Annual Report - National Council Of Educational Research And ...

N C E R T 

Annual Report 2010-11

November 2011 

Kartika 1932 

PD 7H BS 

© National Council of Educational Research and Training, 2011 

Cover 

D.K. Shende 

Published at the Publication Department, by the Secretary, National Council of 

Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016 and 

printed at Shree Vrindavan Graphics Pvt. Ltd., E-34, Sector-7, Noida 201 301

Foreword 

Established in 1961, the NCERT has continuously been engaged in promoting 

reforms and developments in school education system at the national level. The 

Council has expanded its operations over years in response to the demands of 

the school education system focussing on several areas of critical importance 

such as early childhood education, education of children with special needs and 

socially disadvantaged groups, gender issues in education, quality improvement 

through development and provision of textbooks, supplementary reading 

materials and audio-visual support materials, examination reforms inducing 

introduction of grading system and continuous and comprehensive evaluation; 

conduct of National Talent Search Scheme to identify and nurture talent; 

continued support to national programmes and policies such as National 

Population Education Project (NPEP); peace education; Sarva Shiksha Abhiyan 

and Rashtriya Madhyamik Shiksha Abhiyan with emphasis on implementation 

of Right to Education Act and designing innovative pre-service courses like 

B.Sc. B.Ed., M.Sc.Ed. and two-year B.Ed. programme, and Diploma in Guidance 

and Counselling. Council’s efforts to periodically prepare a National Curriculum 

Framework (NCF) have been highly acclaimed as setting quality benchmark for 

curriculum development across the country. In fact, the NCF-2005 and the 

corresponding syllabus and textbooks have been adopted/adapted by more than 

15 major states of the country. 

During the year 2010-11, the NCERT conducted a variety of innovative 

research, development, training and extension programmes along with various 

other programmes to mark the Golden Jubilee celebrations which included the 

Golden Jubilee National Conference on School Education and Teacher Education 

on the Issues of Common Concerns; National Seminar on Universalisation of 

Secondary Education: Issues, Challenges and Policy Perspectives in Rural Context 

and Golden Jubilee Lecture Series by Eminent Educationists. The Council also 

conducted several researches in priority areas in school education and teacher 

education and provided support for educational research through Educational 

Research and Innovations Committee (ERIC). As part of the work of ERIC, the 

Seventh Survey of Educational Research is currently being pursued. 

Considering the importance of early childhood care and education, the Council 

continued to conduct the Diploma Course in ECCE with a view to developing 

expertise in the area. To inculcate the culture of innovation and experimentation 

in school education and teacher education, the NCERT conducted several 

programmes like Jawaharlal Nehru National Science Exhibition, All India 

Children’s Educational Audio-Video Festival, All India Competition on Innovative 

Practices and Experiments in Education for School and Teacher Education 

Institutions. Other major ongoing programmes include achievement surveys, 

course on peace education and production of science kits. In order to identify 

and nurture the young talents in the country, the Council introduced various 

scholarships and awards. The Chacha Nehru Scholarship for Artistic and 

Innovative Excellence, NCERT Award for Excellence in Vocational Education,

NCERT Doctoral Fellowship, National Talent Search Examination (NTSE) and 

Nurturance Programmes are a few examples. 

As a part of international cooperation in education, the NCERT shared its 

experiences in school and teacher education with various delegations from Korea, 

Singapore, USA, and the United Kingdom. Further, the Diploma Courses in 

English and English Language Teaching for students from Afghanistan was 

conducted successfully. Several faculty members participated in various 

international and national seminars and meetings organised by different 

organisations across the world. 

NCERT’s efforts to bring uniformity in core areas of curriculum have been 

endorsed by the States’ Education Departments as many of them sought 

copyright permission for NCERT textbooks. During the year, NCERT brought 

out some new textbooks, viz., Human Ecology and Family Sciences, Health 

and Physical Education, Computers and Communication Technology and 

Heritage Craft and Graphic Design, guideline for school mathematics 

laboratory, etc. After the completion of the last phase of textbook development, 

supplementary reading materials, laboratory manuals in science and 

mathematics, translation of textbooks in Urdu, teachers’ handbooks/ 

manuals, in-service teacher education manuals, etc. have brought out. 

Considering the need for paying special attention to the North-Eastern Region 

of the country, various programmes were organised at different locations in North- 

Eastern Region. Some of these programmes were training on environmental 

studies and other content specific curricular areas, teaching of minority languages 

and National Seminars on Environmental Education and Right to Education 

Act, 2009. Regional Institutes of Education (RIEs) at Ajmer, Bhopal, Bhubaneswar, 

Mysore and North-East Regional Institute of Education at Shillong (NERIE) have 

imparted quality pre-service and in-service teacher education programmes in 

their respective regions and attempted to strive for academic excellence. Other 

two constituents/units namely PSSCIVE at Bhopal and CIET in Delhi made 

significant contribution in the areas of vocational education and ICT in schools. 

I convey my deep appreciation to M. Siraj Anwar, Associate Professor and 

P.D. Subhash, Assistant Professor of PPMED for timely preparation of the Annual 

Report. This report of NCERT presents an overview of efforts made by the Council 

to provide quality education to our children. We are thankful to the Central and 

State Governments, students, teachers and parents for their faith in the efforts of 

NCERT. 

R. Govinda 

Director 

New Delhi National Council of Educational 

October 2011 Research and Training 

iv

Abbreviations 

ABL Activity Based Learning 

AC Academic Committee 

AE Adolescent Education 

AEP Adolescent Education Programme 

AERC Adolescent Education Resource Centre 

AIR All India Radio 

AISES All India School Education Survey 

ANTRIEP Asian Network of Training and Research Institutions in 

Educational Planning 

APEID Asia and the Pacific Programme for Educational Innovation for 

Development 

ARSH Adolescent Reproductive and Sexual Health 

ATP Advance Training Programme 

AWP Annual Work Plan 

B.A.Ed. Bachelor of Arts and Education 

B.Ed. Bachelor of Education 

B.El.Ed. Bachelor of Elementary Education 

BRC Block Resource Centre 

BRTE Block Resource Teacher Educators 

B.Sc.B.Ed. Bachelor of Science and Bachelor of Education 

B.Sc.Ed. Bachelor of Science Education 

BSNL Bhartiya Sanchar Nigam Ltd. 

