EDU 06 UNIT 3 : INITIATIVES IN INDIAN EDUCATION( 20 hrs)

UNIT 3 : INITIATIVES IN INDIAN EDUCATION( 20 hrs)

      Programmes and Schemes - DPEP,SSA,RMSA, RUSA

      Apex bodies- CABE,NCERT,SCERT, DIET, UGC, NCTE, NAAC, NUEPA

      Constitutional Goals - Articles of Indian Constitution Pertaining to Education –Preamble.

Article 21 A, Article 14, Article15, Article 30,Article 45, Article 46, Article 41, Article 51 A, Article 350A, Article 351   Right to Education Act 2009

      PROGRAMMES AND SCHEMES - DPEP,SSA,RMSA, RUSA

1. DISTRICT PRIMARY EDUCATION PROGRAMME (DPEP)

District Primary Education Programme (DPEP) a central government scheme was launched in 1994 to revitalize the primary education system and to achieve the objective of universalisation of primary education. It adopts a holistic approach to universalize access, retention and improve learning achievement and to reduce disparities among social groups. It also seeks to strengthen the capacity of national, state and district institutions and organisation, for planning, management and professional support in the field of primary education. The bulk of the funds for DPEP came from international bodies such as the UNICEF, ODA (UK), SIDA (Sweden), Netherlands etc. The first phase of the programme was launched in 42 districts in the states of Assam, Haryana, Karnataka, Kerala, Maharashtra, Tamil Nadu and Madhya Pradesh. Later the programme was launched in 80 districts of Orissa, Himachal Pradesh, Andhra Pradesh, UP, West Bengal and Gujarat. The impact studies of the first phase projects are very positive.

The basic objectives of DPEP are:

1.   To provide all children access to primary education through either the formal or non-formal stream.

2.   To reduce differences in enrolment, drop-out rates and learning achievement among gender and weaker section groups to less than five percent.

3.   To reduce overall primary dropout rates for all children to less than 10 percent.

4.   To rise the average achievement rate by 25 percent and minimum of 40 percent achievement in other competencies by all primary education children.

5.   The DPEP has made decisive impact on increasing enrolment, reducing stagnation and improving class-room transaction. While the DPEP has been operational in backward districts with female literacy below the national average, total literacy campaign has started up the demand for elementary education.

6.   DPEP is an externally aided project. 85 percent of the project cost is met by the Central Government and the remaining 15 percent is shared by the concerned state government. The central government share is resourced through external assistance.

The DPEP made a serious effort to translate the idea of decentralization into an operational practice through various steps: 

 (i) identified district as the unit for initiating decentralized educational planning.  

 (ii) attempted to alter the pattern of resource decisions from state level to local levels;

 (iii attempted to strengthen the planning process to make it more consultative, participatory and transparent;

 (iv) it tried to provide professional resource support to academic activities through new organisational arrangements like the BRCs and CRCs;

(v) it attempted to provide support to schools through providing contingency grants of Rs.2000/= to each school and Rs.500/= to every teacher annually;

(vi) the planning process tried to create local level capacity both at the district and sub-district levels. 

      The overall co-ordination of district planning activities and activities of the National Core Team was carried out by the Department of Education, MHRD.  One member of the National Core Team was requested to co-ordinate district planning activities in each of the states.

      The DPEP activities started in Kerala on 15th April, 1993.   Three educationally backward districts namely Malappuram, Wayanad and Kasaragode were selected for the programme.  These three districts have their own specific characteristic features.  Malappuram is the largest district having highest percentage of Muslim population; Wayanad is mainly dominated by tribal population; and Kasaragod is a bilingual district 

To conclude, such a planning exercise was a novel experience for the state level officers, teachers and general public.  Instead of getting things done at the top level a real kind of decentralised planning procedure was adopted.  Everybody was able to contribute something in the planning process.  The more important thing was that they felt that they had a "role" in the whole planning exercise.  It was actually an effort by all concerned to improve primary education in Kerala.

2. SARVA SHIKSHA ABHIYAN (SSA)

Sarva Shiksha Abhiyan (SSA) is Government of India's flagship programme for achievement of Universalization of Elementary Education (UEE) as mandated by 86th amendment to the Constitution of India making free and compulsory Education to the Children of 6-14 years age group, a Fundamental Right. It provide a variety of interventions for universal access and retention, bridging of gender and social category gaps in elementary education and improving the quality of learning

Main feature of SSA

      SSA is being implemented in partnership with State Governments to cover the entire country

      The programme seeks to open new schools in those habitations which do not have schooling facilities and strengthen existing school infrastructure through provision of additional class rooms, toilets, drinking water, maintenance grant and school improvement grants.

      Existing schools with inadequate teacher strength are provided with additional teachers, while the capacity of existing teachers is being strengthened by extensive training, grants for developing teaching-learning materials and strengthening of the academic support structure at a cluster, block and district level.

      SSA seeks to provide quality elementary education including life skills. SSA has a special focus on girl's education and children with special needs. SSA also seeks to provide computer education

      to ensure that a school becomes accessible to all children within specified distance but implies an understanding of the educational needs and predicament of the traditionally excluded categories – the SC, ST and others sections of the most disadvantaged groups, the Muslim minority, girls in general, and children with special needs.

      Centrality of teacher, to motivate them to innovate and create a culture in the classroom, and beyond the classroom, that might produce an inclusive environment for children, especially for girls from oppressed and marginalised backgrounds.

      Moral compulsion is imposed through the RTE Act on parents, teachers, educational administrators and other stakeholders, rather than shifting emphasis on punitive processes.

      Convergent and integrated system of educational management is pre-requisite for implementation of the RTE law. All states must move in that direction as speedily as feasible.

Aims of SSA:

1.      To provide useful and elementary education for all children in the 6-14 age group by 2010.

2.      To bridge social, regional and gender gaps with the active participation of community in the management of schools.

