Structure of education in India

1. Structure of Education in
India
by:-
Dr. Satish Kumar
Assistant Professor
Lovely school of Education
Lovely Professional University
Phagwara, Punjab, India
satishnurpur@gmail.com

2. ACADEMIC STRUCTURE OF EDUCATION
 Education is responsibility of both the center and state governments
as this is mentioned in concurrent list of the Constitution of India.
 Three lists
 Union List
 State List
 Concurrent List

3. ACADEMIC STRUCTURE OF EDUCATION
 In the country the common pattern of education (10 + 2 + 3) was
recommended by CABE in 1972 and incorporated by NPE 1986 after
passing a resolution.
 The Government of India subsequently appointed a national level
committee on 10 + 2 + 3 pattern.
 Now a-days we have a common pattern of education throughout the
country, consisting of primary education, elementary education
ranging from standard I to VIII and divided into primary and Jr.
High School, IX. X as secondary education and XI, XII as Sr. Sec
education.
 Other forms of education have also been developed so as to meet
social demand. These include, among others non-formal education,
open school education, vocational education, and commercial
education etc.
 The Organizational Structure: Education is the joint responsibility of
States and the Centre( 42nd amendment in 1976) It has been
developed to manage education at different levels viz. Centre, State,
District Block and at Village level (Panchayat level)

4. CENTRAL MINISTRY
 On 26th Sept. 1985 the government of India created a new ministry
in the name of Ministry of Human Resource Development. This
ministry is responsible for educational development of the country.
The ministry has two departments viz. Department of School
Education and Literacy and Department of Higher Education.
There are six sub categories viz.
 University and Higher Education
 Technical Education
 Book Promotion and Copy Right
 Scholarships
 Languages
 Minority Education
The ministry is headed by a cabinet minister called HRD minister
followed by two state ministers, one for Higher Education and other
for School Education and Literacy. Again a number of secretaries are
also appointed by the ministry for administrative purpose.

5. STATE MINISTRY
 The states of India have their separate ministries for
education. The ministry for education of a particular state
consists of a cabinet minister followed by a state minister.
 The state governments also formulate policies for
education. There is also provision of acts and bills in the
state legislature. These are brought whenever necessary.
The minister is responsible to present the bill in the State
Legislative Assembly for receiving grants and aids.

6. STATUTORY COUNCILS AND APEX BODIES
 The Statutory Councils ( A statutory body is an organisation of
government which is not demarcated in Constitution of India but it gets its
powers, service rules, authority by an act of parliament or state legislatures.)
and Apex Bodies play important roles in reforming the education
system of the country. They are responsible for recognition of courses,
promotion of professional institutions and providing grants to
undergraduate and post graduate programmes and various awards.
 All India Council for Technical Education (AICTE)
 Indian Council for Agriculture Research (ICAR)
 National Council for Teacher Education (NCTE)
 Rehabilitation Council of India (RCI)
 Medical Council of India (MCI)
 Indian Nursing Council (INC)
 Dentist Council of India (DCI)
 Central Council of Homeopathy (CCH)
 Central Council of Indian Medicine (CCIM) etc.

7. ADMINISTRATION OF EDUCATION AT NATIONAL LEVEL
 Ministry of Human Resource Development (MHRD) is the
main governing agency of Govt. of India at central level it
was renamed from Ministry of Education in 1985.
 It is responsible for all matters of pertaining to education
including overall planning of programmes and providing
guidance for their implementation.
 The MHRD is headed by a Cabinet Minister of the Union
Government the department of education,
 Under the MHRD is under the charge of a Minister of State
who is advised at the official level by the secretary to the
department, assisted by an additional secretary and
Educational Advisor on academic and policy matters of
education.
 The DOE consist of several bureaus, each of which is
headed by a Joint Secretary on Joint Education Advisor.

8. ROLE OF MHRD
 .

9. ADMINISTRATION OF EDUCATION AT STATE LEVEL
 The following arc the responsibilities of the State
Government regarding School Education:
(1) To establish and maintain educational ' institutions.
(2) To recognize for the establishment of schools.
(3) To provide grants to schools managed by private governing bodies.
(4) To pass laws for different types of school education.
(5) To supervise school through DEO's and Supervisors at Block level.
(6) To recruit and place teachers in schools.
(7) To prescribe the syllabus and supply books.
(8) To establish school boards to conduct examinations.
(9) To provide special assistance to poor and backward students.
(10) To organize training programmes for teachers and supervisors.
(11) To initiate action against teachers and schools in case of any lapse.
(12) To feed information to the centre about schools.

