Governmental and Voluntary Institution engaged in development of manpower
The National Council of Educational Research and Training (NCERT) is an autonomous organisation set up in 1961 by the Government of India to assist and advise the Central and State Governments on policies and programmes for qualitative improvement in school education. The major objectives of NCERT and its constituent units are to: undertake, promote and coordinate research in areas related to school education; prepare and publish model textbooks, supplementary material, newsletters, journals and develops educational kits, multimedia digital materials, etc. organise pre-service and in-service training of teachers; develop and disseminate innovative educational techniques and practices;collaborate and network with state educational departments, universities, NGOs and other educational institutions; act as a clearing house for ideas and information in matters related to school education; and act as a nodal agency for achieving the goals of Universalisation of Elementary Education. In addition to research, development, training, extension, publication and dissemination activities, NCERT is an implementation agency for bilateral cultural exchange programmes with other countries in the field of school education. The NCERT also interacts and works in collaboration with the international organisations, visiting foreign delegations and offers various training facilities to educational personnel from developing countries.
The National Institute of Educational Planning and Administration (NIEPA) have been set up by the Government of India in May, 1979. It is an autonomous body in the field of educational planning and administration. It has been playing a significant role in training educational planners and administrators.
The programmes of the NIEPA cover a variety of education managers including State Education Planning Officers, Directors of Education, District Education officers, Principals of schools and colleges, University Vice Chancellors, Deans of Schools and Heads of Departments etc. The programmes also deal with general financial management, adult education, community relations etc.
The main objectives and functions of NIEPA are:
- To organize training programmes for educational functionaries for developing capacities of educational planning and administration.
- To strengthen capacities for training and research in the field of educational planning and administration.
- To provide consultancy services in the sphere of educational planning and administration to Central as well as State Governments, Universities, Board and other similar organisations in India and International organisations in abroad.
- To disseminate information in relation to innovative experiences and new advancements in the area of educational planning and administration.
The NIEPA organizes a large number of seminars, workshops and training programmes for various Indian personnel’s and foreign personnel’s in the field of education. The training covers a wide range of subjects such as current issues in education, multi-level planning, human resource development, leadership, decision-making management of information system, educational finance, non-formal education etc.
The University Grants Commission of India (UGC India) is a statutory body set up by the Indian Union government in accordance to the UGC Act 1956 under Ministry of Human Resource Development, and is charged with coordination, determination and maintenance of standards of higher education. It provides recognition to universities in India, and disbursements of funds to such recognised universities and colleges. Its headquarters is in New Delhi, and has six regional centres in Pune, Bhopal, Kolkata, Hyderabad, Guwahati and Bangalore.
UGC is modelled after University Grants Committee of UK which was an advisory committee of the British government and advised on the distribution of grant funding amongst the British universities. The committee was in existence from 1919 until 1989.
The goal of open universities is to offer everyone equal opportunities to develop their abilities, to improve their level of education and to retrain for a potentially new career. They are also the ideal way to become eligible for pursuing a typical university degree afterwards.
The AICTE Act was constituted to provide for the establishment of an All India Council for Technical Education with a view to proper planning and co-ordinated development of a technical education system throughout the country, the promotion of qualitative improvements of such education in relation to planned quantitative growth, and regulation & proper maintenance of norms and standards in the technical education system and for the matters connected therewith.
The National Council for Teacher Education, in its previous status since 1973, 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). Despite its commendable work in the academic fields, it could not perform essential regulatory functions, to ensure maintenance of standards in teacher education and preventing proliferation of substandard teacher education institutions. The National Policy on Education (NPE), 1986 and the Programme of Action thereunder, envisaged a National Council for Teacher Education with statutory status and necessary resources as a first step for overhauling the system of teacher education. The National Council for Teacher Education as a statutory body came into existence in pursuance of the National Council for Teacher Education Act, 1993 (No. 73 of 1993) on the 17th August,1995.
The main objective of the NCTE is to achieve planned and coordinated development of the teacher education system throughout the country, the regulation and proper maintenance of Norms and Standards in the teacher education system and for matters connected therewith. The mandate given to the NCTE is very broad and covers the whole gamut of teacher education programmes including research and training of persons for equipping them to teach at pre-primary, primary, secondary and senior secondary stages in schools, and non-formal education, part-time education, adult education and distance (correspondence) education courses.
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