BVIEER Bharti Vidyapeeth Institute of Environmental Education and 

Awareness 

CBSE Central Board of Secondary Education 

CBTL Children Based Teaching Learning 

CCT Computers and Communication Technology 

CEC Consortium of Educational Communication 

CEE Centre for Environment Education 

CEMCA Commonwealth Media Centre for Asia 

CIE Central Institute of Education 

CIF College Information Form 

CIET Central Institute of Educational Technology 

CLAPS Children’s Learning Acceleration Programme for Sustainability 

CLASS Computer Literacy and Studies in Schools 

COBSE Council of Boards of School Education 

v

CoL Commonwealth of Learning 

CRC Cluster Resource Centre 

CSO Central Statistics Office 

CTE College of Teacher Education 

CWDS Centre for Women’s Development Studies 

DAB Departmental Advisory Board 

DAV Dayanand Anglo Vedic 

DCETA Department of Computer Education and Technological Aids 

DEAA Department of Education in Arts and Aesthetics 

D.Ed. Diploma in Education 

DEE Department of Elementary Education 

DEGSN Department of Education of Groups with Special Needs 

DFID Department for International Development 

DEME Department of Educational Measurement and Evaluation 

DEPFE Department of Educational Psychology and Foundations of Education 

DERP District Education Revitalisation Programme 

DERPP Department of Educational Research and Policy Perspectives 

DES&DP Department of Educational Surveys and Data Processing 

DESM Department of Education in Science and Mathematics 

DESSH Department of Education in Social Sciences and Humanities 

DIET District Institute of Education and Training 

DLA Delhi Library Association 

DLDI Division of Library, Documentation and Information 

DMS Demonstration Multipurpose School 

DoL Department of Languages 

DPC District Project Coordinator 

DRC District Resource Centre 

DSE Department of Secondary Education 

DSERT Department of State Educational Research and Training 

DSO District Survey Officer 

DTEE Department of Teacher Education and Extension 

DTERT Directorate of Teacher Education Research and Training 

DWS Department of Women’s Studies 

EC Executive Committee 

ECCE Early Childhood Care and Education 

ECE Early Childhood Education 

Ed.CIL Educational Consultants India Limited 

vi

EGS & AIE Education Guarantee Scheme and Alternative Innovative Education 

ERIC Educational Research and Innovations Committee 

ESD Education for Sustainable Development 

ETV Educational Television 

EVS Environmental Studies 

GIS Geographical Information System 

GPF General Provident Fund 

GPS Global Positioning System 

GLM Graded Learning Material 

HEFS Human Ecology and Family Sciences 

HRD Human Resource Development 

HRM Human Resource Minister 

IAB Institute’s Advisory Board 

IASE Institute of Advanced Studies in Education 

ICSA Iranian Curriculum Studies Association 

ICT Information and Communication Technology 

IDGC International Diploma Course in Guidance and Counselling 

IEA Indian Educational Abstracts 

IER Indian Educational Review 

IGNOU Indira Gandhi National Open University 

IIT Indian Institute of Technology 

INDEM Inter Demonstration School Meet 

IRD International Relations Division 

JNNSEC Jawaharlal Nehru National Science Exhibition for Children 

JNV Jawahar Navodaya Vidyalaya 

JRM Joint Review Mission 

KGBV Kasturba Gandhi Balika Vidyalaya 

KRP Key Resource Person 

KVS Kendriya Vidyalaya Sangathan 

LIS Library Information Science 

MAT Management Aptitude Test 

MC Management Committee 

MCD Municipal Corporation of Delhi 

M.Ed. Master of Education 

MHRD Ministry of Human Resource Development 

MIDS Madras Institute for Development Studies 

MIS Management Information System 

vii

MLE Multi Lingual Education 

MMK Molecular Model Kit 

MoU Memorandum of Understanding 

MTK Mini Tool Kit 

NACO National Aids Control Organisation 

NBT National Book Trust 

NCERT National Council of Educational Research and Training 

NCF National Curriculum Framework 

NCFTE National Curriculum Framework for Teacher Education 

NCR National Capital Region 

NCTE National Council for Teacher Education 

NDU National Documentation Unit 

NE-RIE North-East Regional Institute of Education 

NER North East Region 

NFG National Focus Group 

NGO Non-Governmental Organisation 

NIC National Information Centre 

NIE National Institute of Education 

NIOS National Institute of Open Schooling 

NITTTR National Institute of Technical Teachers’ Training and Research 

NPE National Policy on Education 

NPE-GEL National Programme for Education of Girls at Elementary Level 

NPEP National Population Education Project 

NSC National Steering Committee 

NSSO National Sample Survey Office 

NTS National Talent Search 

NTSE National Talent Search Examination 

NUEPA National University of Educational Planning and Administration 

NVS Navodaya Vidyalaya Samiti 

OB Operation Blackboard 

OSS Open Source Software 

PAB Project Approval Board 

PAC Programme Advisory Committee 

PD Publication Department 

PE Programme Enumeration 

PFMC Project Finance and Monitoring Committee 

PGDGC Post Graduate Diploma in Guidance and Counselling 

viii

PGT Post Graduate Teacher 

Ph.D. Doctor of Philosophy 

PIRLS Progress in International Reading Literacy Study 

PISA Programme for International Students Assessment 

PMOST Programme of Mass Orientation of School Teachers 

PoA Programme of Action 

PPMED Planning Programming Monitoring and Evaluation Division 

PPR Project Progress Review 

PSK Primary Science Kit 

PSSCIVE Pandit Sunderlal Sharma Central Institute of Vocational Education 

PWD Public Works Department 

QAMLM Quality Assurance for Multimedia Learning Material 

QIS Quality Improvement Schools 

QMF Quality Monitoring Format 

QMT Quality Monitoring Tools 

RGI Registrar General of India 

RIE Regional Institute of Education 

RPDC Regional Production-cum-Distribution Centre 

SC Scheduled Castes 

SCC State Coordination Committee 

SCERT State Council of Educational Research and Training 

SCP Special Component Plan 

SDMC School Development and Management Committee 

SIE State Institute of Education 

SIET State Institute of Educational Technology 

SIF School Information Form 

SLSEC State Level Science Exhibition for Children 

SMCLK Secondary Microscale Chemistry Lab Kit 

SNDT Shreemati Nathibai Damodar Thackersey Women’s University 

SOPT Special Orientation Programme for School Teachers 

SPD State Project Director 

SPMC Screening-cum-Progress Monitoring Committee 

SPPSE State Policy and Practices on School Education 

SPSS Statistical Package for Social Sciences 

SSA Sarva Shiksha Abhiyan 

SSK Secondary Science Kit 

SSMK Solid State Model Kit 

ix

SSO State Survey Officer 

SSU State Survey Units 

ST Scheduled Tribes 

STR Short Term Research 

SUPW Socially Useful Productive Work 

TCF Technical Cooperation Fund 

TGT Trained Graduate Teacher 

TLM Teaching Learning Material 

TVET Technical and Vocational Education Training 

UGC University Grants Commission 

UIF Urban Information Form 

UN United Nations 

UNDP United Nations Development Programme 

UNESCO United Nations Educational, Scientific and Cultural Organisation 

UNEVOC UNESCO International Network on Technical and Vocational Education 

UNFPA United Nations Fund for Population Activities 

UNICEF United Nations Children’s Fund 

UPMK Upper Primary Mathematics Kit 

UPSK Upper Primary Science Kit 

USA United States of America 

UT Union Territory 

VEC Village Education Committee 

VEP Vocational Education Programme 

VET Vocational Education and Training 

VHSE Vocational Higher Secondary Education 

VIF Village Information Form 

x

Contents 

Foreword iii 

Abbreviations v 

1. Overview 1 

2. Department of Elementary Education 16 

3. Department of Education of Groups with Special Needs 29 

4. Department of Women’s Studies 35 

5. Department of Education in Science and Mathematics 41 

6. NIE-Workshop 57 

7. Department of Teacher Education and Extension 61 

8. Department of Education in Social Sciences and Humanities 70 

9. Department of Education in Arts and Aesthetics 78 

10. Department of Languages 84 

11. Department of Secondary Education 91 

12. Department of Educational Psychology and 

Foundations of Education 95 

13. Department of Educational Measurement and Evaluation 101 

14. Department of Educational Surveys and Data Processing 108 

15. Department of Educational Research and Policy Perspectives 113 

16. Department of Computer Education and Technological Aids 118 

17. Planning Programming Monitoring and Evaluation Division 120 

18. International Relations Division 126 

19. Division of Library, Documentation and Information 131 

20. Publication Department 135 

21. Hindi Cell 138 

22. Central Institute of Educational Technology 141 

23. Pandit Sunderlal Sharma Central Institute of 

Vocational Education, Bhopal 154 

24. Regional Institutes of Education 167 

� Regional Institute of Education, Ajmer 171 

� Regional Institute of Education, Bhopal 186 

� Regional Institute of Education, Bhubaneswar 194 

� Regional Institute of Education, Mysore 202 

� North-East Regional Institute of Education, Shillong 212 

xi

APPENDICES 

I NCERT Committees for the Year 2010-11 226 

II NCERT Consolidated Sanctioned Strength of Posts as 

on 31 March 2011 and Reservation Position 

263 

III Receipts and Payments Account of NCERT 2010-11 264 

IV Publications Released during the year 2010-11 268 

V Publication Department and its Regional 

Production-cum-Distribution Centres 276 

VI NCERT Constituents and Faculty 277 

xii

1. Overview 

Set up in 1961 by the Government of India, the National 

Council of Educational Research and Training assists and 

advises the Central and State Governments on policies and 

programmes for qualitative improvement in school 

education. 

The National Council of Educational Research and Training (NCERT) is an 

autonomous organisation setup 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. Major objectives of the NCERT 

and its constituent units are to: 

� undertake, aid, promote and coordinate research in areas related to school 

education; 

� prepare and publish model textbooks, supplementary material, newsletters, 

journals and other related literature; 

� 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 goals of universalisation of elementary 

education. 

In addition to research, development, training, extension, publication and 

dissemination activities, the 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 major Constituent units 

of the NCERT which are located in different regions of the country are the : 

1. National Institute of Education (NIE), New Delhi 

2. Central Institute of Educational Technology (CIET), New Delhi 

Annual Report 2010-11 


NCERT 

2 

3. Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), 

Bhopal 

4. Regional Institute of Education (RIE), Ajmer 

5. Regional Institute of Education (RIE), Bhopal 

6. Regional Institute of Education (RIE), Bhubaneswar 

7. Regional Institute of Education (RIE), Mysore 

8. North East Regional Institute of Education (NERIE), Shillong. 

NATIONAL INSTITUTE OF EDUCATION 

The National Institute of Education (NIE) in New Delhi undertakes research and 

development activities related to pedagogical aspects of curriculum; prepares 

prototype curricular and supplementary materials; develops school educationrelated 

database and undertakes experiments in pre-school, elementary, secondary 

and higher secondary stages to support all-round development of the child. NIE 

conducts short term/long term courses/programmes and organises in-service 

training of key resource persons and teacher educators for capacity building and 

implementation of centrally sponsored school/improvement/schemes. 

Educational Concerns of the Departments of the NIE 

Departments/Divisions Areas of Activities 

Department of Elementary Issues and problems related to elementary education 

Education (DEE) of both school and out-of-school children, addressing 

them through activities related to research 

and development of prototype curriculum and 

instructional materials for formal and alternative 

schooling. Acting as nodal department for providing 

academic and professional support to Sarva 

Shiksha Abhiyan (SSA) by way of capacity building 

of state and district teams and undertaking 

research and development activities to achieve 

quality of education at pre-school, primary and 

upper primary stages. Programmes for encouraging 

reading among school children, developing print 

and non-print materials, organising orientation 

programmes and other necessary steps to 

encourage reading among children. 

Department of Education of Issues and problems related to education of 

Groups with Special Needs scheduled castes/scheduled tribes, minorities, 

(DEGSN) disabled and other groups with special needs and 

related research, development, training and 

networking with organisations involved in similar 

activities. Analysis and facilitation of good inclusive 

practices at grassroot level and capacity building of 

organisations and functionaries. 

Department of Women’s Issues, concerns and problems related to education 

Studies (DWS) of girls and women, promoting women’s equality and 

empowerment. Undertaking related research, 

development, training and advocacy activities. 


Department of Education in Issues and problems in the education of science 

Science and Mathematics and mathematics; research and development 

(DESM) of prototype curriculum and instructional materials 

for upper primary, secondary and senior secondary 

stages; designing and developing science equipment 

and in-service training. 

NIE Workshop Development and prototype production of school 

equipment in the form of kits. Providing hands-on 

training to students/teachers/teacher educators on the 

use of various kits produced by the NIE Workshop. 

Training in plastic processing and various other trades. 

Department of Teacher Programmes for capacity-building of teacher 

Education and Extension education institutions at state/sub-state levels 

(DTEE) and academic support to the centrally sponsored 

schemes of teacher education; developing support 

material for teacher-educators, undertaking 

research in teacher education, revamping teacher 

education curriculum and coordination with the 

National Council for Teacher Education (NCTE), and 

Indira Gandhi National Open University (IGNOU) and 

extension activities. 

Department of Education in Issues and problems of education in social sciences 

Social Sciences and and humanities, research and development 

Humanities (DESSH) of prototype curriculum and instructional materials 

for upper primary, secondary and senior secondary 

stages and in-service training programmes: 

population education activities as part of the 

National Population Education Project (NPEP). 

Department of Education in Issues and problems of education in Arts and 

Arts and Aesthetics (DEAA) Aesthetics, research and development of prototype 

curriculum and instructional materials. 

Department of Languages (DoL) Issues and problems of education in languages, 

research and development of prototype curriculum 

and instructional materials for upper primary, 

secondary and senior secondary stages. 

Department of Secondary Issues related to the Rashtriya Madhyamik Shiksha 

Education (DSE) Abhiyan (RMSA), up-gradation of existing primary 

schools into secondary schools and strengthening 

the secondary schools, quality of teachers, upgradation 

of KGBVs, IEDCs, vocational education, 

and curricular issues. 

Department of Educational Issues related to foundations of education and 

Psychology and Foundations their implications for school education, strengtheof 

Education (DEPFE) ning value education, teaching of psychology at the 

school stage and in-service teacher education and 

training in Guidance and Counselling. 

Department of Educational Measurement and evaluation-related issues in 

Measurement and Evaluation school education; examination reforms; grading 

(DEME) and continuous and comprehensive evaluation; 

identifying and nurturing talent; conducting periodic 

achievement surveys, related research and 

developmental activities. 



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NCERT 

4 

Department of Educational Periodic thematic educational studies including All 

Surveys and Data India Educational Surveys, training in statistical 

Processing (DES & DP) methods in research; development of database; 

statistical analysis of data pertaining to large scale 

surveys/studies conducted by the NCERT and its 

constituents; software development and its 

implementation. 

Department of Educational Promoting policy research in education; performing 

Research and Policy activities of a ‘think tank’; undertaking, coordinating, 

Perspectives (DERPP) sponsoring and commissioning research and 

innovations in school education. It also functions 

as the secretariat of Educational Research and 

Innovation Committee (ERIC). 

