc. and SpecialAssistance
Programme (SAP) to strengthen teaching, research and extension in the universities.
3) In order to provide opportunities for teachers to acquaint themselves with current

developments in their respective fields of knowledge, updating of curricula, new
techniques of instruction, assistanceis provided for organising seminars, workshops,
conferences and summer schools.
4) Even the commission gives high priority to examination reforms.
5) The UGC proposes new grades and service conditions for teachers from time to
time and provides special assistance to state governments for implementing the
same.
46
It helps in development of University Library, equipping laboratories, etc. in the Imtifutiond*-ge*en@
6)
form of financial assistance.
7) It invites reputed teachers for a short period from any part of the country as well as
exchange of teachers between foreign colleges and Indian universities.
8) Research support to existing teachers in the universities and colleges and to retired
teachers also is being provided by giving financial support.
9) Student welfare services like grants for hostels, halls of residence, health centres,
are provided through financial support.
10) It encourages postgraduate students, research scholars and teachers by providing
scholarships and fellowships for conducting research and development in the area
of their specialization.
11) It has introduced National Eligibility Test (NET) for recruiting quality teachers in
the colleges and universities.
However, due to financial constraints and increasing number of students in higher

education, the Commission has started allowing privatization of institutionaloperation
in some cases through appropriate sanctions and approval.
7.6.3 Council of Scientific and Industrial Research (CSIR)

First step was undertaken by establishing the Board of Scientific and Industrial Research
in 1940 with a purpose of promoting industrial research. After independence to help the
MHRD, the Council of Scientific and Industrial Research (CSIR) started functioning. It
functions through either setting up of various national laboratories or research institutes
under its control. The council also supports scientific research in universities and other
centres of learning. Even it grants fellowships to the qualified persons who wish to
pursue science as career and disseminate knowledge and information. About 33
laboratories and institutes in different parts of India work for achieving the expectations
of the council.
7.6.4 All India Council for Technical Education (AICTE)

The AICTE was set up in the year 1945 by the Government of India on the
recommendations of Sarkar Committee. There are in all sixty members in the Council
drawn fmth the member of parliament, central ministry, state governments, private
industries,trade and commerceorganizations, associationof principals and other learned
societies, labour industry and management institutes, etc.
On the proposal of the council, four regional committees (East, South, North and West)
were set up for effective functioning. Later on, three new Regional committees were
established in Bangalore (South west), Bhopal (Central), and Chandigarh (North West).
They have in turn organised seven boards for technical studies. With the assistance of
these boards, courses related to civil, Electrical, Mechanical, Chemical, Electronics
and Communication Textiles, Metallurgical, Computer Applications, Information
Technology, Commerce and Management disciplines etc are being approved. They are
in the form of degrees, diplomas or certificate courses. The council has formed a separate
expert committee to look after technical education at high school and higher secondary
stage. The council meets once a year to discuss the issues, programmes and policies
related to technical education.
47
Policy Making and Scope or Functions
Implementation
To assess the needs of the nation for technical education at higher stage.
To advice on the establishment, number and type of technical institutions.
To provide for financial assistance for starting technical institutions.
To supervise and look after the existing technical and educational programmes.
To maintain appropriate standards for technical education.
7.6.5 Indira Gandhi National Open University (IGNOU)

In 1974under the Chairmanship of G Parthsarthy the idea of starting an open university
was germinated. It recommended to government of India to start an open university so
that students from the remotest-part of the country could have access to higher education
and obtain degrees equivalent to those awarded by universities located in urban areas.
While central government was still deliberating on the issue, in 1982, the government
of Andhra Pradesh started the fmt Indian Open University at Hyderabad. It gave impetus
to the establishment of the Indira Gandhi National Open University (IGNOU) in the
year 1985 at New Delhi.
The President of India is the Visitor of the University. The authorities of the University
are: The Board of Management, the Academic Council, the Planning Board, the Distance
Education Council (DEC), the School Boards of Schools of Studies and the Finance
Committee. The officers of the university are: Pro-Vicechancellors,
Directors, Registrars, and Finance Officer,At present there are twenty Schoolsof Studies
in the University.
Objectives and Functions

In order to fulfil the vision of democratising higher education and providing access to
all citizens of this country the University Act (1985) states that university shall:
advance and disseminate learning and knowledge by diversity of means, including
the use of any communication technology;
provide opportunities for higher education to a larger segment of the population

and promote the educational well being of the community general;
encourage the Open University and distance education systems in the educational
2
pattern of the country; and
coordinate and determine the standards in such systems.
IGNOU serves two main functions:

1) It offers various academic programmes that lead to Certificates, Diplomas and
Degrees. It develops and produces courses for delivery through open learning and
distance education modes. It is actively involved in research, training and extension
activities.
2) In its capacity as an Apex Body, it co-ordinates and monitors distance education

system throughout the country. It has also constituted Distance Education Council
(DEC) and provides expert assistance to other open and Distance learning
Institutions in the country and abroad.
48
Features Ilr9tltutio~IArrangements
of Educatlond Operations
IGNOU has certain unique features such as: (i) national jurisdiction, (ii) flexible
admission rules; (iii) individualised study, flexibility in terms of place, pace and duration
of study (iv) use of latest information and communication technologies (v) nationwide
student support services network (vi) cost-effective programmes (vii) modular
programmes (viii) resource sharing, collaboration and networking with other open
universities and socially and academically relevant programmes based on students' need
analysis.
Today, IGNOU has expanded its field of operation beyond national frontiers and is
providing higher education programmes in 37 countries. After a rigorous scrutiny by an
international organization, namely, Commonwealth of Learning, the honour of 'Centre
of Excellence' in Distance Education was conferred on it in 1993 and the Award of
Excellence for Distance Education Materials in 1999.
7.6.6 Mstance Education Council (DEC)

The Distance Education Council (DEC), as an apex body is responsible for promotion,
maintenance of standards and co-ordination of open and distance learning (ODL)
activities in the country. It has developed guidelines for extending support to State
Open Universities; identified a common pool of courses and programmes that could be
shared by the Open Universities (OU) and has started giving grants for research in open
and distance education. It has also established a quality assurance panel and is developing
criteria and tools for evaluation of performance and consequent accreditation of such
institutions.
7.6.7 Association of Indian Universities (AIU)

The Calcutta Education Commission suggested establishing an agency to co-ordinate
the work of different universities. But the idea took shape in 1924, when a conference
of Indian universities at Shimla took a decision to set up an Inter-university Board. The
functions remained more or less the same even after it got subsequently legal status in
1967 under Societies Registration Act. In 1973 it was named as Association of Indian
Universities (AISJ).The membership includes traditional universities, open universities
'and institutions of national importance and deemed to be universities. In addition, there
is a provision of granting membership to universities in the neighbouring countries.
The main objectives, which M U seeks to pursue, are:

1) to act as bureau of information and to facilitate communication, co-ordination and
mutual consultation amongst universities;
2) to act as a liaison between the universities and the government (CentraVState) and
to co-operate with other universities or bodies (national/international)in matters
of common interest;
3) to act as a representative of universities of India;
4) to promote or to undertake such programmes as would help improve standards of
instruction, examination, research, textbooks, scholarly publications, library
organizations and such other programmes as may contribute to the growth and
propagation of knowledge;
5) to help universities to maintain their autonomous character;
49
Policy Making and 6) to facilitate exchange of members of teaching and research staff,
Implementation
7) to appoint or to recommend where necessary a common representative of the
association at any conference, national or international on higher education;
8) to assist universities in obtaining recognition for their degrees, diplomas and

examinations from other universities, Indian as well as foreign;
9) to undertake, organise and facilitate conferences, seminars, workshops, lectures

'
and research on higher learning;
10) to establish and to maintain a sports organization for promoting sports among
member universities;
11) to establish and maintain organizations dealing with youth welfare, student
services, welfare of students and teachers, cultural programmes and other such
activities as are conducive to the bettetment of all who are connected with
universities;
12) to act as a service agency to universities in whatever manner it may be required or
prescribed; and
13) to undertake and facilitate the publication of newsletters, research papers, books
and journals.
Association of Indian universities is managed by a Standing Committee, which comprises