3.      To allow children to learn about and master their natural environment in order to develop their potential both spiritually and materially.

4.      To inculcate value-based learning this allows children an opportunity to work for each other’s well being rather than to permit mere selfish pursuits.

5.      To realize the importance of Early Childhood Care and education and looks at the 0-14 age as a continuum.

Objectives of SSA:

1.      All children in school. Education Guarantee Centre, Alternate School, ‘Back-to-School’ camp by 2003.

2.      All children complete five years of primary schooling by 2007.

3.      All children complete of elementary schooling by 2010.

4.      Focus on elementary education of satisfactory quality with emphasis on education for life.

5.      Bridge all gender and social category gaps at primary stage by 2007 and at elementary education level by 2010.

6.      Universal retention by 2010.

Sarva Shiksha Abhiyan (SSA) has two aspects:

1. It provides a wide convergent frame work for implementation of Elementary Education schemes.

2. It is also a programme with budget provision for strengthening vital areas to achieve universalisation of elementary education.

3. RASHTRIYA MADHYAMIK SHIKSHA ABHIYAN (RMSA)

This scheme was launched in March, 2009. It focuses to provide conditions for efficient growth, development, and equity for all students. This scheme also includes the following:

·         Multidimensional research,

·         Technical consulting,

·         Various implementations and

·         Funding support.

The objective

      to enhance access to secondary education and to improve its quality.

      improving quality of education imparted at secondary level through making all secondary schools conform to prescribed norms, 

      to remove barriers of gender,  socio-economic and disability barriers, 

      providing universal access to secondary level education by 2017, i.e., by the end of 12th Five Year Plan and achieving universal retention by 2020.

Important physical facilities provided under the scheme

(i) Additional class rooms, (ii) Laboratories, (iii) Libraries, (iv) Art and crafts room, (v) Toilet blocks, (vi) Drinking water provisions and (vii) Residential Hostels for Teachers in remote areas.

Important quality interventions provided under the scheme

(i) appointment of additional teachers to reduce PTR to 30:1, (ii) focus on Science, Math and English education, (iii) In-service training of teachers, (iv) science laboratories, (v) ICT enabled education, (vi) curriculum reforms; and (vii) teaching learning reforms.

Important equity interventions provided in the scheme

(i) special focus in micro planning (ii) preference to Ashram schools for upgradation (iii) preference to areas with concentration of SC/ST/Minority for opening of schools (iv) special enrolment drive for the weaker section (v) more female teachers in schools; and (vi) separate toilet blocks for girls.

Implementation mechanism of the Scheme

The scheme is being implemented by the State government societies established for implementation of the scheme.

Major Heads of the RMSA

There are 4 major heads or chief-in-charge of the Rashtriya Madhyamik Shiksha Abhiyan.

·         Quality improvement. 

·         a promotion of environmental education and science laboratories.

·         promotion of central sponsorship schemes of the population education project, 

·         international mathematics and science Olympiads.

·         provide in-service training for the teachers, infrastructure and research inputs.

·         Access and equity.

·         removing the existing disparities in socio-economic and gender background in the secondary level of education.

·         certain strategies were implemented to provide free access to secondary education

·         Information communication technologies (ICT). 

·         include funding support towards computer education plans;

·         strengthening and reorientation of the staffs ;

·         digitization using audio and video cassettes with the partnership of NGOs; and

·         management of Internet-based education.

·         Integrated education for disabled children (IEDC): 

·         It includes several components for convergence with integrated child development services for early interventions. In the years 2018, Rashtriya Madhyamik Shiksha Abhiyan along with Sarva Shiksha Abhiyan was disintegrated to form Samagra Shiksha Abhiyan.

Key areas of the Rashtriya Madhyamik Shiksha Abhiyan

·         The curriculum that is set for the children for the year should be focused on vocationalism and allow children to branch into subjects they are interested in, and allow them to take up employment-oriented courses.

·         Encourage students to opt for open-learning courses, where they can choose the subjects of their choice.

·         Free education for girl children and offering them free hostel facilities.

·         Integrated education for the disabled, making them an integral part of society.

·         Including the private sectors to manage the education system. As of now, NGOs and private sector organisations manage 58% of higher secondary schools and 51% of secondary schools in the country.

·         Spread awareness on the need for secondary education for students through multimedia and contact-centers. Through these platforms, students who are underprivileged can come in contact with the scheme and enroll themselves.

·         Improving the content quality of subjects such as science, environmental education, mathematics, computers, etc.

·         Revision of the curriculum every few years to review and judge if the course material is still apt or a subject of the past.

·         Training for teachers with regard to their attitude and how they approach children. Periodical tests to make sure that they are fit for the job.

·         Free education, transport and specialized requirements for the disabled.

·         Familiarizing students with Information Technology (IT), a crucial subject in today’s world. Offering financial support for the computer education of the interested child.

·         Shift of emphasis with regard to people’s attitude towards social-backgrounds, religion and gender. The Rashtriya Madhyamik Shiksha Abhiyan focuses on involving children hailing from the SC/ST tribes and from the backward classes of society.

·         Making required analysis such as gross enrollment ratio (GER), net enrollment ratio (NER), retention rate, dropout rate, gender gap and the gender parity index (GPI). With the given analysis, the government will make amends to appeal to the children.

·         Assessing the factors that affect the education of a child from backward classes and tribes.

4. RASHTRIYA UCHCHATAR SHIKSHA ABHIYAN (RUSA)

Is a Centrally Sponsored Scheme (CSS), launched in 2013 aims at providing strategic funding to eligible state higher educational institutions. The funding would flow from the central ministry through the state governments/union territories to the State Higher Education Councils before reaching the identified institutions. The funding to states would be made on the basis of critical appraisal of State Higher Education Plans, which would describe each state’s strategy to address issues of equity, access and excellence in higher education.