Department of Computer Functions as the National Resource Centre for 

Education and Technological Computer Education; develops instructional 

Aids (DCETA) materials for students; conducts training of teacher 

educators and teachers on applications of computers 

in school education; develops multi-media 

educational software. 

Planning, Programming, Coordination of programmes formulation; monitoring, 

Monitoring and Evaluation evaluation and implementation; budgeting; 

Division (PPMED) preparation of Annual Report, Periodic Reports and 

Returns to MHRD. 

International Relations Coordination of activities for promotion of 

Division (IRD) international relations with educational institutions 

in other countries; serving as an academic 

secretariat for the National Development Group 

(NDG). 

Division of Library, Documentation of educational information providing 

Documentation and library services, national clearing house for 

Information (DLDI) educational information and networking with 

national and international educational institutions. 

Publication Department (PD) Publishing school level textbooks, instructional and 

supplementary materials, journals and research 

monographs. 

CENTRAL INSTITUTE OF EDUCATIONAL TECHNOLOGY (CIET) 

The CIET is concerned with development of educational technology, mass 

communication media, and extends educational opportunities to improve the 

quality of educational processes, practices and outcomes. Activities of CIET also 

include design and production of media software namely, radio and television 

programmes. CIET also holds programmes to build competencies of media 

personnel from the State Institutes of Educational Technology for development 

and utilisation of such software. The institute disseminates its software through 

broadcast and non-broadcast modes. Need based researches and evaluation 

activities are undertaken and studies are carried out to assess the effectiveness 

of materials and programmes by CIET. 


PANDIT SUNDERLAL SHARMA CENTRAL INSTITUTE OF VOCATIONAL 

EDUCATION (PSSCIVE) 

The PSSCIVE is situated at Bhopal. It organises research, development, training 

and extension programmes related to Work education and Vocational education. 

Its activities include development of vocational curricula, guidelines for 

instructional materials, research, training/orientation of key functionaries, 

preparation of data-base, clearing house functions, and promotion and 

implementation. It is also a Centre for UNESCO’s International Project on Technical 

and Vocational Education (UNEVOC). 

REGIONAL INSTITUTES OF EDUCATION 

The Regional Institutes of Education (RIEs) located at Ajmer, Bhopal, 

Bhubaneswar and Mysore cater to the educational needs (pre-service and inservice 

education) of teachers/teacher educators in the States and UTs under 

their jurisdiction. Pre-service professional training programmes are offered to 

prepare school teachers for teaching of different school subjects. These are 

Regional Resource Institutions for school and teacher education and they extend 

assistance in implementing the policies of the States/UTs and help in monitoring 

and evaluation of the Centrally Sponsored Schemes. RIE, Ajmer looks after teacher 

education and other educational requirements for the states of Delhi, Haryana, 

Himachal Pradesh, Jammu and Kashmir, Punjab, Rajasthan, Uttar Pradesh, 

Uttarakhand and the UT of Chandigarh. RIE Bhopal caters to educational needs 

of the states of Chhattisgarh, Goa, Gujarat, Madhya Pradesh, Maharashtra and 

UTs of Dadra and Nagar Haveli and Daman and Diu. RIE, Mysore extends technical 

and academic support to the states of Andhra Pradesh, Karnataka, Kerala and 

Tamil Nadu and UTs of Lakshadweep and Puducherry. RIE, Bhubaneswar caters 

to the educational needs of the states of Bihar, Jharkhand, Orissa, West Bengal 

and the UT of Andaman and Nicobar Islands. 

The North-East Regional Institute of Education (NERIE), Shillong to the inservice 

educational needs of North-Eastern States i.e., Assam, Arunachal Pradesh, 

Meghalaya, Mizoram, Manipur, Nagaland, Sikkim and Tripura. However, the 

pre-service teacher preparation programmes for the North-East Region are still 

being taken care by RIE, Bhubaneswar. 

A Demonstration Multipurpose School (DMS) is attached to each RIE at Ajmer, 

Bhopal, Bhubaneswar and Mysore as a laboratory for trying out innovative 

practices in school education and teacher education. These are also used for 

practical training for the teacher-trainees of the institutes. 

ORGANISATIONAL STRUCTURE 

The Union Minister of Human Resource Development is the President (ex-officio) 

of the General Body of NCERT. The members of the General Body are the 

Education Ministers of all States and Union Territories and Chairperson of the 

University Grants Commission (UGC); the Secretary to the Government of India, 

Ministry of Human Resource Development (Department of Education); four Vice- 

Chancellors of Universities (one from each region); the Chairman of the Central 

Board of Secondary Education; the Commissioner of the Kendriya Vidyalaya 

Sangathan; the Director, Central Health Education Bureau; the Director of 

Training, Directorate General of Training and Employment, Ministry of Labour; 



5

NCERT 

6 

one representative of the Education Division, Planning Commission; members of 

the Executive Committee of the Council and nominees, not exceeding six, 

nominated by the Government of India (not less than four of them shall be school 

teachers). The Secretary, NCERT is the Convenor of the General Body of the 

NCERT. 

The Executive Committee is the main governing body of NCERT. The Union 

Minister of Human Resource Development is its President (ex-officio) and the 

Union Minister of State in the Ministry of Human Resource Development is the 

ex-officio Vice-President. The members of the Executive Committee are Director, 

NCERT; the Secretary to the Government of India, Ministry of Human Resource 

Development (Department of Education); Chairperson of the University Grants 

Commission; four educationists well known for their interest in school education 

(two of whom shall be school teachers); the Joint Director, NCERT; three members 

of the faculty of NCERT (of whom at least two are of the level of Professor and 

Head of Department); one representative of the MHRD and one representative of 

the Ministry of Finance (who is the Financial Adviser of NCERT). The Secretary, 

NCERT is the Convener of the Executive Committee. The Executive Committee is 

assisted in its work by the following Standing Committees/Boards: 

1. Finance Committee 

2. Establishment Committee 

3. Building and Works Committee 

4. Programme Advisory Committee 

5. Educational Research and Innovations Committee 

6. Academic Committee of the NIE 

7. Advisory Board of the Central Institute of Educational Technology 

8. Advisory Board of Pandit Sunderlal Sharma Central Institute of Vocational 

Education 

9. Managing Committees of the Regional Institutes of Education 

10. Advisory Boards of Departments of the NIE 

Functionaries of the NCERT 

Director Professor G. Ravindra (I/c) 

Joint Director (C) Professor G. Ravindra 

Secretary Shri Rakesh Kumar Singh 

Functions of the Council are looked after by the Director, Joint Director and 

Secretary. Three Deans, the Dean (Academic) coordinates the work of the 

Departments of the NIE; the Dean (Research) coordinates the research programmes 

and looks after the work of the Educational Research and Innovations Committee 

(ERIC) and Dean (Coordination) coordinates the activities of the Service/ 

Production Departments and the Regional Institutes of Education. During these 

positions were held by the following: 


Dean (Research) Professor G. Ravindra 

Dean (Coordination) Professor D. K. Vaid 

Dean (Academic) Professor Savita Sinha 

ACTIVITIES AND ACHIEVEMENTS 

Since its inception, NCERT has acted as an organisation devoted to research, 

development, training, and extension activities. Several generations of textbooks 

on Science, Social Sciences and Languages have been produced in collaboration 

with reputed organisations and eminent authors. The NCERT has also developed 

equipment for science experimentation. Teachers have been encouraged to try 

out these materials and experiment with various methods of instructions. 

Evaluation of students’ learning outcomes and curriculum development for 

teacher education has been the important areas of activities. 

The significant activities which have made NCERT popular in the States/ 

UTs include: preparation of several generations of textbooks and instructional 

materials for children, innovative Pre-service Teacher Education courses like 4year 

B.Sc. B.Ed.; 2-year B.Ed. (Secondary); M.Ed. (Elementary), P.G. Diploma 

Course in Guidance and Counselling, National Talent Search Scheme, Jawaharlal 

Nehru National Science Exhibition for Children – National and State Level, National 

Prize Competition for Children’s Literature, National Awards for Innovations in 

Teacher Education, National Awards for Innovations in School Education, 

National Awards for Promotion of Vocational Education, Community Singing 

Programme, Transmission of ETV and Audio Programmes for School Children 

on ‘DD-1’ and ‘Gyan Darshan’ Channel and ‘Gyan Vani’ on All India Radio (AIR) 

and dissemination of educational information through various Journals and 

Surveys of Educational Researches, Teleconferencing through EDUSAT, etc. 

Towards the implementation of the National System of Educationi.e. 10+2+3 

system in the country, NCERT provided inputs in terms of development of the 

National Curriculum Frameworks followed by the preparation of syllabi, 

instructional materials, evaluation tools and innovative teacher training 

programmes. 

The NCERT played a significant role by providing survey, research and 

development inputs in the formulation of the National Policy on Education NPE 

(1986) and Programme of Action (POA 1992). As a follow-up of NPE and POA, 

the NCERT brought out the “National Curriculum for Elementary and Secondary 

Education: A Framework 1988” and subsequently the guidelines and syllabi for 

all stages of school education. 

The NCERT also assisted in capacity building of SCERTs, DIETs, SIETs, etc. 

and popularisation and improvement of science education, population education, 

environmental education, non-formal education, education of disadvantaged and 

marginalised groups, etc. 

In order to establish meaningful linkages and partnerships with the states, 

NCERT has provided its academic inputs in several central sector projects/ 

schemes such as Vocationalisation of Secondary Education, Non-Formal 

Education Programmes for children of 6-14 years age group, Educational 


Deans of the NCERT 


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8 

Technology, Special Orientation Programme for School Teachers (SOPT), 

Programmes of Mass Orientation of School Teachers (P-MOST), Scheme of 

Improvement of Science Education in Schools, Environmental Orientation of 

School Education, Computer Literacy and Studies in Schools (CLASS), Operation 

Blackboard (OB) Scheme, Scheme for Integrated Education of the Disabled, Sarva 

Shiksha Abhiyan (SSA), Promotion of Yoga in Schools and Pre-service, In-service 

Teacher Education Programmes, etc. 

The NCERT undertook a number of significant projects funded by 

International Agencies which provided basic data for formulation of policies, plans 

and programmes of education. Some of them are: IEA (acronym for International 

Association for the Evaluation of Educational Achievement) Study, Primary 

Education Curriculum Renewal (PECR), Study on Achievements in Language 

and Science, IEA CompEd Study, Developmental Activities in Community 

Education and Participation (DACEP), Comprehensive Access to Primary 

Education (CAPE), District Primary Education Programme (DPEP), National 

Population Education Project (NPEP), A Survey of Secondary Schools, 

Achievement Motive in High School Boys and Training for it, Scholastic Aptitude 

Tests in Hindi for Grades VIII and XI, Evaluative Criteria for Inspection and 

Supervision in Secondary Schools, Wastage and Stagnation in Primary and Middle 

Schools, Survey of Achievement in Mathematics at three levels of School Education, 

Identification of Talent in Elementary and Secondary Schools, Curriculum and 

Methods of Teaching Mathematics in Secondary Schools. 

