INTRODUCTION
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NCERT has the National Institute of
Education located at Delhi. NCERT has a large publishing house. It published
model text-books, hand-books, guide books and children’s literature or
supplementary reading materials. NCERT possesses a production workshop with
huge qualities of materials flowing in and flowing out. The central Institute
of Education which is a constituent college of the University of Delhi
maintained by the NCERT and provides facilities for courses of study leading to
the B.Ed and M.Ed degrees. NCERT maintains four regional colleges of education
at Ajmer, Bhopal, Bhubaneswar and Mysore. NCERT assists several states in their
curriculum development, writing of text books and reviewing of school
text-books.
The success of the NCERT will depend on
the extent to which it gains confidence of the entire country and gets accepted
by the professional group of various states in the field of school education.
The impact of NCERT text books on the classroom practices has been tremendous.
Beside CBSE affiliated schools, the organizations like the Kendriya Vidyalaya
Sanghatan (KVS) and the Navodaya Vidyalaya Sanghatan use NCERT text books. One
hopes and wishes that the NCERT’s vision is spelt out soon through a policy
decision/declaration in which all undefined aspects of text book preparation
and production are spelt out clearly.
ESTABLISHMENT
Ministry of Education of Indian
Government established NCERT in 1961. NCERT is an autonomous-organization,
working as an academic using of the Ministry of education. It assists the said
Ministry in the formulation and implementation of its policies and programmes
in the field of education. It is expected to encourage student teachers and
teacher educators to conduct educational research. In order to fulfill these
maintain objectives, it has established National Institute of Education (NIE)
at Delhi and four regional colleges of education at Ajmer, Bhopal, Bhubaneswar
and Mysore. It also works collaboration with the departments in the states, the
universities and institutes, following objectives of school education. It also
maintains close-contact with similar national and international institutions
throughout the world. It communicates result of its researches to a common man
by publishing books and journals.
The establishment of NCERT in 1961
was a major step taken for the development of school education which involves
teacher education also. Amongst the significant contribution of NCERT are:
·
Revamping of Elementary and Secondary Teacher education
curriculum.
·
Reorganizing of student teaching and evaluation.
·
Institution of All-India surveys on teacher education.
·
Focus on continuing education of teachers through establishments
of centers of continuing education.
·
Recognition to contributions to education by outstanding school
teachers and teacher educators through a scheme of national awards.
STRUCTURE
The general body is the policy
making body of the NCERT with the Union Minister for Human resource Development
as its president. All the Ministers of Education in the states and union
territories are its members. Besides, experts in the field of education are
also nominated as members. Its membership pattern helps in taking policy
decisions at the highest level.
The governing body of the NCERT is
the Executive Committee, again with the Union Minister for Human resource
Development as its ex-officio president. The union minister for education is
its ex-officio vice president assisting the executive committee is three
standing committees dealing with finance, establishment matters and programmes.
The principal executive and
academic of the NCERT is the director who is assisted by the joint director and
the secretary. All of them are appointed by the government of India.
OBJECTIVES OF NCERT
·
To launch, organize and strengthen research works in various
aspects of education.
·
To ensure success of the process, a good no of curricular/learning
materials have to be brought out by the NCERT.
·
To arrange for pre-service and in-service training at the higher
level.
·
To provide guidance and counseling services on large scale.
·
To establish a National Institute of Education and manage for the
development of research and higher training for educational administration and
teachers.
·
To publish necessary textbooks, journals and other literature for
achieving the objectives.
·
To organize extension centers in training institutes with the
cooperation of state governments and extend facilities pertaining to new
methods and technologies among them.
MAJOR FUNCTIONS OF NCERT
The functions of NCERT broadly
relate to (a) research and development, (b) in-service and pre-service
training, and (c) extension and dissemination work- all these tuned to achieve
the main objective of improving the quality of school education.
The
NCERT, therefore
·
Develops curriculum, instructional and exemplar materials, methods
of teaching, techniques of evaluation, teaching aids, kits and equipments,
learning resources, etc.
·
To monitor the administration of NIE/ Regional colleges of
education.
·
To prepare and publish study material for students and related
teacher’s handbooks.
·
Organizes pre-service and in-service training of teachers, teacher
educators and other educational personnel;
·
To undertake aid, promote and co-ordinate research in all branches
of education for improving school-education.
·
Conducts and promotes educational research.
·
To search talented students for the award of scholarship in
science, technology and social sciences.
·
Disseminates improved educational techniques and practices and
research findings.
·
To undertake functions assigned by the Ministry of education (now
HRD) for improving school-education.
·
Acts as a cleaning house for ideas and information on all matters
relating to school education and teacher education.