Objectives of RUSA

·         Improve the overall quality of state institutions by ensuring conformity to prescribed norms and standards and adopt accreditation as a mandatory quality assurance framework.

·         Usher transformative reforms in the state higher education system by creating a facilitating institutional structure for planning and monitoring at the state level, promoting autonomy in State Universities and improving governance in institutions.

·         Ensure reforms in the affiliation, academic and examination systems.

·         Ensure adequate availability of quality faculty in all higher educational institutions and ensure capacity building at all levels of employment.

·         Create an enabling atmosphere in the higher educational institutions to devote themselves to research and innovations.

·         Expand the institutional base by creating additional capacity in existing institutions and establishing new institutions, in order to achieve enrolment targets.

·         Correct regional imbalances in access to higher education by setting up institutions in unserved & underserved areas.

·         Improve equity in higher education by providing adequate opportunities of higher education to SC/STs and socially and educationally backward classes; promote inclusion of women, minorities, and differently abled persons.

The following are the primary components of RUSA that capture the key action and funding areas that must be pursued for the fulfilment of the targets:

·         Up gradation of existing autonomous colleges to Universities

·         Conversion of colleges to Cluster Universities

·         Infrastructure grants to Universities

·         New Model Colleges (General)

·         Upgradation of existing degree colleges to model colleges

·         New Colleges (Professional)

·         Infrastructure grants to colleges

·         Research, innovation and quality improvement

·         Equity initiatives

·         Faculty Recruitment Support

·         Faculty improvements

·         Vocationalisation of Higher Education

·         Leadership Development of Educational Administrators

·         Institutional restructuring & reforms

·         Capacity building & preparation, data collection & planning

      APEX BODIES- CABE, NCERT, SCERT, DIET, UGC, NCTE, NAAC, NUEPA

In 1976, central Government made 42nd amendment that education subject was placed in the concurrent list. By putting education in the concurrent list, it became the common subject of the Centre and State Government, implying that both centre and state government, can make laws on it, but if there is any conflict between the laws of Centre and State government, the law of centre government will prevail. According to our constitution education is a state subject and the central government plays an advisory role. The main aims of Center and State Governments are to ensure relevant education for all and to universalize elementary education of satisfactory quality. Proper planning and management is required at different levels of education for proper implementation of policies, programmes and projects, developed at central level and for the promotion of education throughout the country. Keeping in mind the promotion of education throughout the country and proper implementation of policies and programmes, different academic support structures are set up at central level (NUEPA, NCERT) and state level (SCERT, SIEMAT, DIETs).

1. THE CENTRAL ADVISORY BOARD OF EDUCATION OR CABE

The Central Advisory Board of Education or CABE is the apex advisory body responsible for advising the Central and the State Governments in the field of education. It was first established in the year 1920, but was dissolved later. It again came into existence in the year 1935. It is the highest and the oldest advisory board for the governments in educational domain.

Objectives

·         To provide suggestions to all the educational institutions of the country in preparing the syllabus.

·         To provide a common platform for the state and the centre to share their views about improving educational standards.

·         To advice the state and the central governments, regarding any kind of educational question.

·         Appoint committees for making recommendations on various educational issues.

·         To ask for expert reviews and information and suggestions from various government agencies, non-government organizations and institutions in matters pertaining to education.

Topics on which CABE gives advice to Government

·         Free and compulsory education bill and other issues related to elementary education.

·         Girl’s education and the common school system.

·         Universalization of secondary education.

·         Autonomy of higher education institutions.

·         Integration of culture education in the school curriculum

·         Regulatory mechanism for the textbook and parallel textbooks taught in schools outside the government system,

·         Financial of higher and technical education.

Functions

·         It’s main function is to advise Central and State Govt. in the field of education

·         It reviews the progress of educational standards from time to time,

·         appraises the educational policies implemented by the state and central governments and also advises the central and the state governments about the coordination of various non-government and government agencies for the betterment of the educational development of the country.

·         Call for information and comments from educational experts, government agencies, institutions, or non-government organisations on educational matters.

·         Appoint committees, as may be necessary, for studying or making recommendations on diverse educational issues.

THE COMPOSITION OF THE CABE

1.      Chairman: The Union Minister of Human Resource Development.

2.      Vice-chairman: The Minister of State for Human resource development.

3.      Representatives of the central government: It includes seven central ministers and the member(education),planning commission.

4.      Representatives of the states and Uts: one each, usually the ministers in charge in education.

5.      Parliament representatives: six members of the parliament, two from Rajya sabha and four from Lok sabha.

6.      Ex- officio members: they are 15 ,which include chairmen or directors of agencies like UGC, MCI, AICTE, ICAR, NCERT, NIEPA, CBSE,NLM,ICHR etc.

7.      Nominated members: they are 31, selected from different areas of interest. 8. Member secretary: secretary, Dept. of secondary and higher education, MHRD, Govt. of India.

2.THE NATIONAL COUNCIL OF EDUCATIONAL RESEARCH ANDTRAINING (NCERT)

It is an autonomous organisation of the Government of India which was established in on September 1, 1961 with its headquarter at Delhi as a literary, scientific and charitable Society under the Societies' Registration Act (Act XXI of 1860). Its headquarters are located at Sri Aurbindo Marg in New Delhi. It is registered under the societies Registration Act, 1960 and function as the academic advisor to the Ministry of Education and Social Welfare. It is wholly financed by the Department of School Education and Literacy, MHRD, Government of India.

·         It was set up to promote the research and training in the field of education and social welfare.

·         It assists and advises the Centre and State government on academic matters related to school education.

COMPOSITION

·         The Union Ministry for Education and Youth Services is the President of the General body of the council.

·         The Chairman of UGC and the secretary or the secretary of the H.R.D.

·         Ministry and Social Welfare are its Ex-Officio members.