the following members:
1) The President, the Vice-President, the immediate past President, The Secretary
General.
2) Other members - three from each of the four zones - North, South, East and West
of the country.
3) Two members co-opted by the President for the duration of his tenure of office
4) Two members co-opted by Standing Committee for a period of two years.
The Youth Affairs Division organises inter-university programmes to promote human
values, culture, personal development, national integration and international
understanding. It holds Inter-university Youth Festivals at regional and national levels.
There are 22 competitive events of music, dance, literary events, fine arts, etc.
The Library and Documentation Division maintains a specialised collection of books
and periodicals on higher education in India and abroad. It brings out University News,
a weekly journal of higher education, which includes current documentation in education,
education news index, and thesis of the month. The division supplies subject
bibliographies based on its resources, and also offer photo-duplication services.
The Sports Division: This division organisesInter-University tournaments and special
coaching camps at various universities on national basis. The division also recommends
awards of financial assistance for conducting inter-university tournaments, prize money
to universities for various position holders.
Over and above these divisions, the MU conducts research on contemporary problems
of higher education, develops question banks, m a i n d s database on university teachers
and administrators on international students and also organises workshops, seminars
and training programmes for college/university teachers.
50
7.6.8 National University of Educational Planning and Institutional Arrangements
Administration (NUEPA)
The National University of Educational Planning and Administration (NUEPA),
established by the Ministry of Human Resource Development, Government of India, is
a premier organization dealing with capacity building and research in planning and
management of education not only in India but also in South Asia. In recognition of the
pioneering work done by the organization in the field of educational planning and
administration, the Government of India have empowered it to award its own degrees
by way of conferring it the status of Deemed to be University in August 2006. Like any
Central University, NUEPA is fully maintained by the Government of India.
The National University has its origin dating back to 1962 when the UNESCO
established the Asian Regional Centre for Educational Planners and Administrators,
which later became the Asian Institute of Educational Planning and Administration in
1965. After 4 years of its existence, it was taken over by the Government of India and
renamed as the National Staff College for Educational Planners and Administrators.
Subsequently, with the increased roles and functions of the National Staff College,
particularly in capacity building, research and professional support services to
governments, it was again renamed as the National Institute of Educational Planning
and Administration (NIEPA) in 1979. It has an outstanding multi-disciplinary faculty
and a library, which is well stocked with a large number of books, national and
international journals and official documents in the area of educational planning and
administration.
In addition to its multifarious activities, the National University offers full-time and
part-time Ph.D. programmes in educational policy, planning, finance and administration
from a broader inter-disciplinary social science perspective. The focus areas of research
cover school education, higher education, inclusive education, constitutional rights and
law, management information system, etc. from both national and international
development perspectives.
to organize pre-service and in-service training programmes in the area of educational

planning and administration and allied disciplines;
to undertake, aid, promote and coordinateresearch in various aspects of educational
planning and administration and allied disciplines, including comparative studies
'
in planning techniques and administrative procedures in the different States of
India and in other countries of the world;
to provide academic and professional guidance to agencies, institutions and
personnel engaged in educational planning and administration;
to offer M.Phil1, Ph.D. and Post-Doctoral Programmes and award degrees in
educational administration, educational finance, comparative education, school
education, higher education, professional education, policy research, gender in
education, discrimination in education, education and globalization, educational
management and information system, etc.;
to act as a clearing house of ideas and information on research, training and
extension in educational planning and administration services and other
programmes;
51
Policy Making and to prepare, print and publish papers, periodicals and books in furtherance of these
Implementation
objectives and especially to bring out a Journal on Educational Planning and
Administration;
to organize training, conferences, workshops, meetings, seminars and briefing

sessions for educational personnel of the Central and State Governments and Union
Territories;
to offer, on request, consultancy service to Governments, including State

Governments, educational institutions and institutionslorganizations in India &
abroad.
to organize orientation and training programmes and refresher courses for teacher-
educators and for University and College Administrators engaged in educational
planning and administration;
to organize orientation programmes, seminars and discussion groups for persons

including legislators in the field of educational planning and administration at the
level of policy making in central and State Government;
to award consultancy worklservices to other organizationslindividuals;
to collaborate with other agencies, institutions and organizations, including the

University Grants commission, the University, Institutes of Management and
administration and other allied institutions in India and abroad, in such way as
may be considered necessary for the promotion of these objectives;
to provide, on request, facilities for training and research in educational planning

and administration to other countries, especially of the Asian, Region, and
collaborate with them in programmes;
to offer fellowships,scholarshipsand academic awards in furtherance of the objects

of the National University;
to confer honorary fellowships on eminent educationists for their contribution in

the field of educational planning and administration; .
to undertake extra mural studies, extension programme and field outreach activities
to contribute to the development of society;
to disseminate and advance knowledge by providing instructional, research and