CONSTITUENT UNITS
The National Council of Educational
Research and Training (NCERT), with six constituents has been serving the cause
of qualitative improvement of school education since its inception in 1961.
The
constituents of NCERT are:
·
Fourteen departments of the
National Institute of Education (NIE) at NCERT headquarters, New Delhi.
·
Central Institute of Educational Technology (CIET), NIE campus,
New Delhi.
·
Pandit Sunderlal Sharma Central Institute of Vocational Education
at Bhopal.
·
Educational Research and Innovation Committee (ERIC) at NIE
campus, New Delhi.
·
Four Regional Institutes of Education at Ajmer, Bhopal,
Bhubaneswar and Mysore.
The programmes
formulation is based on the National Policy of on education, interactions with
the state education authorities, assistance sought by the central educational
organizations, and the assessment of educational needs of the country for
qualitative improvement of school education by the faculty of the NCERT.
NATIONAL INSTITUTE OF EDUCATION
(NIE)
The NIE’s activities are mainly
confined to (a) research and development (b) in-service training and (c)
publishing and dissemination programmes. The NIE also develops prototypes of
science kits which are in fact mini-laboratories for schools. Other important
areas of its work are the non-formal education for out-of-school children,
early childhood education, and education of the disabled and programmes for the
educationally backward minorities
In order to fulfill the objectives of
NCERT, NIE functions through nine departments, seven units and two cells as
under:
Departments of NIE
v Academic Departments
v Production Departments
v Department of Math’s Education
v Department of Textbooks
v Department of Teacher Education
v Department of Teaching Aids
v Department of Educational
Psychology Publication Department
v Department of Educational
Psychology Workshop Department
v Department of Text-books.
Units of NIE
v National Talent Search Unit
v Survey and Data Processing Unit
v Policy, Planning and Evaluation
Unit
v Library and Documentation Unit
v Vocationalisation of Educational
Unit
v Examination Reform Unit
v Examination Research Unit
Cells of NIE
v Primary Curriculum
v Journals Cell
CENTRAL INSTITUTE OF EDUCATIONAL TECHNOLOGY (CIET)
The CIET is the sixth constituent
unit of the NCERT. It aims at promoting the use of educational technology,
particularly mass media, for improving and spreading education in the country,
and for developing an alternate system of education.
The CIET develops (a) software in mind educational needs, (b) trains
personnel working in the field of educational technology, (c) conducts research
and evaluation systems, programmes and materials, (d) documents and
disseminates information concerning educational media and technology.
The CIET is equipped to take up
programmes covering most of the areas of educational technology, viz., distance
education, educational television, radio, films and low cost material.
Functions of
CIET are as under:
·
To encourage the use of educational technology in the spread of
education.
·
To organize training programmes in connection with
school-broadcasting and educational television.
·
To develop learning aids based on educational technology.
REGIONAL INSTITUTES OF EDUCATION
(RIE):
The council has four Regional
Colleges of Education (RCEs) one at Ajmer, Bhopal, Bhubaneswar and Mysore.
These campus colleges with the demonstration multipurpose schools attached to
them. Such schools help the faculty to develop methodologies and test them in
the actual classroom situation. Each college has modern laboratories, well
-equipped library and residential quarters.
All the RCEs conduct in-service
training programmes both for school teachers and teacher educators. Besides
teaching and extension work, the colleges also take up research and development
programmes. Now they are converted in Regional Institutes of Education.
RESEARCH AND PROFESSIONAL GROWTH
The Educational Research and
Innovations Committee (ERIC) of the NCERT funds research programmes taken up by
scholars both within and outside the council. The projects, however, are to
have a direct bearing on either school education or teacher education. The ERIC
also holds periodic conferences of educational research workers. Having funded
publication of surveys of educational researches in India earlier, it has now
taken upon itself the task of compiling such research volumes as well.
The NCERT offers financial assistance
to professional associations in the field of education for holding annual
conferences and publishing journals.
PUBLICATIONS
The publishing programme of the NCERT is a
part of its total effort to improve the quality of school education. The NCERT
textbooks published in English, Hindi and Urdu languages have the unique
distinction of being at once attractive and inexpensive. These textbooks are
freely adopted by states under their nationalized textbook programme. They are
also used widely in schools affiliated to the Central Board of Secondary
Education, Kendriya Vidyalayas, Jawahar Navodaya Vidyalayas, Tibetan schools
and several public schools. The NCERT brings out a wide variety of publications
such as (a) research literature, (b) school textbooks including workbooks and
teachers guides, (c) general books for children of different age groups, and
(d) educational journals viz., Indian Educational Review (quarterly), Journal
of Indian Education and Bharatiya Adhunik Shiksha(bi-monthlies), School
Science(quarterly), The Primary Teacher and Primary Shikshak (both
quarterlies), and NCERT Newsletter and Shaikshik Darpan (both news magazines
primarily meant for in-house circulation.