·         Four vice-chancellor of universities in different zones of the country are nominated to the membership of the council.

All the above members constitute the General body of NCERT.

·         The Administration of NCERT is in the hands of executive committee which comprised of Director, Joint Director, Dean Academic and Research, Dean Co-ordination and Secretary.

·         NCERT functions through various constituent units like –

·      National Institute of Education (NIE);

·      Central Institute of Educational Technology (CIET), New Delhi,

·      Five Regional Colleges of Education at Ajmer, Bhopal, Bhubaneswar, Mysore and Shillong;

·      Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), Bhopal; and

·      Field Advisers’ officers in the States.

Academic Supports Provided by NCERT

 With a view to improve the quality of School education in India

1.      It determines the aims of school education.

2.      It prepares model curriculum for different levels of school education.

3.      It prepares textbooks for School Education.

4.      It determines the aims of the training of School Teachers.

5.      It prepares the curriculum for the training of teachers at different levels.

6.      It organizes pre-service and in-service training mostly at advanced level.

7.      It performs new experiments in the field of Education.

8.      It makes efforts for the expansion and upliftment of secondary education.

9.      It undertakes, promotes, aids and coordinates research in all branches of education.

10.  It organizes extension services in educational institutions.

11.  It undertakes and organizes studies, investigation and surveys relating to educational matter on the assessment of educational programmes.

12.  It establishes coordination with state level institutions and implements policies and programmes relating to educational reforms.

13.  It establishes coordination with organizations of International level like UNESCO and UNICEF.

14.  It provides training and research facilities to educationists and persons associated with education at different levels.

15.  It publishes Journals, research reports, teachers’ guides and other useful material for the benefits of teachers, students, research workers and other persons associated with education. Some of the well known Journals and magazines published by NCERT are: ● Indian Educational Review ● Journal of Indian Education ● School Science (Quarterly) ● The Primary Teacher ● Bhartiya Adhunik Shiksha ● Prathmik Shikshak

16.  It organizes National Talent Search Programmes at National and State level, to identify talented students.

17.   It organizes survey at National level after every five years, so as to evaluate development of education.

18.  It disseminates improved techniques and Practices; and acts as a clearinghouse for ideas and information on all matters relating to School education.

In order to carry out its functions effectively, NCERT works in close cooperation with the education departments in the states, and it has a network of offices of field advisors in different states. It also maintains a close liaison with universities and generally with all institutions set up in the country for furthering the objectives of School education. In addition NCERT interacts with similar international and national organizations throughout the world.

3. STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING (SCERT)

State Council for Educational and Training (SCERT) is an apex body, responsible for quality education in the state. The State Institute of Education (SIE), which functioned as a part of the department of general education, was converted to form the SCERT, to give a new thrust and direction to school education. SCERT, Kerala, was established in 1994. It also recommended that function regarding teacher education, research, extension, curriculum construction, etc. in connection with the stages of pre-school, elementary, secondary and senior secondary education including non-formal education should be brought under the purview of the SCERT. It is in fact, a counterpart of NCERT in the State. It has been given the responsibility of overseeing the work done in the academic wing of the School Education Board in the area of curriculum renewal and development of textbooks.

 OBJECTIVES

1.            To bring about qualitative improvement in the existing education system.

2.            To develop the curriculum of various school subjects.

3.            To provide preservice and in-service education for teachers and educational supervisors.

4.            To develop new techniques and methodologies in the field of school education.

5.            To undertake and promote investigation, surveys, studies and researches in various fields and sections of education.

6.            To formulate and implement pilot projects for bringing about quality improvement in different fields of school education.

7.            To evaluate, monitor and develop educational programmes.

8.            To provide career guidance and counseling to school students.

SUPPORT PROVIDED BY SCERT TO PROMOTE EDUCATION AT STATE LEVEL

1.            In-Service Training of Teachers: SCERT arranges inservice training of teacher educators working in teacher training institutions for all the stages of education from preschool to secondary stage.

2.            In-service Training of Supervisory Officers: It arranges in-service training and orientation of supervisory and inspecting officers dealing with preschool, elementary, secondary and senior secondary education in the state.

3.            Extension Services: It provides extension services to teacher training institution at all levels.

4.            Coordinate Extension Services: It coordinates the work of extension centers of teachers training institutions in the state.

5.            Programmes for Professional Development: It organizes programmes including correspondence-cum-contact course for overall professional development of teachers, teacher educators, supervisory and inspecting officers.

6.            Preparing of Curricula, Instructional Material and Textbooks: It prepares curricula, instructional material and textbooks for the use of educational institutions and teachers of preschool, elementary, secondary and senior secondary stages in the state.

7.            Prescribing Curricula: It prescribes curricula for school and teacher training institution at preschool and elementary stage.

8.   Prescribing textbooks: It prescribes textbooks for schools and teacher training institutions at preschool and elementary stage.

9.   Producing Instructional Material: It produces instructional material for the use of teacher educators at secondary and senior secondary education level.

10.  Coordinating Programme: It co-ordinates the programme of different subject teachers associations in the state.

11.  Controlling Authority: It functions as a controlling authority essentially in connection with academic aspects of elementary teachers education and if possible in connection with its administrative aspect also.

12.  Conducting Studies and Investigations: It conducts studies and investigations in various problems of education in general and in the training of teachers and the teaching of the curricula at levels of preschool, elementary, secondary and senior secondary education.

13.  Acting as agent of change: It acts as an agent of change in school education and lifelong non-formal education in general and in teacher education in particular.

14.  Undertake Projects: It undertakes such specified projects at different levels of education as be entrusted to it by government from time to time.