Some other major initiatives of NCERT in recent years include: implementation 

and dissemination of National Curriculum Framework (NCF–2005); National 

Centre for Computer Education; publishing of Journals–Peace Education and 

Educational Abstracts; launching of Eighth All India School Education Survey; 

National Consultative Meet on Education for Life; preparation for launching of 

on-line programmes in some areas; development of Crystal Structure Kit; 

International Diploma Course in Guidance and Counselling through Distance/ 

Online Mode in Collaboration with Commonwealth of Learning (CoL); Diploma 

Course in ECCE; Training Course on Peace Education; preparation of customised 

Training Package for teachers of KGBV and development of Bridge course for 

KGBV girls; development of textbooks in media studies, Human Ecology and 

Family Sciences (HEFS), Indian Art, Heritage Crafts Graphic Design; and of 

textbooks and supplementary reading materials into Urdu. 

PLANNING AND PROCESSING OF PROGRAMMES 

The programmes of NCERT are formulated keeping in view the broader perspectives 

of the National Policy on Education (NPE) and the educational needs of the states 

requiring NCERT’s inputs, among other things. The educational needs of the states 

are identified mainly through the mechanism of the State Co-ordination Committees 

(SCCs) which provide a forum for interaction among the NCERT faculty with the 

senior functionaries of the State Education Departments. The Education Secretary 

of the State is the Chairperson of the SCC and the Principal of the concerned Regional 

Institute of Education (RIE) is the Member-Convener. The identified educational 

needs of the states are first considered by the Institutes Advisory Boards (IABs) of 

RIEs and then the Managing Committees (MCs) of RIEs. 

The academic programmes of the Departments of the NIE are processed 

through the Advisory Boards of the individual Departments (DABs) and thereafter 

by the Academic Committee (AC) of the NIE. 


Programmes of the CIET are processed through the Institute’s Advisory Board 

(IAB). Similarly, the programmes of the PSSCIVE are processed through its 

Institute’s Advisory Board (IAB). 

Conducting and sponsoring educational research is one of the major activities 

of NCERT. Research programmes proposed by the constituents of the NCERT 

and other institutions/organisations are considered by the Educational Research 

and Innovations Committee (ERIC). ERIC promotes and sponsors research in 

various areas of school education and teacher education. 

The programmes processed by various committees are finally considered by 

the Programme Advisory Committee (PAC). The PAC reports to the Executive 

Committee of the NCERT the overall directions in which research, training, 

extension and other programmes would be channelised to best serve the interest 

of school education in the country. 

Major Achievements during 2010-11 

� NCERT continued to conduct research in priority areas in school education 

and teacher education. In addition to the researches being carried out by 

NCERT it also supports educational research through Educational Research 

and Innovations Committee (ERIC). Six research projects were completed with 

the financial support of ERIC during 2010-11. As on 31 March 2010, 33 

research projects funded by ERIC are being carried out. The NCERT has 

started a new initiative by way of award of “NCERT Doctoral Fellowships.” 

Ten fellowships are earmarked to be awarded every year to young aspirants 

to pursue doctoral research in the field of education and other disciplines 

directly related to education. In 2010 and 2011 nine scholarships each were 

provided. 

� The work on Seventh Survey of Research in Education to discuss the state of 

the art of research conducted in India in different fields of education is in 

progress. Research Methodology Course was organised for DIET/SCERT 

faculty of Assa at SCERT, Guwahati from 9 to 15 November 2010. A 

workshop was also organised for the DIET/SCERT personnel of Punjab at 

NIE, New Delhi from 14 to 18 February 2011. 

� Programme evaluation studies were conducted under SSA-TCF activities. 

Four evaluation studies were conducted: Children’s Learning Acceleration 

Programme for Sustainability (CLAPS) for Andhra Pradesh; Multi-Lingual 

Education (MLE) Programme in the State of Orissa; Aadhar Initiative of 

Himachal Pradesh and Activity Based Learning (ABL) in Tamil Nadu. 

� A selection of children’s literature in Hindi, English and an annotated 

bibliography for primary and upper primary stage was developed for 

promoting skills of independent reading in children at the early years of 

schooling. 

� A series of four regional conferences (at Ranchi, Tirupati, Agartala and Ajmer) 

were organised for sharing of successful monitoring experiences and 

implementation of RTE Act, 2009. 

� Fifth batch of the six months Diploma course in ECCE was started from 

8 November 2010. 

� A study was conducted to explore the benefits and shortcomings of home 



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10 

based education practices for Children with Special Needs under the Sarva 

Shiksha Abhiyan. 

� A study was conducted for assessment of teachers’ essential competencies of 

upper primary school teachers teaching children of scheduled castes. 

� For assessing the impact of teachers’ training programme conducted for SC 

dominated areas with low literacy and low education level of children from 

Scheduled Castes, a field visit to three districts of Chhattisgarh and two 

districts of Karnataka was made. Subsequently two four-day duration followup 

teachers training programmes were conducted at SCERT, Raipur and 

DSERT, Bengaluru. 

� Studies were conducted to identify the barriers that affect Muslim girls’ 

participation in secondary education and to analyse the curriculum of 

Maktabs and Madrasas of southern states of India from gender perspective. 

� The Class XI textbook on Human Ecology and Family Sciences (HEFS) was 

translated into Hindi and Urdu. 

� A training programme on gender issues in education for SSA gender Coordinators 

was organised for promoting gender sensitivity among stakeholders 

involved in the entire schooling ethos. 

� Training programme for teachers of Demonstrations Multi-Purpose Schools 

of RIEs on Gender Issues in Education was organised at NIE, New Delhi from 

17 to 26 May 2010. 

� Research studies carried out to identify the students’ misconceptions in 

chemistry; to study status of science and mathematics education at upper 

primary, secondary and higher secondary stages; to study on classroom 

transaction of biology at higher secondary stage; to study effectiveness of use 

of computers and internet on learning mathematics at higher secondary stage. 

� An investigation was carried out into different approaches to development of 

environmental studies curriculum by states. 

� Source books on assessment in Mathematics and Science at upper primary 

stage have been developed. 

� Textbooks on Pedagogy of Mathematics and Pedagogy of Science were 

prepared for B.Ed. pre-service courses. 

� Exemplar problems were developed in Science and Mathematics for upper 

primary stages. 

� The 37 th Jawaharlal Nehru National Science Exhibition for Children-2010 

(JNNSEC-2010) was held at Jaipur from 25 to 30 November 2010. theme of 

the 37 th JNNSEC was ‘Science, Technology and Society’. 

� Proto-type Primary Science Kit contains materials for giving hands on 

experience and opportunity for open ended activities to children has been 

developed. Primary Science Kit (PSK), Upper Primary Science Kit (UPSK), 

Secondary Science Kit (SSK), Secondary Micro-scale Chemistry Laboratory 

Kit (SMCLK), Sr. Secondary Micro-scale Chemistry Laboratory Kit (SSMCLK), 

Solid State Model Kit (SSMK), Molecular Model Kit (MMK), Upper Primary 

Mathematics Kit (UPMK), Mini Tool Kit (MTK) and Toy Kit are being produced 

and supplied. 


� A review of existing Primary Science Kit (PSK) and its further development in 

the light of fresh textbooks was taken up. 

� Capacity building programmes were conducted for setting up and use of 

microscale chemistry laboratory at New Delhi, Nagpur and Mumbai. 

� A programme was organised for revamping of education in North-East Region 

to improve the quality of teaching in science and mathematics in schools. 

� Skills up-gradation-cum-motivation course were conducted at Guwahati, 

Shillong and Agartala. 

� Capacity building of heads of teachers’ education institutions in the emerging 

perspective of school education was organised at NIE, New Delhi from 13 to 

17 September 2010. 

� A conference of directors of SIEs/SCERT was organised at NIE, New Delhi on 

14-15 February 2011. 

� In the year 2010-11, nine memorial lectures were organised to commemorate 

the life and works of eminent Indian educational thinkers and practitioners 

at RIE Mysore, Bhopal, Ajmer, NERIE, Shillong, Presidency College, Kolkata, 

SNDT Women’s University, Mumbai, the Asian College of Journalism, Chennai 

and NIE, New Delhi. 

� A series of eight conferences on ‘Teacher Development and Management’ to 

be sponsored by MHRD, World Bank, DFID, European Commission, UNICEF 

and UNESCO was decided to be organised. The third conference under this 

series to discuss the issues on in-service education of elementary teachers 

was organised at Bhubaneswar from 21 to 23 October 2010. 

� A textbook on Health and Physical Education developed for secondary classes. 

� A supplementary reading material Handbook Economics for higher secondary 

stage has been developed. 

� Orientation programmes were conducted for master trainers and teacher 

educators in Social Sciences, Commerce and Geography in Geographical 

Information System (GIS). 

� Meetings for progress review and monitoring of National Population Education 

Project and Adolescence Education Programme were held at Rajgir (Bihar) 

from 22 to 24 February 2011 and NCERT, New Delhi from 15 to 17 March 

2011 respectively. 

� National role play competition was organised for government schools of states/ 

UTs on the themes Healthy relationships among adolescents, charms and 

challenges of adolescence, HIV/AIDS: stigmatisation and cause and impact 

of drug abuse. 

� A study to document a country report on Arts Education in India (2006-10) 

was conducted for presentation at UNESCO’s World Conference held at Seoul 

(South Korea) in May 2010. 

� A multimedia training package for primary and upper primary teachers on 

Arts Education was developed with a focus on integration of arts with other 

school subjects. 

� Textbook on Heritage Craft and Graphic Design were developed for the higher 

secondary stages. 



11

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12 

� Sensitisation programmes for the principals and school administrators on 

heritage craft and graphic design were organised in collaboration with CBSE 

at Delhi, Guwahati, Bhopal and Chennai. 

� A research study, commissioned by MHRD, was conducted on teaching of 

English in government schools at the primary level in India. 

� The supplementary reader in Urdu core course (as B-Course) for Classes XI 

and XII have been developed. Textbooks and supplementary materials in 

content areas as well as position papers developed as a follow-up to NCF- 

2005 have been translated into Urdu. Teachers’ manual in Urdu for primary, 

upper primary and teachers’ manual in Sanskrit for upper primary stage 

have been developed. 

� A textbook on Language Education has been prepared for pre-services teacher 

education course. 

� Twenty month Diploma Course in English and English Language Teaching 

for the students from Afghanistan was completed. 