11. GENERAL INFORMATION
University Grants Commission (UGC) was formally inaugurated by
late Shri Maulana Abul Kalam Azad, the then Minister of Education,
Natural Resources and Scientific Research on 28 December 1953.
 It is a constitutional body that was started in 1956.
It was set up by the Union Government of India to ensure that the
standard of the University education in India is maintained.
Professor Ved Prakash was heading this institute when it started and
he was a great academician.
In order to ensure effective region-wise coverage throughout the
country, the UGC has decentralized its operations by setting up six
regional centres at Pune, Hyderabad, Kolkata, Bhopal, Guwahati
and Bangalore.
The head office of the UGC is located at Bahadur Shah Zafar Marg in
New Delhi, with two additional bureaus operating from 35, Feroze Shah
Road and the South Campus of University of Delhi as well.

12. FUNCTIONS OF UGC
 In 1957 almost all the universities came under the control
of the UGC. The UGC controls the following in India:
 Disbursing grants to the universities and colleges.
 Maintaining the standard of research, teaching and
examination in the universities.
 Promoting university education
 Making regulations to maintain the minimum standard of
education in the country
 It is a link between the union government and the
institutes of higher education
 It also advises the government about the steps to be taken
in order to improve the education system.

13. NCERT
NATIONAL COUNCIL FOR EDUCATIONAL RESEARCH
AND TRAINING
 A national institute located at New Delhi serving for the
cause of school education
 Fully funded by the central government
 Has a separate constituent unit called “Central Institute
of Educational Technology (CIET) in its campus
 Five regional institutes called “Regional Institute of
Education (RIE) at Bhopal, Bhubaneswar, Ajmer,
Mysore and Shillong
 Pandit Sunderlal Sharma Central Institute of
Vocational Education (PSSCIVE) at Bhopal

14. FUNCTIONS OF NCERT
1. Pre-service teacher training – runs integrated teacher
education program (content-cum-methodology) at its five
RIEs. Courses are like BA.Ed. B.Sc.Ed., M.Sc.Ed., etc.
Demonstration schools are attached to all RIEs
2. International program – An International Diploma in
Guidance and Counseling – conducted at headquarter New
Delhi
3. In-service teacher training – provides in-service training to
teachers in need based areas through face to face and distance
mode
4. Development educational technology – production of
audio, radio and video programs through CIET, and
facilitating broadcast of programs through AIR/Doordarshan
5. Conducting Survey for educational data – enrolment,
dropouts, stagnation, achievement, schools, teachers, etc.

15. CONTINUE………
6. Research – Taking up smaller and larger research
projects in the areas of school education, also providing
funding for individual and institutions to promote
research
7. Curriculum development – prepares national
curriculum framework (NCF) which other states follow
for developing their own curriculum. Now we have NCF
2005 under implementation
8. Collaboration – Works in close tie-up with other
agencies like Ministry of HRD, National University of
Educational Planning & Administration (NUEPA),
Indira Gandhi National Open University (IGNOU),
Central Board of Secondary Education (CBSE),
UNESCO, UNICEF, UNDP, World Bank, etc.
9. Textbooks – development and production of textbooks
for school education

16. .
10. Holding seminars, workshops and
conferences - such programs on curricular,
contextual and pedagogical issues
11. Publications – publishes teachers’ handbooks,
manual, journals, survey of researches in
education, reference books, workshop and
conference reports
12. Some successful programs – Operation
Blackboard, Educational TV (Tarang), Special
Orientation of Primary Teachers (SOPT) and
TELESOPT (through teleconference)

18. FUNCTIONS OF SCERT
Each state has a SCERT funded by the state
government. It performs similar functions as NCERT
but at the state level. Some specific functions are as
follows:
1. Works in close collaboration with NCERT to implement
national level programs in the state
2. Takes up pre-service and in-service teacher training
programs in the state
3. Extends support to State Board of School Education /
Text Book Bureau in curriculum development and
textbook production
4. Controls and provides academic resource support to
District Institute of Education & Training (DIETs)
5. Conducts research in state related school education
problems and issues

19.  Identifies disabled children in and out of schools.
 Creates awareness among teachers/students
about the need of guidance by delivering lectures.
 Searches out educational problems and their
remedies.
 Develops Teaching Learning Material (TLM) for
various training programmes to get it printed.

21. BACKGROUND OF NCTE
 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 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.