The NCERT also brings out
supplementary readers under the ‘Reading to learn’ and National Integration
Series. These books are specially written keeping in view the needs of school
children, to promote a healthy reading habit in them.
The NCERT develops ‘National
Curriculum Frameworks’ in which, among other things, the policy directives of
the National Policies on Education are kept in view. The textbook development
programme of the NCERT is supposed to be guided, inter alia, by the provisos of
the National Curriculum Framework. Among other things, the societal concerns
mentioned in the National Curriculum Framework should find reflection in the
textbooks developed by the NCERT.
INTERNATIONAL RECOGNITION
The NCERT’s international cooperation
ranges from working with the United Nations institutions like UNESCO, UNICEF,
UNDP, UNFPA etc., to assisting third world countries. The NCERT is one of the
major institutions to assist the Ministry of Human Resource Developing for
implementing cultural exchange agreements between India and other countries.
The NCERT has been implementing a number of UNICEF assisted and UNESCO
sponsored programmes and project with the help of states and union territories.
The NCERT is also implementing and monitoring the UNFPA funded project on
population education in both the formal and non-formal education sectors.
Over the years the NCERT has stimulated
professional growth of teachers, teacher educators, educational administrators
and other educational personnel by involving them in most of its programmes
including seminars, workshops, conferences and orientation programmes-through
which it works. The NCERT’s work covers the entire spectrum of school education
ranging from planning to evaluation. Its programmes benefit all the children
from 3 and half to 18 years of age and also those who aspire to be teachers or
are already in the profession.
PROGRAMMES AND ACHIEVEMENTS
NCERT’s programmes are within the
parameters of school education. A interface in the area of vocational education
between the NCERT and the UGC is already in operation. The NCERT is also
collaborating with IGNOU in training courses through distance education mode.
It has been involving the Directorate of Adult Education in organizing
programmes for training the faculty of District Resource Units of the District
Institutes of Education and Training (DIETs) and principals of DIETs.
The NCERT-CIET contributes substantial
number of Educational Television and Radio programmes for children and teachers
in the context of the Programmes of Mass Orientation of School Teachers
(PMOST). The NCERT and the Doordarshan collaborated effectively. With the main
emphasis on universalization of elementary education, NCERT has organized
Special Orientation of Primary Teachers (SOPT) in collaboration with the
respective states. The NCERT has been now advising and assisting the states
under the Centrally Sponsored District Primary Education Programme.
The department of women studies set up
in the NCERT to formulate and implementing projects/programmes for promoting
education for girls, who constitute a major segment of non-enrolled population
has conducted studies and developed instructional strategies for them.
NCERT has been providing technical
support to the states in the planning and implementation of various programmes
to promote vocationalisation at the plus two stages. It has also been engaged
in development of competency-based curricula for different vocational courses,
development of guidelines for implementing different aspects of
vocationalisation of education, development of syllabi and instructional
materials, training of vocational teacher educators, teachers and other personnel.The
NCERT has developed a framework for semesterisation in collaboration with
Boards of Secondary and Senior Secondary Education.
NCERT has also developed conceptual
materials related to educational evaluation, preparation of
criterion-referenced texts and the training of test item writers in different
subject areas. It has also developed a sample cumulative card along with
procedures for maintaining records of pupil’s achievement and guidelines for
introduction of grading and scaling in examinations. NCERT has also undertaken
a programme to identify talented children in rural areas as per requirement of
admission to Navodaya Vidyalays.
CONCLUSION
National Council of Educational
Research and Training (NCERT) is an apex resource organization set up by the
Government of India, to assist and advice the central and state Governments on
academic matters related to school education. NCERT also provides technical
advice in how to improve the standard of science based education. The NCERT
performs the important functions of conducts and promotes educational research,
improve educational techniques, practices and research findings, develops
curriculum instructional and exemplar materials, methods of teaching,
techniques of evaluation, teaching aids etc. The NCERT offers the pre-service
and in-service training of teachers at various levels such as pre-primary,
elementary, secondary and higher secondary and also in such areas as vocational
education, educational technology, guidance and counseling and special
education. NCERT has a large publishing house. It publishes model text books,
hand-books, guide books and children’s literature or supplementary reading
books. The constituents of NCERT are NIE, CIET, ERIC, RIEs etc. NCERT aims at
bringing about improvement of education through various kinds of educational
technologies. It is a major step taken
for the development of school education which involves teacher education also.
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