� A national seminar on the concept of second language, its perception and 

practices in language teaching in India was organised at University of 

Burdwan, West Bengal. 

� A programme was conducted for strengthening science education at secondary 

stage of schooling in states/UTs under Rashtriya Madhyamik Shiksha Abhiyan. 

� A document Vision and Multi-layer Strategic Guidelines for the improvement 

of Quality of Secondary Education was prepared. 

� The second batch of one-year International Diploma Course in Guidance 

and Counselling through Distance/Online Mode in collaboration with 

Commonwealth of Learning (CoL), Canada began in January 2010. 

� Two training course for teachers on peace education have been organised for 

in-service teachers at SCERT, Guwahati for NE states and at SCERT, Pune 

for western region of India respectively. 

� An exemplar material testing Higher Order Thinking Skills (HOTS) at 

secondary stage has been developed. 

� Capacity building programmes were conducted for SCERT and SIE faculty 

in conducting achievement surveys and for state education boards in 

educational evaluation. 

� National conference of Chairperson of Boards of School Education was 

organised on 2-3 August 2010 at NIE, New Delhi with a view to study the 

status of implementation of the recommendations of NCF-2005 on 

Examination Reforms. 

� 1019 NTSE scholarships were provided to Class VIII students out of which 

775 were given to students of general category, 162 to students of SC category 

and 82 to students of ST category. 28 scholarships are distributed to the 

physically challenged students across General, SC and ST category students. 

� Ten nurturance programmes for the NTS awardees were conducted at RIE, 

Bhubaneswar from 31 January to 4 February 2011, at Birla Institute of 

Technology, Ranchi from 1 to 5 February 2011, at RIE, Ajmer from 27 to 31 

January 2011 and 1 to 5 February 2011, at National Institute of Technology, 


Jalandhar from 10 to 14 January 2011, at Tata Institute of Fundamental 

Research, Mumbai from 15 to 19 February 2011, at RIE, Mysore from 4 to 8 

April 2011, at NIT, Surathkal from 28 February to 4 March 2011 and RIE, 

Bhopal from 21 to 25 February 2011. 

� The Chacha Nehru scholarship for artistic and innovative excellence was 

conducted in collaboration with National Bal Bhawan to identify the talent 

from Classes IX to XII students for providing scholarship in the areas of 

creative performance, creative arts, creative scientific innovations and creative 

writing. Fifty children were given Bal Shree honour by President of India. 

150 scholarships were provided to the students who participated in the 

national level camp organised by National Bal Bhawan. 

� The MHRD accorded approval to the proposal of 8th AISES and the survey 

has been launched with reference date as 30 September 2009 Under this 

project the completed activities are: School Directories at blocks, towns and 

wards in Class one towns were updated, State Level Training of District Survey 

Officers and Statistical Assistants in the states of Gujarat, Orissa, Manipur, 

Nagaland National Capital Territory of Delhi, and Union Territory of Daman 

and Diu and Dadra and Nagar Haveli have been organised by NCERT. 

Majority of the states /UTs have already completed the exercise of data 

collection. The programme for the MIS coordinators and Data Entry Operators 

for the Flash Sheets was organised in online mode from 4 to 6 January 2011. 

� As part of NCERT’s Golden Jubilee year a National Seminar on 

Universalisation of Secondary Education: Issues, Challenges and Policy 

Perspectives in Rural Context was held from 30 to 31 March 2011. The seminar 

provided a platform to educational planners, administrators, researchers and 

policy makers to share experiences on secondary education in rural areas. 

� The English and Urdu version of the part-I of the textbooks on Computers 

and Communication Technology Class XI and Part-II of the English version 

of the textbook for Class XI have been prepared. 

� A training programme in the area of educational planning, management and 

evaluation for the DIET faculty, who were working in the Planning and 

Management Branch of the DIETs, was conducted for the Southern states/ 

UTs of India at School of Pedagogical Sciences, Kannur University, Kannur, 

Kerala, from 6 to 10 December 2010. 

� A Joint Curriculum Workshop of ICSA, Iran and NCERT, India on National 

Curriculum of India and Iran was organised at NIE, New Delhi from 2 to 4 

February 2011. 

� A meeting of professional library staff of NIE, New Delhi and its Constituent 

libraries was held at RIE, Ajmer on 5-6 October 2010 to share the ideas, 

expertise, innovations, new techniques and methods used in the different 

constituents of NCERT. 

� The NCERT continued with the publication of school textbooks, workbooks, 

supplementary readers, teacher guides, laboratory manuals, source books 

on assessment, exemplar problems in Mathematics, research reports/ 

monographs and educational journals viz., Journal of Indian Education, 

School Science, The Primary Teacher, Prathmik Shikshak, Bharatiya Adhunik 

Shiksha, Indian Educational Review and Journal of Value Education. 



13

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14 

� The NCERT textbooks are freely adopted by states under their nationalised 

textbooks 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 in all the 

States. All states have taken copyright for NCERT textbooks published under 

NCF-2005. During the year under report 436 publications were released. 

The distribution of the NCERT textbooks was undertaken through a network 

of over 337 wholesale agents all over India. The Urdu publications were 

distributed/sold through Urdu Academy, Government of NCT of Delhi. 

� Total Fifty-three audio programmes and ETV programmes were produced 

during the year. These programmes cater to the needs of children and teachers 

of various stages of education. 

� Educational video programmes are being telecast from Doordarshan National 

Network, DD Bharati and Gyan Darshan-I on 9 times slots from Monday to 

Friday and 7 time slots on Saturday and Sunday Channel-I. The educational 

audio programmes are broadcast from 14 Gyani Vani FM Stations across 

the country. 

� The 16th All India Children’s Educational Audio-Video Festival-2011 was 

organised at NIE, New Delhi from 18 to 21 January 2011. 

� As a part of celebration of NCERT Golden Jubilee Year, CIET organised 

Educational Technology Lecture Series. The inaugural lecture was delivered 

at NIE, New Delhi on 29 March 2011 on ‘Open Educational Resources (OER) 

for School Education’ by Padma Bhushan Dr. Sam Pitroda, Adviser to Prime 

Minister on Public Information Infrastructure and Innovations. 

� PSSCIVE, Bhopal organised training programmes on Computer Technique, 

Marketing and Salesmanship, Accounting and Auditing, Crèche and Preschool 

Management, Entrepreneurship Development, Crop Production, 

Vocational Guidance, Insurance Vocational Course, Automobile Technology 

Trade etc. 

� A seminar on Status and Prospects of Home Science Vocational Education 

was organised at Bhopal from 14 to 16 December 2010. 

� NCERT Awards-2009 for Excellence in Vocational Education awarded in 

four categories: Best Student Achiever, Best Vocational Teacher, Best 

Vocational Institution, and Best School-Industry Linkage. Seventy three 

awardees from 15 States /UTs the award for their excellent contribution in 

the field of Vocational Education and Training. 

� A training of KRPs in teaching of Urdu at secondary stage for the state of 

Jammu and Kashmir was organised at RIE, Ajmer from 7 to 11 March 2011. 

� One year pre-primary education (ECCE) programme was started on 1 July 

2010 in the primary section of Demonstration Multipurpose School, Ajmer. 

� An orientation programme on RTE Act, 2009 was conducted for the 

Scheduled Caste teacher educators from the DIETs of Western Region at RIE, 

Bhopal from 19 to 21 December 2010. 

� A training package on Pedagogy Technology Integration for the Professional 

Development of Teacher Educators was prepared and a training programme 

was also organised for the teacher educators of West Bengal and Orissa at 

RIE, Bhubaneswar from 18 to 24 February 2011. 


� Training packages for classroom transactions in Science, classroom 

transaction in Mathematics and Biology and skills in English have been 

prepared by RIE, Mysore. 

� Training programme for paper setters on Latest Trends, Issues and Practices 

in Evaluation at the Secondary Level was organised at RIE, Mysore from 

18 to 22 January 2011 

� A national seminar on Pedagogy for Schools organised at RIE, Mysore from 

2 to 4 March 2011. 

� Short term training programme for the teachers of Meghalaya, Mizoram, and 

Tripura on Environmental Studies was organised at NERIE, Shillong from 

1 January to 5 January 2011. 

� A training programme for teachers on Teaching Minority Languages of 

Nagaland and Tripura was conducted at NERIE, Shillong from 20 to 24 

September. 

� A training of KRPs of North-Eastern States on Examination Reforms with 

reference to evaluation techniques and question paper setting for social 

sciences at secondary level was at NERIE, Shillong from 18 to 22 October 

2010. 

� A national seminar on Problem and Prospects of Environmental Education 

in Schools of North-Eastern Region was held at NERIE, Shillong from 7 to 9 


� A national seminar on Right to Education Act, 2009: Its Prospects and 

Challenges held at NERIE, Shillong from 7 to 9 March 2011. 



15

NCERT 

2. Department of Elementary 

Education 

The Department of Elementary Education (DEE) is the 

nodal department of NCERT to advise the government of 

India on policies and programmes pertaining to elementary 

education. It also acts as an academic authority at the 

national level for the implementation of SSA and RTE Act, 

2009 respectively. 

The department undertakes various activities and programmes within the broad 

framework of Universalisation of Elementary Education with major focus on 

curriculum and material development, research, training and extension. Early 

Childhood Care and Education (ECCE) is another critical area in which the 

department is performing a lead role. The National Documentation Unit (NDU) 

for pre-school and elementary education located in the department functions as 

a forum for preserving and sharing innovative experiences and material. 

ROLE AND FUNCTIONS 

Early Childhood Care and Education (ECCE) 

� Building capacities of the states in the area of ECCE and helping them to 

develop ECCE cells in SCERTs and DIETs; 

� Conducting training programmes for key functionaries of states in planning, 

implementation and monitoring of the ECE programmes and developing 

necessary materials for children, teachers, teacher educators and parents; 

� Distributing Early Childhood Care and Education—Children Media 

Laboratory (ECCE-CML) kit to government run pre-school centres, 

anganwadis and private institutions working in the area of ECCE; 

� Developing exemplar material for training of the grass root ECCE functionaries; 

� Developing resource material for pre-school teachers, parents and other 

interested groups; 

� Conducting need based research studies in the area of ECCE; and 

� Providing resource support to governmental and non-governmental 

institutions for the training of pre-school teachers.

Elementary Education 

� Development of guidelines for preparation of subject-wise curricula and 

curricular material for students and support material for teachers of grades 

I to V; 

� Orientation of state level functionaries, faculty of SCERTs and DIETs for 

implementation of new curricula and materials; 

� Orientation of teachers and teacher educators on the National Curriculum 

Framework-2005 and resource material developed for its implementation; 

� Providing academic support and inputs under Sarva Shiksha Abhiyan (SSA) 

in respect of monitoring and evaluation of activities with special emphasis on 

quality; 

� Undertaking research studies in the area of elementary education, especially 

on issues related to improvement in quality of elementary education; 

� Undertaking evaluation studies of various quality initiatives implemented 

by states to enhance learning achievement levels of students and improve 

quality of education; 

� Documentation and dissemination of innovations in elementary education; 

and 

� Organising seminars, conferences and consultative meets on important themes 

and thrust areas. 