extension facilities in such branches of learning as it may deem fit and to provide
to students and teachers the necessary facilities and atmosphere for the promotion
of innovations in education leading to restructuring of courses, new methods of
teaching and leai-ning, and integral development of personality, studies in various
disciplines, inter-disciplinary studies, and National integration & International
understanding;
to conduct the abovementioned programmes and courses in its off-Campuses, and

off-shore campuses; and
to do or perform all such other acts, funitions and things as may be deemed
necessary, desirable or incidental by the National University in furtherance of the
above objectives of the National University.
52
Structure: It comprises NUEPACouncil, Fiance Committee, Academic Council, Board htjfuhnalA-gernents
of Studies, and Finance Committee. The NUEPA Council, chaired by Minister of HRD,
is assisted by the Chancellor, Board of Management and the Vice-Chancellor of the
University. The Vice-Chancellor is the academic and administrative head of the
University. There are ten Academic Departments under the Vice-Chancellor. On the
administrative front, he is assisted by the Registrar of the University. Support services
and administrative departments work under the supervision of the Registrar.
7.6.9 National Council of Educational Research and Training

(NCERT)
The National Council of Educational Research and Training is an autonomous
organization set up by Government of India in 1961, and registered under the Societies
Registration Act. This apex resource organization with its headquarters at New Delhi
assists and advises the central and state governments on academic matters related to
school education.
The President of the Council is Union Minister of Human Resource Development.

Other members include Education Ministers of the States, Chairman of UGC, Four
members from amongst Vice-Chancellors of Universities, twelve members appointed
by Government of India out of which four are outstanding teachers from secondary and
primary schools. Director of NCERT is an eminent educationist. The Council consists
of the Executive Committee, one Programme Advisory Committeeand the Departmental
Advisory Boards in respect of individual department and its constituent-units. The
constituents units are National Institute of Education (NIE),New Delhi, Central Institute
of Educational Technology (CIET),New Delhi, Pandit Sunderlal Sharma Central Institute
of Vocational Education (PSSCIVE), Bhopal, and five Regional Institutes of Education
(RIEs) at Ajmer, Bhopal, Bhubaneswar, Mysore and Shillong.
Objectives and Functions

The NCERT is involved in the developmental programme of research, training and
extension in education. The major objectives of the council are spelt out as follows:
(i) to promote, aid and co-ordinate educational research; (ii) to provide extension service;
(iii) to organise pre-service and in-service training; (iv) to disseminateinformation related
to latest educational techniques and practices (v) to sponsor or organise surveys of
national importance; (vi) to emphasise the investigations of immediate problems (vii)
to start Regional Institutes of Education and administer them; (viii) to encourage
experimentation for progressive development of education etc. (ix) and to publish the
needed literature for achieving educational goals.
6) What are the major functions of University Grants Commission?
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53
Policy Making and
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Implementation 7) State any two functions of the following educational bodies.
a) NCERT
b) NUEPA
c) IGNOU
d) AICTE
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7.7 INTERNATIONAL BODIES

After understanding the role and functioning of National Bodies, let us understand
some of the very significant international bodies helping in the educational development
and assisting in updating and equipping our educational agencies since their inception.
7.7.1 United Nations Educational, Scientific and Cultural

Organization (UNESCO)
After the Second World War, United Nations Organization (UNO) was formed for
developing various aspects of economy of the member countries. UNESCO, an important
constituent wing of the UNO, assumes the role of supporting scientific, cultural and
educational programmes at various levels of education in collaboration with local, state
or national agencies as well as non-Government agencies. It is assisting in scientific
and cultural exchange of programmes and activities also. We have earlier discussed the
supportive role of UNESCO in primary, secondary, higher, vocational, technical and
teacher education. It was founded on November 16,1946. It plays a key role by way of
providing financial support, expert advice, and organising seminars/workshops/
conferences in the developing countries including India. Education for All (EFA), Centre
for Higher Education for Asia-PacificNations, eradication of illiteracy, Basic Education
and Life Skills (BELS) and the International Centre for Rural Education are some of
the priority areas of UNESCO.
Today, UNESCO functions as a laboratory of ideas and (a.standa~d-setaerto forge