Other functions

• Library
• To build up a relevant collection of information materials and timely dissemination of information to educators,     educationalists, researchers, students and other stakeholders in the field of education.
• Preparation of instructional materials
• Provide teachers handbook and resource c.d. for special schools. For students having hearing disabilities, visual learning is more helpful for them. Hence SCERT made teachers handbook and resource c.d. containing visualization of all subjects in accordance with the special school curriculum.
• Refresher course:  for teachers.
• Conferences: it can be organized on subjects of practical interest, such as revision of school curriculum, selection of text books, and report of successful educational experiments.
• Study groups: teachers of different subjects can form study group which may meet once a week.
• School programmes: this includes club meeting, faculty meeting, study circles, exhibitions in the school, experimental projects, film shows, demonstration lessons etc.
• Study of professional writing: teachers can study various publications of scert, ncert, extension service departments of colleges to acquaint with the latest research findings.
• Miscellaneous programmes: this includes educational tours, visits to places of educational importance and teacher exchange programmes can be organized for professional growth of teachers.

4. DISTRICT INSTITUTE OF EDUCATION AND TRAINING (DIETS)

Teacher’s education is a continuous process and its preservice and in-service components are inseparable. The agency which is responsible for providing preservice, in-service education to elementary school teachers, non-formal and adult-education is termed as DIET. The programme of Action (1986) which is a follow up programme of National Policy of Education (1986) observes, keeping in view the central place of teacher education. DIET caters to qualitative improvement as the teacher is closer to the field and, thus, more sensitive to their problems and needs.

The mission of a DIET is to provide academic and resource support at the grass root level for the success of various strategies and programmes being undertaken in the area of elementary and adult education, with special reference to

(1) universalization of elementary education;

(2) National Literacy Mission target in regards to functional literacy in the age group 15- 35 years.

Special Target Group of DIETs

1. Elementary school teachers, both preservice and in-service.

2. Headmasters, head of school complexes, educational officers.

3. Instructors, supervisors for non-formal and adult education.

4. Members of District Boards of Education (DBEs) and Village Education Committees (VECs), Community Teachers, Youth and other Volunteers

5. Resource person who will conduct suitable programmes for the target groups, i.e. girls and women, SC/ST, minorities and Handicapped, other educationally disadvantaged groups, e.g working children, slum dwellers, inhabitants of hilly areas, etc.

Academic Supports provided by DIETs

1.      To provide preservice and in-service education to primary school teachers.

2.      To provide induction education and continuing education to instructors and supervisors for non-formal adult education courses and programmes.

3.      To provide training and orientation to the heads of the institution in institutional planning and management at micro-level.

4.      To give orientation to community leaders, functionaries of voluntary organization and others who influence school education.

5.      To give academic support DBEs and school complexes.

6.      To conduct action research studies and experimental studies for removal of local level educational problems.

7.      To serve as evaluation centres for primary and upper primary schools as well as for non-formal and adult education centres.

8.      To act as resource centres for teachers and instructors.

9.      To provide consultancy and counseling service to DBEs.

10.  To coordinate with VECs, DBEs, SCERT, NCERT, NUEPA, CTEs and CASEs.

According to Rama Murti Committee Report (1990), DIETs would have to undertake fresh responsibilities and develop competence in the respective areas as enumerated below:

1.         Universalization of Elementary Education (UEE)

2.         Early Childhood Care and Education (ECCE)

3.         Women’s Education with emphasis on giving a gender perspective to the entire educational process

4.         Education for promoting equity and social Justice among SCs/ STs and other educationally backward sections of society, including minorities

5.         Vocationalization of the entire educational process

6.         Examination reforms, modularization, multiple entry and exit points. In order to effectively carry out its function the DIET have seven branches, i.e. Preservice Teacher Education (PSTE); Work Experience (WE); District Resource Unit (DRU); In-Service programmes, Field Interaction & Innovation Coordination (IFIC), Curriculum Material Development and Evolution (CMDE), Educational Technology (ET), and Planning and Management Branch.

To conclude, it must be emphasized that a DIET in each district is an encouraging step for achieving universalization of elementary education and improving the quality of education in school.

5. UNIVERSITY GRANTS COMMISSION (UGC)

In November 1956, UGC (University Grants Commission) was formally established as a statutory body of the Government of India via ‘University Grants Commission Act, 1956’ of the Parliament. Its Motto is Gyan-Vigyan Vimuktaye (Knowledge Liberates). In 1994 and 1995, UGC introduced six centres at Pune, Hyderabad, Kolkata, Bhopal, Guwahati and Bangalore to control the region-wise education system in India. Currently, the head office is locating at Bahadur Shah Zafar Marg in New Delhi.

Aims of UGC

·         to provide funds to universities and coordinate, determine & maintain the ethics in institutions of higher education.

·         also set some standards for the universities for being UGC Approved Universities. 

·         Frame rules on minimum standards of education.

·         Setting standards for examination like ICAR NET, UGC NET & CSIR UGC NET

·         Maintain connection between the Union and State Governments and institutions of higher education.

·         To develop universities as centers of excellence

·         To ensure the quality of university education

·         To foster national, regional and international linkages

·         Helps the universities in staff development, student mobility etc. collaboration in the field of teaching and learning & motivate the universities to act as agents of change by creating new frontiers of knowledge.

·         Advising centralØ Allocate and disburse grants to universities and colleges for their development and maintenance

·         Make rules and regulations for the appointment

·         Monitor academic functions of universities

·         Frame regulations on minimum standards of university education

·         Support and co-ordinate research programmes of universities Øresearch in universities  & service of teachers and other staffs in the university and colleges.

6. NATIONAL COUNCIL FOR TEACHER EDUCATION (NCTE)

The National Council for Teacher Education established in 1973, is to help in the development of the Indian teacher education system, is to overlook the standards and processes in the Indian education system. It has opened its office in Bangalore, Karnataka.