Role of the Department in the Implementation of Sarva Shiksha Abhiyan 

Since the implementation of Sarva Shiksha Abhiyan (2000-01) the department 

has been acting as the nodal department at the national level. A National Resource 

Group (NRG) for SSA was constituted with Secretary (SE&L) Government of India, 

MHRD as the Chairperson, Director, NCERT the Vice-Chairperson and Head, 

DEE as its Member-Secretary. The department is playing a lead role in different 

types of activities such as research, development, training and extension in the 

context of SSA. The Technical Cooperation Fund (TCF) has been set up between 

the Government of India and the Development Partners (DPs) as part of SSA 

phase II for building capacities at the national as well as state level in Learning 

Assessment Systems and Programme Evaluation. The activities concerning 

Learning Assessment System are looked after by the Department of Education 

in Measurement and Evaluation, NCERT and the activities related to Programme 

Evaluation are managed by the Department of Elementary Education. A TC 

Fund Steering Committee under the chairpersonship of Director, NCERT has 

been constituted. Head DEE is the Member-Secretary of the Steering Committee. 

Major Activities 

RESEARCH 

Post-training Involvement of Fourth ECCE Diploma Holders in ECCE 

Programmes in the States/UTs— A Follow-up Study 

The follow-up study undertaken for the year 2010-11, covered all the diploma 

holders of the fourth batch (2009-10) of ECCE Diploma course and their heads 

of the institutions from 14 States. The study was conducted to assess the 

involvement of the participants of ECCE Diploma Course in terms of specific 




17

NCERT 

18 

initiatives taken by the States/UTs/Institutes to utilise their services and also 

the individual initiatives taken by the ECCE diploma holders. The results revealed 

that in almost all the ECCE programmes services of most of the ECCE diploma 

holders are utilised. It was also found that participants from DIET and SSA 

offices are relatively more involved in ECCE activities, particularly those related 

development and training, in their States/UTs/Institutes. the respondents stated 

that the diploma in ECCE made them more focused about ECCE activities. The 

Heads of the institutions were also satisfied with their performance. However, a 

few of have also pointed out that they faced various constraints during planning 

and implementation of ECCE programmes in their own work places. It is hoped 

that feedback received would be beneficial in redesigning and implementing the 

forthcoming ECCE diploma course. 

A Study of the Effectiveness of CRCs, BRCs and DIETs towards Enhancing 

Quality of Elementary Education 

The study was conducted to assess the involvement of officials of CRCs, BRCs 

and DIETs in different activities concerning quality elementary education. It 

also intended to study the role, functions and the networking amongst CRCs, 

BRCs and DIETs functionaries for promoting quality education and to identify 

bottlenecks in their effective functioning. The study was conducted in five states 

namely, Uttar Pradesh, Bihar, Madhya Pradesh, Himachal Pradesh and Delhi. 

The data was collected through four interview schedules, one each for CRC 

coordinators, BRC coordinators, DIET principals and teachers. The report of the 

study is being prepared. 

PROGRAMME EVALUATIONS CONDUCTED UNDER SSA-TCF 

ACTIVITIES 

Children’s Learning Acceleration Programme for Sustainability (CLAPS) 

of Andhra Pradesh 

Children’s Learning Acceleration Programme for Sustainability (CLAPS) was a 

quality initiative undertaken by the state of Andhra Pradesh. The programme 

was launched in December 2006 across all the districts simultaneously for 

primary stage in the government schools. The programme was implemented for 

about three years and in April 2009 it was subsumed into a new programme 

called Learning Enhancement Programme (LEP). The prime goal of CLAPS was 

to improve the learning levels of children in all curricular areas. The sample of 

the study included 375 schools from three regions covering 8 districts and 40 

mandals. Children studying in Class III and V were selected for the study. 

Qualitative data were collected from 46 schools. The study revealed that all the 

major components of CLAPS namely, teacher training, awareness generation, 

innovative activities, CBTL, home-school-link and monitoring were implemented 

as intended with marginal variations. The awareness level of teachers about 

CLAPS was little above the state average. However, there were significant variations 

across districts. There were no urban and rural variations with respect to the 

awareness of teachers. An impact of CLAPS was evident in improving total 

achievement of children in Class V but this impact was not evident for Class III 

children. Teacher training, innovative activities and awareness about CLAPS were 

found to be the key predictors for learning achievement of children while 


monitoring seemed to have contributed to improve learning achievement to some 

extent. The components of school grading, CBTL and home-school-link were not 

found to be contributing significantly in enhancing learning achievement of 

children. There was an improvement in reading habits among children because 

of availability of classroom library and provision of library period in the time 

table. Organisation of educational melas, parents-teacher meetings and regular 

visits of teachers to children’s homes improved home school linkages. 

Multi-Lingual Education (MLE) Programme in the State of Orissa 

The evaluation of the Multi-Lingual Education (MLE) programme intended to 

ensure equity and quality, empowering children with reading and writing skills, 

developing socio-economic status through literacy and developing self respect 

in tribal children in the state of Orissa. The programme evaluation of this quality 

initiative was guided by three major evaluation questions: (a) Is MLE implemented 

as intended? If not, why? (b) to what extent the intended objectives of MLE have 

been realised? (c) what are the unintended outcomes attributable to the 

programme? Hundred schools each with MLE and non-MLE were the samples 

of the study. The evaluation revealed that MLE programme was implemented 

successfully. The curriculum was culturally appropriate and was commensurate 

with the guiding principles of NCF-2005 in every respect. Formative evaluation 

in case of Classes I and II was in-built in the textbooks along with annual 

evaluation at the end of the academic year. Community members including 

parents were found to be actively contributing in school management and in 

organising co-curricular activities like, story-telling, arts and crafts, games, and 

children’s sharing of knowledge about the local context with their parents. The 

data also proved that the competence level of children had increased; they were 

motivated to come to school and stayed interactive with the teachers. They 

participated in and outside classroom activities. The difficult concepts in 

arithmetic were made easy by using child’s mother tongue and thus horizon of 

learning got expanded. Children had developed fluency while interacting with 

the teachers and peer groups as well. The MLE programme has been a successful 

intervention in enhancing children’s achievement in the respective languages. 

The obtained ‘t’ values in respect of oral and written tests and for total language 

scores were highly significant even at 0.01 level of confidence for seven tribal 

languages. The MLE intervention demonstrated outstanding gains in Mathematics 

achievement among children of nine out of ten language groups. 

Aadhar Initiative of Himachal Pradesh 

The Aadhar programme was launched by the state of Himachal Pradesh, in 

partnership with the voluntary organisation Pratham in selected primary schools 

on a pilot basis in 2006-07 and upscaled to the entire state in 2007-08, but was 

not officially continued in 2008-09. It was then re-launched statewide in 2009- 

10 as part of the Learning Enhancement Programme (LEP) under Sarva Shiksha 

Abhiyan (SSA).The major goal of the Aadharprogramme was to improve the basic 

literacy and numeracy skills of primary level students, through two hour remedial 

intervention. Strategies such as conduct of baseline, mid-term and terminal 

assessment surveys, identifying weaker students and grouping them into three 

groups according to their learning levels were adopted to enhance students’ 

learning levels. Based on the overall approach a Programme Logic Model (PLM) 

framework was developed which facilitated formulation of three evaluation 




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questions: to what extent has Aadhar been implemented as intended in the state? 

what has been the impact of Aadhar in improving the learning levels in language 

and arithmetic of primary school students; and are there any unintended 

outcomes attributable to the programme? Total number of 210 schools were 

randomly selected from 7 out of 12 districts in the state. From these schools all 

the children studying in Class III comprised the sample of the study. Qualitative 

data was collected from a sub sample of 70 schools and focus groups with the 

community from 21 school sites. A number of instruments such as questionnaires, 

interview schedules, focus group discussions, rating scales for document review 

and field notes were developed to collect data from various groups of respondents. 

The findings indicated that many components of the programme were 

implemented. However, results also indicated that delay in distribution of material 

to schools led to late start of the programme in a number of schools. Evidence 

indicates a consistent improvement in learning levels of Class III students, 

including the year of 2008-9 in which Aadhar was not offered. These gains may 

be largely attributed to maturation of children and regular classroom teaching. 

Feedback from teachers, BRCs and CRCs indicates that the Aadhar strategies 

were perceived to have contributed to improving the learning levels of students. 

number of unintended gains and benefits were attributable to Aadhar. Positive 

outcomes reported included: behavioural and attitudinal changes in students, 

improved teacher-pupil relationships, pedagogical shifts in classroom practices, 

and increased parental preference for government schools. A few functionaries 

highlighted some negative outcomes, including reports that grouping older 

students with younger ones led to inferiority feelings in the former, and 

implementation of Aadhar resulted in less time for completion of the state syllabus, 

regular teaching and preparation of students for examinations. 

Activity Based Learning (ABL) in Tamil Nadu 

Activity Based Learning is a major quality initiative introduced by Tamil Nadu 

Sarva Shiksha Abhiyan. It is based on the pedagogical principle of learning 

through activities. ABL is implemented in Classes 1 to 4. Students in ABL classes 

use a variety of learning materials such as learning cards, learning ladders, Science 

and Mathematics kits and supplementary reading materials. Teaching-learning 

in ABL is meant to be child-centred. Teachers act as facilitators and children 

work with learning cards in six groups and move from the teacher supported 

group to the self evaluation group. In ABL, each child monitors his/her learning 

himself/herself and gets support from peers. The initiative was introduced in a 

phased manner. In the first phase, pilot test was conducted in 13 schools of 

Chennai Municipal Corporation in 2003-04. During the second phase, all 264 

schools of Chennai Corporation were brought under the purview of the ABL 

programme. In the third phase, in the year 2006-07, ABL was expanded to 4100 

schools; 10 schools in each block of Tamil Nadu. During the last phase, the ABL 

initiative was up scaled to about 37,500 schools, i.e., all schools run by Tamil 

Nadu State Government and the aided schools. study aimed to answer the four 

evaluation questions: Is ABL being implemented as intended? To what extent 

are ABL support systems (curriculum, teacher training and support and 

monitoring) effective in improving classroom practices; has ABL improved student 

achievement in different subject areas? And, what other (non-academic) outcomes 

are attributable to ABL? 