universal agreements on emerging ethical issues. The Organization also serves as a
clearinghouse-for the dissemination and sharing of information and knowledge, while
helping Member States to build their human and institutional capacities in diverse
fields. In short, UNESCO promotes international co-operation among its 193 Member
States and six Associate Members in the fields of education, science, culture and
communication.
54
7.7.2 United Nations International Children's Emergency Fund lmtihtiondArr*gements
(UNICEF)
After World War 11,Children in Europe faced famine and diseases. UNICEF was created
in December 1946 by the United Nations to provide emergency aid for all the world's
children. In 1953, it became a permanent part of United Nations systems, its task being
to help the children living in poverty in developing countries. Its name was shortened to
United Nations Children's Fund, but it retained acronym 'UNICEF' by which it is known
to this day.
Structure
A 36-member Executive Board made up of government representatives guide and
monitor all of UNICEF's work. Their role is to establish policies, to review programmes
and to approve budgets for the organization. Headquartered in New York, the UNICEF
carries out its work through seven regional offices and 126 country offices covering
more than 190 countries.
The 36 National Committees for UNICEF are private, non-profit organizations, primarily
in industrial countries, that support UNICEF Committees. Extensive networks of
volunteers help the committees raise funds, sell the well-known UNICEF Greetings
Cards and create key partnerships, and provide other invaluable support. These efforts
help to generate a deeper understanding of the rights and needs of children everywhere
and provide ways for young people as well as adults to change the world for children.
Goals
UNICEF advocates for the protection of children's rights, to help meet their basic
needs and to expand opportunities to reach their full potential.
It is guided by the convention on the Rights of the child and strives to establish
children's rights as enduring ethical principles and international standards of
behaviour towards children.
UNICEF insists that survival, protection and development of children are universal
development imperatives that are an integral to human progress.
e UNICEF mobilises political will and material resources to help countries,
especially developing countries by ensuring a fair deal for children and building
their capacity to form appropriate policies and deliver services for their children
and famiIies.
e UNICEF is committed to ensuring special protection for most disadvantaged
children-victims of war, disasters, extreme poverty, all forms of violence and
exploitation and those with disabilities.
Thus UNICEF is non-partisan and its co-operation is free of discrimination. It aims to
promote t h q u d r i g h t s of women and girls and to support their full participation in the
political, social and economic development of their countries.It works with all its partners
towards the attainment of the sustainable human development goals adopted by the
world community and the realization of the vision of peace and social progress enshrined
in the Charter of United Nations.
United Nations Organization, through its various organizations contributes to
developmental activities, which directly or indirectly support educational development.
One of the organizations is United Nations Development Programme (UNDP).
Policy Making and 7.7.3 United Nations Development Programme (WNDP)
implementation
UNDP is the UN's global development network, an organization advocating for change
and connecting countries to knowledge, experience and resources to help people build
a better life. It works with 166 countries on their own solutions to global and national
development challenges. At United Nations Millennium Summit in September 2000
world leaders put development at the heart of the global agenda by adopting the
Millennium Development Goals (MDGs), which set clear targets for promoting a)
poverty reduction, b) universal primary education, c) gender equality and women
empowerment, d) reduction in child mortality, e) improvement in maternal health, f)
combating HIVIAIDS, malaria, and other diseases, g) environmental sustainability, h)
global partnerships for democracy by 2015
Substantive focus of UNDP is helping countries -build and share solutions of the
challenges of Democratic governance,Poverty reduction, Crisis prevention and recovery,
Energy and environment, Information and communications Technology, HIVIAIDS
Prevention, Empower of Women.
UNDP also engages in extensive advocacy work. The annual Hwnan Development
Report Commissioned by UNDP focuses the global debate on key development issues,
providing new measurement tools, innovative analysis and oftencontroversial policy
proposals. It is guided by the belief that developmentis ultimately "a process of enlarging
people's choices", not just raising national incomes. The independent team of experts
who write the report draw a worldwide network of leaders from academia, government
and civil society. UNDP brings out Human Development Reports for 177 countries of
the world. These reports are created by national experts and intellectuals who draw on
UNDP's global network for advice and inspiration. Their success shows how quality
research and advocacy can spur policy debates, drawn political attention and help
countries to build their own solutions.
7.7.4 World Bank