The Council consists of

·               The Council

·               The Executive Committee

·               The Regional Committees

·               The Appeal Committees

·               The Inspection Team

·               The Visiting Team

The following key tasks of the organization are

1. It is the prime body of Teacher education, should play some proactive role in curriculum designing and evaluation. It sets the norms and standards for infrastructure, and specifies the required qualifications of teacher educators, for all teacher education colleges.
2. It was an advisory body for the Central and State Governments on all matters pertaining to teacher education, with its Secretariat in the Department of Teacher Education of the National Council of Educational Research and Training (NCERT).
3. It aims at training individuals for equipping them to teach pre-primary, primary, secondary and senior secondary stages in schools, non-formal and part-time education, adult education (correspondence) and distance education courses
4. to regulate and properly maintain the Norms and Standards in the teacher education system and for matters connected therewith.
5. To achieve planned and coordinated development of teacher education system throughout the country.
6. Power to relax norms
7. Procedure and Conditions for Grant of Recognition
8. Eligibility of Institution
9. Sharing of facilities and total intake
10. Curriculum Transaction
11. Facilities :Infrastructure, Amenities and Instructional
12. Intake, Eligibility and Admission procedures
13. Working days
14. Duration of course
15. lay down guidelines for compliance by recognized institutions, for starting new courses or training, and for providing physical and instructional facilities, staffing pattern and staff qualification;
16. lay down norms for any specified category of courses or trainings in teacher education, including the minimum eligibility criteria for admission thereof, and the method of selection of candidates, duration of the course, course contents and mode of curriculum;
17. lay down guidelines in respect of minimum qualifications for a person to be employed as a teacher in schools or in recognized institutions;
18. co-ordinate and monitor teacher education and its development in the country;
19. examine and review periodically the implementation of the norms, guidelines and standards laid down by the Council, and to promote and conduct innovation and research in various areas of teacher education and disseminate the results thereof;
20.  lay down guidelines regarding tuition fees and other fees chargeable by recognized institutions
21. lay down standards in respect of examinations leading to teacher education qualifications, criteria for admission to such examinations and schemes of courses or training;
22. perform such other functions as may be entrusted to it by the Central Government.
23.  take all necessary steps to prevent commercialization of teacher education;

7. THE NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL (NAAC)

National Assessment and Accreditation Council is an autonomous body established by the University Grand Commission (UGC) of India to assess and accredit institutions of higher education in the country NAAC (1994). It is often considered as the brain child of UGC. Its headquarters are at Bangalore.

The main purpose and core aim of NAAC was

·         to address and monitor the issue of degradation in the quality of higher education in India.

·         is responsible for assessing and accrediting institutions of higher education in India. During their inspection and assessment process, they ensure that quality is the primary element of focus for India’s higher education.

·         The NAAC functions through its General Council (GC) and Executive committee (EC) where educational administrators, policy makers and senior academicians from a cross section of higher education are represented.

·         The NAAC has a core staff and consultants to support it’s activities . It also receives assistance from a large number of external resources persons from across the country who are not full time staff of NAAC.

·         Contribution to National Development

·         To assess and accredit instructions of higher education in the country .

·         Instructional social responsibility .

·         Extension activities.

·         Research publications and awards.

·         Resource mobilization for research

·         Promotion of research

·         To encourage self-evaluation, accountability, autonomy and innovations in higher education;

·         To undertake quality-related research studies, consultancy and training programmes,

·         To collaborate with other stakeholders of higher education for quality evaluation, promotion and sustenance.  

·         Providing appropriate training to assessors.

·         Organize Seminars/Workshops/ Conferences to share and discuss education quality-related issues.

·         Provide guidance to institutions for preparing their Self-study Reports (SSRs) for universities recognized under Sections 2f, 2f and 12B of the UGC Act of 1956 or established under Section 3 of the UGC Act, which have completed 5 years since establishment or with a record of at least 2 batches of students having completed their degree programs, whichever is earlier.

·         Contributing to national development to the needs of the economy, society and the country as a whole, thereby contributing to the development of the Nation.

·          Fostering global competencies among students by examining the role of HEIs in preparing the students to achieve core competencies (innovative and creative) to face the global requirements successfully.

·         Inculcating value system among students by inculcating the desirable value systems (values commensurate with social, cultural, spiritual, moral etc.)  amongst the students

·         Promoting use of technology to keep pace with the developments in other spheres of human endeavor, the HEIs have to enrich the learning experiences of their wards by providing them with the state-of-the-art educational technologies.

·         Quest for excellence to the overall development of the system of higher education of the country as a whole. This 'Quest for Excellence' could start with the preparation of the SAR of an institution. Another step in this direction could be the identification of the institution's strengths and weaknesses in various spheres/criteria.

BENEFITS OF ACCREDITATION

1. Helps the institution to know its strengths, weaknesses, opportunities and challenges through an informed review
2. Categorizes internal areas of planning and resource allocation
3. Enhances collegiality on the campus
4. Outcome of the process provides the funding agencies with objective and systematic database for performance based funding
5. Initiates institution into innovative and modern methods of pedagogy
6. Gives the institution a new sense of direction and identity
7. Provides the society with reliable information on the quality of education offered by the institution
8.  Gives employers access to information on standards in recruitment
9. Promotes intra-institutional and inter - institutional interactions.

8. NATIONAL UNIVERSITY OF EDUCATIONAL PLANNING AND ADMINISTRATION (NUEPA)

The NUEPA, an autonomous body established by the mHRD, Government of India. has its origin in 1962, is the national apex institution in the field of educational planning and administration. After four years of its existence it was taken over by the Government of India and renamed as the National Staff for Educational Planners and Administrators. Subsequently with the increased roles and functions of the National College, particularly in capacity building, research and professional support services to government, it was again renamed as the NIEPA in 1979. But in August 2006 it was named as NUEPA.