The study was conducted in 280 sample schools drawn from 13 districts in 

Tamil Nadu. The research data were collected from various stakeholders including 


552 teachers of Classes I to IV, 44 teachers of Classes V to VIII, 529 Block 

Resource Teacher Educators (BRTEs), 2239 students studying in Classes II-V 

and 1317 parents of children studying in Classes II to V. In each of the sampled 

school, two focus group discussions were held, one with VEC members and 

another with community members. A total of 560 focus group discussions were 

held. In addition, 1112 classrooms were observed. The study concluded that 

aall teachers and BRTEs involved in implementing ABL were trained on important 

aspects of ABL. BRTEs reported a few challenges faced during the training period. 

VEC members were aware about ABL to some extent. However, a wide variation 

in awareness still existed across schools; and a large number of schools, space 

was adequate, logos were pasted on trays, ladders and trays were put up and 

kept at a height accessible to students, students sat in their respective groups 

and students’ recent creative work was displayed in classrooms. 

Most of the teachers were satisfied with all the dimensions of training duration, 

methodology followed for training, quality of training materials, follow-up activities 

and competency of trainers. Views of educational experts, teachers and students 

indicate that the ABL has enabled teaching-learning process to move away from 

textbooks and use of variety of learning materials was appreciated in ABL. 

Students preferred colourful small sized cards with medium sized fonts having 

pictures related to daily life. Teachers were of the view that supplementary reading 

materials made available in ABL classes provided scope for extended reading. 

There were some inaccuracies reported in illustrations of some cards. Classroom 

practices were found to be better organised in Chennai schools. However, there 

is enough scope for improvement in other schools. Large sections of ABL (Classes 

II to IV) and non-ABL (Class V) students had positive perceptions about various 

aspects of ABL. Students reported that learning through cards was not only 

joyful but also allowed them to work with attractive pictures and learn through 

playful activities. Students prefer to work individually and with the help of peers. 

A substantial number of teachers and BRTEs have a positive perception towards 

ABL methodology. Most teachers consider the evaluation strategy followed in 

ABL appropriate. Student achievement scores in all subject areas are at desirable 

levels; however, certain topics have been identified in which students face 

difficulties and therefore, need remedial measures. ABL has led to the emergence 

of a high level of self-confidence among many students. Students have no fear of 

teachers or examinations as each child is tested based on what he or she has 

learnt. ABL methodology promotes self-learning among students and provides 

ample opportunities to enhance their creativity. Parents reported that with the 

advent of ABL, children no longer needed to carry heavy loads of textbooks. ABL 

has increased teachers’ involvement in classroom practices and improved the 

organisation of curricular activities. 

DEVELOPMENT 

Development of Audio-Video Spots for Advocacy of Early Childhood Care 

and Education 

The project aimed at developing audio-video spots to create awareness about 

the importance of ECCE, to sensitise teachers, educational administrators, parents 

and the community about the significance of their role in improving the quality 

of ECCE and motivate them to perform their role effectively. During the 

development process, a few workshops were conducted to finalise the themes 




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and develop scripts. Themes for ten audio-video spots were identified by reviewing 

the available literature and sharing the ideas with the experts in the field of ECCE 

and CIET professionals. Based on these themes, scripts have been developed, 

and sent to the CIET for production and post-production exercises. 

Source Book on Assessment in Health and Physical Education at the 

Primary Level 

A sub-group was constituted to develop a source book on this curricular area. 

A series of developmental workshops were organised to develop a draft document. 

The document was shared with the practitioners, policy makers and members of 

the writing team before finalisation. The feedback received from the subject experts 

were incorporated in the final document. The source book comprises five chapters. 

Chapter one presents overview and understanding on assessment practices at 

the primary level in general. Chapter two provides the glimpse of current practices 

in the primary level classrooms and addresses major issues and concerns related 

to this area. Chapter three highlights how to make the learning assessment more 

meaningful by providing indicators both for Classes I and II at the first level and 

for Classes III-V at the second level. Chapter four of the document presents 

details about different ways to assess children’s progress which has been outlined 

in two sections (Classes I and II in section I and Classes III-V in Section II). The 

last chapter presents suggestive guidelines on procedures for recording and 

reporting children’s progress in this area. The syllabus of health and physical 

education developed by NCERT based on NCF-2005 for primary level has also 

been appended with this document for ready reference. 

Teachers’ Handbook in Environmental Studies for Primary Level 

A teachers’ handbook in EVS for the primary level has been developed. The 

pedagogic shift in textbooks necessitates a corresponding change in the teachers’ 

role from a mere transmitter of information to a facilitator of learning. The 

handbook consists of eight chapters. Chapter one, ‘Introduction’ talks about the 

status of EVS in different policy documents, its approach as suggested in NCF- 

2005 and the role of teachers and learners from a constructivist perspective. 

Chapter two, ‘Understanding the EVS Syllabus’ outlines the journey from NCF- 

2005 to developing the EVS syllabus for Classes III to V. Chapter three, 

‘Understanding the Process of Teaching Learning in EVS’, focuses a variety of 

learning contexts provided in the EVS textbooks to facilitate the teachers to plan 

the different learning experiences for providing opportunities to children to 

construct knowledge on their own. Chapters four and five deal with the critical 

issue of how to ‘Transact the EVS Textbooks in the Classroom’ and also provide 

an insight into the themes. Chapter six, ‘Using Visuals in the EVS Textbooks’ 

gives a glimpse into the nature of visuals used, the important teaching learning 

opportunities these visuals provide and the strategies for using these in transacting 

various concepts. The last chapter, ‘Going Beyond the Textbooks’ reinforces the 

idea that the children learn in multiple ways and hence the textbooks are not the 

only source of learning. 

Teachers’ Guide – Kaise Padhayen Rimjhim 

Teachers’ Guide – Kaise Padhayen Rimjhim (II) has been developed for primary 

teachers teaching Hindi language. It is based on various issues raised by teachers 

during teleconferencing and face-face training programmes. Teachers’ guide 

contains ten chapters: These are: (1) Rimjhim Ke Aadhar (2) Padhna Sikhane Ki 


Shuruaat (3) Rimjhim Ki Pathyasamagri (4) Bhasha Aur Parivesh (5) Kavita Ki 

Padhayi (6) Chitron Ki Baat (7) Kaise Hain Abhyaas (8) Gender Ka Mudda Aur 

Rimjhim Shrinkhla (9) Mulayon Ka Vikaas Aur Rimjhim (10) Aaklan – Kiska Aur 

Kaise? It is expected that the guide would be helpful for teachers in understanding 

the approach adopted in the Rimjhim series. 

Activity Bank in Environmental Studies 

An ‘Activity Bank’ ‘Pustkon Se Aage : Hamara Paryavarn’ Environmental Studies 

at the primary level for the teachers teaching Classes III-V was developed through 

a series of workshops involving experts, teacher-educators and practising teachers 

at the primary level. The document was developed in tune with the NCF-2005, 

syllabi and textbooks of EVS at the primary level and keeping in view the 

recommendation of the position paper on Curriculum, Syllabus and Textbooks, 

Teaching of Science and Habitat and Learning. This document is a support 

material for teachers to enable them design and provide a variety of learning 

opportunities to children as per their need and contexts to achieve the goals/ 

objectives of environmental studies at the primary stage. It contains a basket of 

activities and projects that provides a wide range in terms of difficulty levels, 

coverage of skills and parameters of environment, as also the feasibility of carrying 

them out within the limitations of teacher competency, available resources and 

time. There are five sections based on the five themes ‘Family and Friends, Food, 

Water, Shelter and Travel’ spelled out in the EVS syllabus of Classes III-V. The 

sixth theme ‘Things We Make and Do’ is integrated with different activities across 

these five themes. 

Selection of Children’s Literature in Hindi, English and Preparation of 

Annotated Bibliography for Primary and Upper Primary Stage 

Children’s literature promotes literacy and develops the skills of independent 

reading in children at the early years of schooling. The objective of the programme 

has been to create awareness among writers, publishers, teachers about significant 

features of children’s literature and to develop an annotated bibliography of 

children’s literature in Hindi and English. Parameters were developed to review 

the children’s literature and based on that a final list of selected children’s literature 

was selected for Classes I and II. In phase II, criteria for procurement of children’s 

literature up to Class VIII from the publishers had been developed and 

parameters have also been designed to review the children’s literature. 

Development of Audio-Video Spots on Early Literacy 

Early literacy programmes are important for enhancing skills of literacy among 

children in primary years. Audio-video spots on early literacy have been 

conceptualised to create awareness about the concept and importance of 

developing literacy skills in early years and to sensitise the teachers, educational 

administrators, parents and community about the significance of early literacy. 

These programmes will also be utilised during training programmes. Three audio 

spots on early literacy have been produced. 

TRAINING AND EXTENSION 

Diploma Course in Early Childhood Care and Education 

The fifth diploma course in Early Childhood Care and Education (ECCE) was 

organised from 8 November 2010. The objectives of the course are to prepare a 




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cadre of resource persons in ECCE at state level and to strengthen state level 

efforts in promoting ECCE coverage and quality. Twenty three teacher-educators 

from thirteen states participated in the fifth course. These participants were 

deputed by the state governments, SCERTs and SSA. The course was spread 

over three phases. The first phase was scheduled from 8 November 2010 to 23 

February 2011 and it gave participants theoretical inputs on major themes of 

ECCE. Discussions, assignments and simulated exercises were regular features 

of the programme. Theoretical sessions of the Course were conducted in a 

participatory mode. Internship and practical activities were conducted in 

Anganwadi centres of South Delhi and at IIT Nursery school. For observation of 

classroom processes, visits were organised to Anganwadis, private nursery 

schools, MCD nursery schools, primary schools, mobile crèches, schools 

practicing inclusion, SOS village and Bal Bhavan. During excursion visit outside 

Delhi, participants were taken to the centres run by Bodh Shiksha Samiti in the 

slum areas of Jaipur. 

Evolving Strategies to Build Green Schools 

A workshop on ‘Evolving Strategies to Build Green Schools’ was organised by 

the department during 2010-11. The participants of the workshop were 

representatives from DIETs, SCERTs, SIEs, SSA offices of more than 20 states 

across the country, schools conducting innovative programmes/activities in this 

area and environmental experts from CEE (Delhi and Ahmedabad), CSE (Delhi) 

and NCERT. The objectives of the workshop were to provide a platform to all 

stakeholders, researchers, organisations to share experiences and discuss various 

aspects of greening schools and to evolve strategies for building green schools 

based on their shared experiences. During the three-day workshop innovative 

efforts of different organisations and schools were shared in various sessions 

chaired by experts in this area. The resource persons and the participants worked 

together in groups to develop strategies for building green schools through 

brainstorming under different themes of Green-Curriculum, Teaching-Learning 

material, Teaching-Learning Processes, Evaluation, School Habitat and Sociocultural 

Environment of the School. A set of different strategies emerged for each 

of the themes. As a follow up of the workshop a manual for greening of elementary 

schools is being developed. 