The World Bank Group founded in 1944, is one of the world's largest sources of
development assistance. The bank works for each of its clients - with government
agencies, non-governmental organizations and the private sector to formulate assistance
strategies. Its worldwide country offices deliver the Bank programme and lime with
government and civil society and work to increase understanding of development issues.
Structure
The World Bank, like a cooperative, is owned by more than 185 member countries who
are its shareholders. Their views and interests are represented by a Board of Governors
who are the ultimate policy makers at the World Bank. The World Bank's President is
by tradition a national of the largest shareholders, i.e. the United States. HeJshe is elected
by the Board of Governors for a five-year renewable term.
Functions
The Bank uses its financial resources, its highly trained staff, and its extensive knowledge
base to individually help each developing country including ours onto a path of stable,
sustainable and equitable growth. The main focus is always on helping the poorest
people and poorest countries, but for all its clients the bank emphasises the need for:
investing in people, particularly through basic health and Education;
I
t focusing on social development, governance and institution building as key htibtiod Arrangements
elements of poverty reduction;
strengthening the ability of the governments to deliver quality services efficiently
and transparently;
f protecting the environment;
I.
supporting and encouraging private business development; and

v
promoting reforms to create a stable macro-economic environment, conducive to
investment and long-term planning.
Through its loans, policy, advice and technical assistance the World Bank supports a
broad range of programmes. Over the past generation more progress has been made in
reducing poverty and raising living standards than during any other period in history.
The World Bank raises money for its development programmes by tapping the world's
capital markets and in the case of IDA through contributions from wealthier member
governments. Thus, our country also receives financial assistance in the form of loans
and other expertise in number of educational development programmes at different
levels such as District Primary Education Programme (DPEP) for Universalization of
Elementary Education.
7.7.5 The Commonwealth of Learning (COL)

The Commonwealth of Learning (COL), an intergovernmental organization, was
founded in 1989 by the Commonwealth Heads of Government in Vancouver, Canada.
The Commonwealth of leanring (COL) encourages the development and sharing of
open learning/distance education knowledge, resources and technologies for learners
through out the Commonwealth nations. Responding to needs expressed by the
Commonwealth's 53 member governments, it engages both in country and regional
project work as well as fee-for-service consulting for international agencies and national
governments.
Special Features
Headquartered at Vancouver, Canada, COL is the only official Commonwealth agency
located outside Britain and is the world's only intergovernmental organization solely
concerned with the promotion and development of distanceeducation and open leaming.
r COL is helping to increase the capacities of developing nations to meet the demands for
improved access to quality kducation and training.
t
Objectives
The purpose of Commonwealth of learning, as reflected in its Memorandum of
Understanding,is: COL effectively combines development activities on an international,
regional and local level with specialised, objective, professional expertise in all aspects
of technology, materials and training. Its responsibility to provide services at all stages
of institutional development and capacity-building in ODL extends beyond the life of
any specific initiatives to encompass advocacy in understanding issues; anticipate
developmentsthat inform policy makers and educationalplanners; promote best practices
in distance education; demonstrate proven techniques; and encourage appropriate
implementation".
In addressing all the functions and objectives prescribed in the Memorandum of
Understanding and working in all parts of the Commonwealth, COL has developed
four core roles as outlined in its (COL's), three year plan 2002-2003.
52
Policy Making and As a catalyst for collaborative action;
Implementation
As a resource for training;
As a capacity builder; and
As an information and knowledge provider.
Since COL began operations in 1989, it has:
helped introduce, or enhance, hundreds of teachingttraining programmes in more

than 40 countries;
influenced the conception and development of open schools and universities;
conducted training seminars and studies on specific educational needs;
established an extensive network of education and technology specialists around
the world; and
facilitated systematic changes in the delivery of education and influenced
government policy.
In India, COL has supported many academic activities conducted by IGNOU, NIOS,
NCERT, and other educational institutions.

8) Discuss briefly the functions of the following international bodies.
a) UNESCO
b) UNICEF
c) World Bank
d) Commonwealth of Learning
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
7.8 LET US SUM UP

In this unit, you learnt about institutional arrangements of educational operations at the
Local, the State, the National and the International levels.We also discussed about their
functions and structuresin promoting various educational programmes and their linkages
with one another. There are academic and administrative wings of these bodies like
VEC, Panchayat Sarniti, Zilla Parishad, Municipalities, CRC, and BRC etc. at local
I
level. At the state levels under the Department of Education are the Directorates, circle
58
offices, DEO, BEO, etc. Other State level bodies helping in educational operation are ImtiationalArrangements
State Higher Education Commission, SCERT, SIEMAT, SET, etc. There are bodies of
high reputes assisting Central Government at National level since long. These are CABE,
UGC, CSIR, AICTE,IGNOU, ATU,NCERT and NUEPA. You have learnt almost these
as well. World has become small due to the development of means of communication
and technology. The agencies like UNESCO, UNICEF, World Bank, COL also have
adopted the academic programmes of educational development and are contributing
towards them by financial support as well as expert guidance. Now you may conduct
the following activities.
7.9 UNIT-END ACTIVITIES