NUEPA

Academic Supports Provided by NUEPA to Center and State Government

a.    Organize training programme: It organizes pre-service and in-service training programme in the area of educational planning and administration.

b.   Co-ordinating research: It promotes and coordinate research in various aspects of educational planning and administration and allied disciplines.

c.    Providing Guidance: It provides academic and professional guidance to agencies and institutions regarding planning and administration.

d.   Offering Ph.D and M.Phil Programme: It offers Ph.D course and awards degrees in educational planning, finance, comparative education, School education and higher education.

e.    Act as a Clearinghouse: It acts as a clearinghouse of ideas and information on research, training and extension in educational planning.

f.    Publishing Journals and Periodicals: It prepares, prints and publishes papers, periodicals and books, especially brings out a Journal on Educational Planning and administration.

g.    Organizing Workshops, Trainings and Seminars: It organizes meetings, workshops and seminars for educational personnel of the Central and State government and Union territories.

h.   Consultancy Services: It provides consultancy services in the sphere of education planning and administration for Centre as well as State Government Universities.

i.     Organizing Refresher Courses for Teacher Educators: NUPEA organizes orientation and training programmes, and refresher courses for teachers, educators and for college administration.

j.     Discussion and Issues: It Initiates and encourages discussion on educational issues of National significance.

k.   Contacts and Collaborations: It establishes contacts and advances academic collaboration with inter institutions in India and abroad particularly in countries of third world. NUEPA has developed close links with UGC, NCERT, CSIR, etc. NUEPA has entered into memorandum of agreement with UNESCO’s International Institute of Educational Planning.

l.     Disseminating Information: It disseminates information relating to experience and new advances in the area of educational Planning and administration.

m.  Symbolic Links: It builds symbolic links between the imparting and generation of knowledge. It also strengthens basic and applied research in sphere of educational planning and administration.

      Constitutional Goals - Articles of Indian Constitution Pertaining to Education –Preamble.

Article 21 A, Article 14, Article15, Article 30,Article 45, Article 46, Article 41, Article 51 A, Article 350A, Article 351   Right to Education Act 2009

 

Introduction

India is a Sovereign Socialist Secular Democratic Republic country with a parliamentary system of government. The Republic was adopted   by the Constituent Assembly on 26th November, 1949 and came into  force on 26th January,  1950.

 

SALIENT ASPECTS OF INDIAN CONSTITUTION

(i)         Preamble

(ii)       Fundamental Rights

(iii)     Fundamental Duties

(iv)     Directive Principles of State Policy and Education

(i)  PREAMBLE OF THE CONSTITUTION

Indian constitution has a preamble. Though the preamble of the  Constitution  of  India does not constitute an operative part of the Indian Constitution, yet it serves several important purposes. It explains the ideals and objectives of the constitution.After 42nd amendment in 1976, the preamble to the constitution reads:

“WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a  SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens:

·         JUSTICE - social, economic and political;

·         LIBERTY - of thought, expression, belief, faith and worship;

·         EQUALITY - of status and opportunity and to promote among them all;

·         FRATERNITY - assuring the dignity of the individual and the unity and integrity of the Nation.

The term ‘sovereign’ implies that India is internally supreme and externally free. State authority of India is supreme over all men and all associations within India’s territorial boundary. This is India’s internal sovereignty. Externally India is free from all external controls.

The terms ‘socialist and secular’ were added to the preamble by 42nd amendment  in 1976. Glaring disparity in income distribution induced the government to control  the commanding heights of the economy in the interest of suffering masses. That is why the right of private property was removed from the list of fundamental rights through a constitutional amendment.

‘Secularism’ is a glaring necessity in India’s socio-political context. Inhabited by people of all faiths, it is imperative that India does not accept any religion as the state-religion. India’s secularism ensures that religious minorities do not suffer from a sense of inferiority.

 ‘democratic republic’ shows democratic social system.

(B) FUNDAMENTAL RIGHTS OF INDIAN CITIZENS

The following seven fundamental rights guaranteed by the Indian constitution.

1.      Right to equality.

2.      Right to freedom of speech and expression.

3.      Right to freedom of religion.

4.      Right against exploitation.

5.      Right to life.

6.      Cultural and educational rights.

7.      Right to constitutional remedies.

(C) FUNDAMENTAL DUTIES OF INDIAN CITIZENS

1.      To abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem;

2.      To cherish and follow the noble ideals which inspired our national struggle for freedom;

3.      To uphold and protect the sovereignty, unity and integrity of India;

4.      To defend the country and render national service when called upon to do so;

5.      To promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities;

6.      To renounce practices derogatory to the dignity of women;

7.      To value and preserve the rich heritage of our composite culture;

8.      To protect and improve the natural environment including forests, lakes, rivers and wild life, and to have compassion for living creatures;

9.      To develop the scientific temper, humanism and the spirit of inquiry and reform;

10.  To safeguard public property and to abjure violence;

11.  To strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement; and

12.  Who is a parent or guardian to provide opportunities for education to his child or ward, as the case may be, between the age of six and fourteen years.

Article 21 A, Article 14, Article15, Article 30, Article 45, Article 46, Article 41, Article 51 A, Article 350A, Article 351   Right to Education Act 2009

Articles related to Education

1.      Free and Compulsory Education : Article 45

Article 45 of the Directive Principles of State Policy that, “The state shall endeavour to provide within a period of ten years from the commencement of this Constitution, for free and compulsory Education for all children until they complete the age of fourteen years.”

In this, it is the provision of Universal, Free and Compulsory Education becomes the joint responsibility of the Centre and the States. Within 10 years, compulsory education must be provided for all children up to the age of 14.

2.      Education of Minorities Article 30

Article 30 of the Indian Constitution relates to certain cultural and educational rights to establish and administer educational institutions. It lays down

·         All minorities whether based on religion or language, shall have the right to establish and administer educational institutions of their choice.