22. CONTINUE………….
 National Council of Teacher Education (NCTE) has its
headquarters at Delhi.
 Established by the Govt. of India in the year 1995.
 It has four regional offices catering services to four
regions.
Northern Regional Office – Jaipur
Southern Regional Office – Bengaluru
Eastern Regional Office – Bhubaneswar
Western regional Office – Bhopal

23. FUNCTIONS OF NCTE
 Grant recognition to teacher education institutes
 Undertake surveys and studies relating to various aspects
of teacher education and publish the result thereof;
 Make recommendations to the Central and State
Government, Universities, University Grants Commission
and recognized institutions in the matter of preparation of
suitable plans and programmes in the field of teacher
education;
 Co-ordinate and monitor teacher education and its
development in the country;
 Lay down guidelines in respect of minimum qualifications
for a person to be employed as a teacher in schools or in
recognized institutions;

24. FUNCTIONS OF NCTE
 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;
 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;
 Lay down standards in respect of examinations leading to
teacher education qualifications, criteria for admission to
such examinations and schemes of courses or training;

25. CONTINUE…………
 Lay down guidelines regarding tuition fees and other fees
chargeable by recognized institutions;
 Promote and conduct innovation and research in various
areas of teacher education and disseminate the results
thereof;
 Examine and review periodically the implementation of
the norms, guidelines and standards laid down by the
Council, and to suitably advise the recognized institution;
 Take all necessary steps to prevent commercialization of
teacher education;
 Perform such other functions as may be entrusted to it by
the Central Government.

27. ABOUT NAAC
 The National Assessment and Accreditation Council
(NAAC) is an autonomous body established by the
University Grants Commission (UGC) of India to assess
and accredit institutions of higher education in the
country.
 It is an outcome of the recommendations of the National
Policy in Education (1986) which laid special emphasis on
upholding the quality of higher education in India.
 To address the issues of quality, the National Policy on
Education (1986) and the Plan of Action (POA-1992)
advocated the establishment of an independent national
accreditation body.
 Consequently, the NAAC was established in 1994 with its
headquarters at Bangalore.

28. FUNCTIONS OF NAAC
 Four pillars of education by UNESCO

29. FUNCTIONS OF NAAC
 The National Assessment & Accreditation Council (NAAC)
stresses on making quality assurance, an integral part of the
functioning of higher education institution. The mission
statements of the NAAC aim at translating the NAAC's vision
into reality, defining the following key tasks of the
organization:-
 To arrange for periodic assessment and accreditation of
institutions of higher education or units thereof, or specific
academic programme or projects.
 To stimulate the academic environment for promotion of
quality of teaching-learning and research in higher education
institutions.
 To encourage self-evaluation, accountability, autonomy and
innovations in higher education.
 To undertake quality-related research studies, consultancy and
training programme.
 To collaborate with other stakeholders of higher education for
quality evaluation, promotion and sustenance.

30. BENEFITS FOR HIGHER EDUCATION INSTITUTIONS
 1. Helps the institutions to know strengths, weaknesses,
opportunities through an informed review.
 2. Identifies internal areas of planning and resource allocations.
 3. The outcome of the process provides the funding agencies with
objectives and systematic database for performance funding.
 4. Initiates institution into innovative and modem methods of
pedagogy.
 5. Given the institution a new sense of direction and identity.
 6. Provides the society with reliable information on the quality
of education offered by the institution.
 7. Employers have access to information on standards in
recruitment.
 8. Promotes intra-institutional and inter-institutional
interactions.

31. DISTRICT INSTITUTE OF ELEMENTARY TRAINING
 Recent years have witnessed an enormous growth in
elementary schools and adult education centers.
 This lead to the establishment of district level institutions to
meet immediate needs of the teachers.
 Thus District Institutions of Education and Training (DIETs)
have been setup in each district and College of Teacher
Education (CTE) in identified places.
 The DIETs/CTEs have been established with all the required
infrastructural facilities so as to meet the pre-service and
inservice training needs and other requirements of primary
education functionaries.
 Often, DIET is seen as an agency linking primary and
secondary school system too.
 District Institute of Education and Training (DIET) is a nodal
agency for providing academic and resource support at the
grassroots level for the success of various strategies and
programmes undertaken in the areas of elementary and adult
education

32. FUNCTIONS OF DIET’S
 (I) Provide leadership in innovating pre-service primary
teacher training.
 (2) Contribute to development of quality learning
materials for primary education.
 (3) Carry out innovations for improving the functioning of
primary schools.
 (4) Conduct in-service training programmes to primary
school teachers.
 (5) Carry out field base empirical studies to improve the
primary schools.
 (6) Train functionaries in NFE and adult education.
 (7) Provide support to district authorities in planning in
Universalisation of Elementary Education (UEE).