1) Visit the District Education office and prepare a report of its activities performed
2) Review the Constitutional Amendments for Panchayat Raj involvement in

Education and prepare a report on it.
3) Discuss the role of major academic bodies, which are advising the Govt. of India
as regard to educational policies and programmes. Prepare a list of achievements
4) What do you understand by educational decentralization?List the academic bodies

that are instrumental in promoting decentralization in Indian education.
5) Visit one of the Websites given below and collect information regarding any one
national or international educational organization through Internet, wherever the
facilities are available.
1) www.worldbank.org
2) www.aiuweb.org
3) www.nuepa.org
4) www.unicef.org
5) www.ugc.ac.in
. .
6) www.ncert.mc.~~
..
7) www.alms.ac.in
7.10 POINTS FOR DISCUSSION

Have we really achieved decentralization of education at district level?
Have we co-ordinated approach of the activities of various agencies performing
for the same purpose of achieving the educational goals at primary level? How?
7.11 SUGGESTED READINGS/REFERENCES

Government of India (1993): Report of CABE Committee on Decentralised Management
of Education, New Delhi: MHRD
Government of India (1989): Report of the Guidelines: District Institutes of Education
and Training, New Delhi: MHRD
59
Policy Making and IGNOU (2007): IGNOU Profile, New Delhi: IGNOU
Implementation
Mukerji, S.N. (1974): History of Education in India, Baroda: Acharya Book Depot,
Mukerji, S.N. (1964): Education in India Today and Tomorrow, (Fifth Edition) Baroda:
Acharya Book Depot
Mathur, S.S. (1990): Educational Administration and Management, Arnbala Cantt :
The Indian Publications
Powar K.B. (2002): Indim Higher Education, New Delhi: Concept Publishing Company
Government of India (1964-66): Report of the Education Commission (1964-66),New
Delhi: Government of India.
Teacher and School (2000): ES 335: Block 1 The School System, School of Education,
Unit- 1, New Delhi: IGNOU
7.12 ANSWERS TO CHECK YOUR PROGRESS

1) Democratic decentralizationis a planning process for development, which responds
and adapts to regional and local needs of people. It ensures people's participation.
2) a) The three functions of the %llage Education Committee are:
i) To ensure that all children between 6 to 14 age group are admitted in

school.
ii) To ensure that school functioning is regular and teachers are regular.
iii) To arrange for festivals celebrations, competitions,sports activities, hobby
classes etc.
b) The functions of Cluster Resource Centre are:
i) To provide training in innovative methods

ii) To produce useful learning materials
iii) To arrange co-cumcular activities
c) The function of Zilla Parishad are:
i) To look after overall management and supervision of educational Institutional**angements
of Educational Operatious
programme in the entire district up to secondary level.
c ii) To prepare plan and conduct periodic review of the progress of education.
iii) To facilitate the programmes to achieve total literacy and universal
elementary education.
3) The major functions of the Department of Education are:
a) To regulate functions pertaining to development of standards, and rules,

examination and inspection and investigations into compliance of the rules.
b) To operate a number of schools and colleges by it.
C) To provide directives for the efficient functioning of the department.
4) The four functions of the state Council of Educational Research and Training are:
a) To provide academic inputs and infrastructure for schools, DIETS,CTEs and