·         The state shall not, in granting aid to educational institutions, discriminate against any educational institution on the ground that it is under the management of a minority, whether based on religion or language.

3.      Language Safeguards Article 29(1) and article 350 B

Article 29(1) states “Any section of the citizen, residing in the territory of India or any part there of having a distinct language, script or culture of its own, hall have the right to conserve the same.” Article 350 B provides for the appointment of special officer for linguistic minorities to investigate into all matters relating to safeguards provided for linguistic minorities under the Constitution.

4.      Education for Weaker Sections Article 15, 17, 46

Article 15, 17, 46 safeguard the educational interests of the weaker sections of the Indian Community, that is, socially and educationally backward classes of citizens and scheduled castes and scheduled tribes.

Article 15 states, “Nothing in this article or in clause (2) of Article 29 shall prevent the state from making any special provision for the advancement of any socially and educationally backward classes of citizens or for the scheduled castes and the scheduled tribes.”

Under Article 46 of the Constitution, the federal government is responsible for the economic and educational development of the Scheduled Castes and Scheduled Tribes

5.      Secular Education:

Under the Constitution, minorities, whether based on religion or language, are given full rights to establish educational institutions of their choice.

Article 25 (1) of the Constitution guarantees all the citizens the right to have freedom of conscience and the right to profess, practice and propagate religion.

6.      Equality of Opportunity in Educational Institutions:

Article 29(1) states “No citizen shall be denied admission into any educational institution maintained by the State or receiving aid out of State funds, on grounds only of religion, race, caste, language or any of them.”

The fundamental right of equality clearly signifies that in the eyes of law no distinction can be made on the basis of any position, caste, class or creed. Side by side the right of equality of opportunities to all is also provided. The equality of opportunity is meaningless, unless there are equal opportunities for one’s education.

7.      Instruction in Mother -Tongue: Article 350 A

There is diversity of languages in our country. After the dawn of Independence, Mother- Tongues have received special emphasis as medium of instruction and subjects of study. In the Constitution of India, it has been laid down that the study of one’s own language is a fundamental right of the citizens.

Article 26 (1) states, “Any section of the citizens, residing in the territory of India or any part there of, having a distinct language, script or culture of its own, shall have the right to converse the same.”

Article 350 A directs, “It shall he endeavour of every state and every local authority to provide adequate facilities for instruction in the mother-tongue at the primary stage of education to children belonging to linguistic minority groups.”

8.      Promotion of Hindi: Article 351

The Indian Constitution makes provision for the development and promotion of Hindi as national language through Article 351 “It shall be the duty of the Union to promote the spread of the Hindi language, to develop it so that it may serve as a medium of expression of all the elements of the composite culture of India.” In practice, Hindi is already largely in use as a link language for the country. The educational system should contribute to the acceleration of this process in order to facilitate the movement of student and teacher and to strengthen national Unity.

9.      Higher Education and Research:

Entry 66 of the Union List:

Co-ordination and determination of standards in institution for higher education or research and scientific and technical institutions.

10.  Women’s Education: Article 15(1)

 Education of the girls is considered to be more important than that of the boys.

The Constitution makes the following provisions under different articles:

Article 15(1) provides that the State shall not discriminate any citizen on groups only of sex.

Article 15 (3) reads: ”Nothing in this article shall prevent the State from making any special provision for women and children.”

11.  Education in the Union Territories: Article 239

Article 239 of the Constitution states, “Save as otherwise provided by Parliament by Law, every Union Territory shall be administrator by the president acting to such extent as he thinks fit through an administrator to be appointed by him with such designation as he may specify.”

12.  Educational and cultural relations with foreign countries:

Entry 13 of the Union List reads. Participation in international conferences, associations and other bodies and implementing decisions made there at.

13.  Right to Education Act (2009) (Article 21A)

“The State shall provide free and compulsory education to all children of 6 to 14 years in such manner as the State, may by law determine.”

The Right of Children to Free and Compulsory Education Act or Right to Education Act also known as RTE, is an Act of the Parliament of India enacted on 4^th August 2009, which describes the modalities of the importance of free and compulsory education  for  children  between 6 and 14 in India under Article 21A of the Indian Constitution. India became one of 135 countries to make education a fundamental right of every child when the  act came into force on  1^st April 2010.

According to Supreme Court, “the right to life and dignity of an individual cannot be assured unless it is accompanied by the right to education”. The right to education has also been held to be a part of Article 21 and by 86th Amendment Act, 2002, a new article 21-A has been added after Article 21. Accordingly, Right to Education has been made a Fundamental Right and has been deleted from the list of Directive Principles of State Policy.

Difference between article 21 A and article 45

Article 21A is a Fundamental Right[Part III] and Article 45 is a Directive Principle of State Policy[ Part IV]

Both were inserted in our constitution by the 86th Amendment, 2002.

Article 21A: RIGHT TO EDUCATION : The State shall provide free and compulsory education to all children of the age of six to fourteen years in such manner as the State may, by law, determine.

Article 45: The State shall endeavour to provide early childhood care and education for all children until they complete the age of six years.

14.  Article 14 of the Constitution of India provides for equality before the law or equal protection of the laws within the territory of India. It states: "The State shall not deny to any person equality before the law or the equal protection of the laws within the territory of India."

15.  Article 46 of the Indian Constitution obligated the state to promote with special care the educational and economic interest of the weaker sections of the people, and in particular, of the Scheduled Castes and the Scheduled Tribes, and to protect them from all social injustice and all forms of exploitation.

16.  Article 41 of the Constitution requires that the State should within the limits of its economic capacity and development; make effective provision for securing the right to work, to education and to public assistance in case of unemployment, old age, sickness and disablement.

17.  Article 51A (g) of Constitution of Indian. it is the duty of the Central Government to introduce compulsory teaching of lessons at least for one hour in a week on protection and improvement of natural environment in all the educational institutions of the country.