IASEs.
b) To support training programmes of primary and secondary teachers in the
state.
c) To prepare curriculum and textbooks for school education.
The objectives of DPEP are:
a) To provide access to primary education for all children.
b) To reduce dropout rates to less than 10 percent.
c) To increase learning achievement of primary school pupils by at least 25
percents.
i) To provide grants for the establishment of new universities.
ii) To make efforts for the improvement of quality and standards of education.
iii) To give high priority to examination reforms.
iv) To provide scholarships and fellowships to PG students, research scholars;
and teachers for conducting research and development activities.
a) AICTE
i) To assess the needs of the nation for technical education at higher stage.
ii) To advice on the establishment, number and type of technical institutions.
b) IGNOU
i) To impart education and knowledge through various means suited to open
and distance education mode.
ii) To encourage, co-ordinate and assist open universities and distance
education system to uphold standards all over the country.
C) NUEPA
i) To organise training, conferences, workshops, meetings, seminars for
senior educational officers of the Central and State Governments and
Union territories.
ii) To undertake, aid, promote and co-ordinate research in educational
planning and administration and allied disciplines.
Policy Maklng and d) NCERT
Implementation
i) To undertake, promote and co-ordinate educational research in school
education.
ii) To organise pre-service and in-service training for school teachers.
8) a) UNESCO
The UNESCO supports scientific, cultural and educational programmes at various
levels of education in collaboration with local, state or national agencies as well as
non-government agencies. It supports primary, secondary, higher, technical,
vocational and teacher education. It provides financial support, expert advice in
the developing countries.
The World Bank invests people through basic health and education. It focuses on
social development, governance, and institution building as key elements of poverty
reduction. In our country, it has provided financial assistance in the form of loans
and other expertise help in number of educational programmes at different level
such as DPEP at primary level.
c) COL
The Commonwealth of Learning (COL) acts as a catalyst for collaborative action,
as a resource organization for training, as a capacity builder and as a provider of
information knowledge.

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UNIT 7 INSTITUTIONAL ARRANGEMENTS

After going through this unit you will be able to:

state the existing constitutional provisions for structure of education in India.

describe the status, structure and functions of different educational and

discuss the interrelationships and responsibilities of these authorities and

t discuss the roles of international agencies in promoting the educational

7.3 LOCAL LEVEL BODES FOR EDUCATIONAL

participation in the development process.

Policy Making and 7.3.1 Education under Panchayati Raj

7.3.2 Village Education Committee (VEC)

4) to see that school climate attracts the students to be in the school;

6) to arrange for helping the needy students by way of uniform, notebooks,

7) to arrange for festival celebrations, competitions, sport activities, hobby

8) to cooperate with school's Parent Teacher Association (PTA) or Mother Teacher

9) to assist in the programmes of 'alternative school' or 'continuing education';

12) to make periodic self-assessment of progress of VEC's efforts.

7.3.3 Panchayat Standing Committee on Education

to arrange visits of educational institutions and centres periodically and promote

4) to take steps to promote attendance, prevent drop-outs and to undertake supportive

2) The Committee at this level is responsible to promote school complexes, to review

5) to implement the suggestions received from the SCERT and DIETS;and

6) to establish Parent Teacher Associations (PTAs) and Mother TeacherAssociations

73.5 Cluster Resource Centre (CRC)

7.3.6 Zilla Parishad

3) Its specific responsibility is to boost the educational programmes to achieve total

7.3.7 Management of Education in Municipal Areas/Urban/Semi-

2) Some Municipalities might have built up viable management structures, which

4) The Municipalities are responsible for promoting universal elementary education

I check Your ~mgress1

District Education District Institute of

Fig. 7.1: Structure of Education at State Level

In the day-today affairs of administration such as appointments, transfers of gazetted

Circle Education Officer or

The Block level

S o m e : Mathur S.S.(1990). (Page.341)

The Department of Education is largely dependent on Directorate of Education for

7.4.1 Department of Education

7.4.2 Regional or Circle Level Bodies

7.4.3 District Level Bodies

7.4.4 Block Level Bodies

In the earlier section, we tried to describe thc structure of educational administration at

7.4.5 State Higher Education Commission

The purpose of the Commission is to strengthen the planning and co-ordination of

State Council of Educational Research and Training

Monitoring and Supervision

SCERT Academic Staff

DIET Academic Staff

Cluster Resource Centre

Fig. 7.2: Monitoring and Supervision by the SCERT

The major functions of SCERT are as under:

2) it supports training programmes of primary and secondary teachers in the state

3) it prepares the curriculum and text-books for school education;

4) it conducts research on school education and disseminates policy making decisions

5) it encourages the teachers to conduct small-scale researches and action researches.

6) it conducts the capacity-building programmes in the field of educational research.

7.4.7 State Institute of Educational Management and Training

7.4.8 State Institute of Educational Technology (SIET)

7.4.9 District Primary Education Programme (DPEP)

Funding: DPEP, as it is a centrally-sponsored scheme, 85 percent of the project cost is

Coverage: The programme was initially launched in 42 districts of 7 States in 1994,

all children in school, Education Guarantee Centre, Alternate School, Back-to-

focus on elementary education of satisfactory quality with emphasis on education

Check Your Progress 2