CONTRIBUTIONS OF THE DEPARTMENT UNDER SARVA SHIKSHA 

ABHIYAN 

Early Literacy Programmes 

Monitoring and Documentation of Mathura Pilot Project 

The main objective of monitoring the Mathura pilot project is to gather regular 

feedback from the field about the programme on early literacy and design 

strategies for further strengthening of the programme. Monitoring also aimed at 

evaluating change in teachers’ attitude vis-a-vis training and ensuring material 

availability, usage of material in the classroom. The feedback forms or schedules 

are based on observation and interactions with students, teachers and parents. 

Phase-I was conducted during February-May 2009 and phase-II during 

November 2009 and January 2010. Analysis and report writing of phase I and 

II has been completed. Findings suggest that changes are gradually taking place. 


Publication of Children’s Magazine 

The quarterly children’s magazine ‘Firki Bachchon Ki’ is a bilingual magazine 

and is conceptualised to provide relevant, interesting reading material at regular 

intervals for early readers (Classes I and II). The magazine focuses on providing 

children reading opportunities in Hindi and English through age-appropriate 

and culturally familiar material. It includes features like rhymes, short stories 

and narratives, language and numeracy based activities. Illustrations hold an 

important place in this magazine as they provide support in reading and 

understanding the text. The magazine also provides space for children’s creative 

writings. Material in the form of text and illustrations has been collected from 

children as well. Workshops were organised with local writers and illustrators in 

Jaipur and Bhopal to develop material for the magazine. The first issue of the 

children’s magazine has been finalised and being printed. 

Orientation of Master Trainers and Teachers on Early Literacy 

The objective behind the programme was to orient the NPRCs, BRCs and teachers 

on early literacy. Key issues discussed during orientation and refresher 

programme were: concept of early literacy, classroom practices related to reading 

and writing, assessment, annual planning, maintaining record journals and 

diaries, selection and usage of children’s literature, children’s magazine, and 

teachers’ attitude. A group of 26 master trainers were oriented and 1200 (30 

batches of 40 participants each) teachers were trained under the programme. 

Teachers are gradually implementing the progressive practices in the concept of 

early literacy. 

Co-ordination with States for Early Literacy Programmes 

The programme has been shared with States/UTs in a phased manner. In 2010- 

11 Early Literacy Programmes were divided to conduct dialogue with the states/ 

UTs viz., Chandigarh, Chhattisgarh, Delhi, Madhya Pradesh, Uttarakhand and 

Uttar Pradesh. Chandigarh has established a Reading Development Cell and 

Early Reading Programme has been introduced in all 107 government schools. 

CRCs and teachers have been oriented to the Early Reading Programme. Six 

hundred sets of ‘Barkha’ series and children’s literature are available to children 

of Classes I and II. Orientation for teachers of Class I to the Early Literacy 

Programme was conducted on 14-15 October 2010. Chhattisgarh has established 

Reading Development Cell in all DIETs and District Core Group trained with 

help from Early Literacy Programme, NCERT. Textbooks are in tune with the 

new pedagogy and they have developed their own graded reading material. In 

Madhya Pradesh, a Reading Development Cell was established in 2009 and a 

core team has also been constituted. Fifty blocks have been selected to implement 

the Early Literacy Programme. Of the State Resource Group of 50 members was 

undertaken from 15 to 17 December 2010. The state has procured‘Barkha’series 

for all its schools. In Uttarakhand, discussion meetings with teachers on early 

literacy have been organised in 3 blocks (Rudrapur, Jaspur, Khatima) of Uddham 

Singh Nagar district along with Azim Premji Foundation. A set of 13530 ‘Barkha’ 

series are being read in schools by children of Classes I and II. 

Implementation of Quality Monitoring Tools 

The Quality Monitoring Tools developed by NCERT were rolled out throughout 

the country in the year 2005-06 for enhancement of quality in the SSA 




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programmes and activities. These formats provide an effective monitoring system 

in elementary education at different levels-school, cluster, block, district and 

state. The information gathered through these formats pertain to quality 

dimensions like curriculum revision, development and distribution of textbooks, 

effective use of TLM, community participation, in-service teacher trainings, 

learners’ achievement, etc. The data received from the states are analysed and 

feedback is provided to the states with relevant suggestions for enhancement of 

quality. During 2010-11, the department received filled-in Quality Monitoring 

Tools (QMTs) from many states and UTs which were analysed and appropriate 

feedback was provided. 

With the RTE Act, 2009 coming into force from 01 April 2010, a few aspects 

like data on age-appropriate admissions, special training packages, 

implementation of continuous and comprehensive evaluation, etc. were added 

and two additional sheets– Cluster Level Analytical Sheet (CLAS-RTE, 2009) 

and Block Level Analytical Sheet (BLAS-RTE, 2009) were added to the existing 

analytical sheets of monitoring formats. All the states and UTs were requested to 

fill-up these two additional sheets at cluster and block levels along with other 

QMFs. 

Regional Conferences for Sharing of Successful Monitoring Experiences 

and Implementation of Right to Education Act, 2009 

With the view to facilitate the implementation of various provisions of RTE Act at 

the field level, the department had developed suggestive guidelines for effective 

implementation of RTE Act which were sent to all the State Project Directors 

(SPDs) of SSA as well as to all the Directors of SCERTs/SIEs. A series of four 

regional conferences (at Ranchi, Tirupati, Agartala and Ajmer) for sharing 

successful monitoring experiences for quality enhancement in SSA and 

implementation of RTE Act were organised during 2010-11. In all these 

conferences, state and district level SSA officials and faculty from SCERTs, SIEs 

and DIETs participated. The main objectives of these regional conferences were 

to provide platform for sharing good and successful monitoring practices and 

experiences among the SSA functionaries of states and UTs to motivate SSA 

functionaries at various levels to perform in a better way for the enhancement of 

quality, to share issues and concerns for effective implementation of RTE Act in 

various States and UTs, and to action points for further strengthening of 

monitoring mechanisms and effective implementation of RTE Act. 

National Report on Strengthening Monitoring Mechanisms for Enhancing 

Quality in Elementary Education 

The report was prepared based on three regional workshops on monitoring for 

states and UTs held between September 2008 and February 2009. The report 

provides many recommendations for strengthening monitoring mechanisms for 

the enhancement of quality of elementary education and it was circulated to all 

SPDs of SSA as well as to the Directors of SCERTs/ SIEs. 

Training of Key Resource Persons of SSA 

An orientation programme was organised on strengthening monitoring 

mechanisms in view of implementation of the Right to Education Act for SSA 

functionaries of Punjab at Mohali on 22-23 September 2010. SSA officials from 

various districts of Punjab participated in the workshop. The aspects discussed 


in the workshop included: significance of the analytical sheets introduced about 

RTE Act in QMTs at cluster and block levels; role of various SSA functionaries in 

use of these tools; recording of information of various QMTs used at different 

levels for effective implementation; analysis of information and providing feedback 

for taking immediate corrective measures; importance of timely and effective 

utilisation of feedback; role of DIETs and SCERTs in providing academic support 

based on analysis of monitoring data, and ways to solve problems faced by SSA 

functionaries in implementation of QMTs. 

Development of Handbook for Teachers and other Functionaries on the 

use of Quality Monitoring Tools for Quality Assurance in Conjunction 

with the RTE Act, 2009 

Based on the felt-need, the department initiated the task of preparing a handbook 

for SSA functionaries including teachers for providing sample guidelines in the 

compilation and analysis of the monitoring data, providing and utilisation of 

feedback and taking timely corrective measures. The handbook would provide 

guidelines to different educational functionaries about their roles in relation to 

effective implementation of QMTs and RTE Act. The process of development of 

the first draft of the handbook is in process. 

Meeting of National Resource Group for SSA 

The National Resource Group (NRG) for SSA as constituted by the MHRD advises 

on all aspects of implementation of SSA particularly on the quality issues at the 

elementary level. Department of Elementary Education serves as the Secretariat 

for National Resource Group for SSA. The seventh meeting of NRG was organised 

on 21 February 2011. Presentations were made about various quality 

improvement programmes like Quality Monitoring Formats, Right to Education, 

National Achievement Survey, Early Literacy and Numeracy, Programme 

Evaluation Studies, etc. 

Academic Support in the Appraisal of Annual Work Plan and Budget of 

the States and UTs and Providing Inputs to MHRD during Project Approval 

Board Meetings 

The department contributed in the appraisal of Annual Work Plan and Budget 

(AWP&B) proposals of the states and UTs proposals submitted to the MHRD for 

the year 2010-11 at Ed.CIL. After discussing the plans with state level officials, 

observations on the progress made by the respective states in implementation of 

QMTs and on various activities and programmes of SSA were provided to the 

MHRD along with necessary comments and suggestions. 

Participation in the Meetings of the Joint Review Mission for SSA 

The department participated in the meetings of Joint Review Mission(JRM) 

organised by MHRD in July 2010 and January 2011. Presentations on the SSA 

activities of the department were made during the meetings. Performance of 

different states/ UTs on various quality dimensions, obtained through QMTs 

were also shared with the JRM members. 

List of On-going/Carried Over Programmes 

� Publication of the Journal ‘Prathmik Shikshak’ 

� Publication of the Journal ‘The Primary Teacher’ 




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� Development of Materials to Sensitise Parents, Teachers, Educational Planners 

and Administrators against Corporal Punishment 

� National Documentation Unit for Pre-primary and Elementary Education– A 

Resource Centre 

� Popularisation of the Source Book on Learning Assessment at the Primary 

Level 


3. Department of Education of 

Groups with Special Needs 

NCERT undertakes research, development, training and 

extension activities related to issues and problems of 

education of children with disabilities and children from 

socially disadvantaged groups, viz., Scheduled Castes, 

Scheduled Tribes, Educationally Backward Minorities, and 

other groups having Special Needs and providing their 

inclusion in general schools. 

The Department of Education of Groups with Special Needs has been working in 

the area of education of children with disabilities, education of children from 

socially disadvantaged groups like the Scheduled Castes and Scheduled Tribes 

and education of minorities by focusing on the problems and difficulties faced 

by these children in gaining access to education. Implementation of an inclusive 

system of education for all assumes greater significance of systemic reforms 

especially in the context of the socially disadvantaged and the persons with 

disability. Keeping this in mind, the department has been involved in various 

programmes for the inclusion of children and youth with disabilities, children 

belonging to Scheduled Castes and Scheduled Tribes and those belonging to 

minorities in education. The department has undertaken a number of research, 

development, training programmes and extension activities for making education 

accessible to the disadvantaged groups including the learners with disabilities. 

THE KEY FUNCTIONS OF THE DEPARTMENT ARE 

� carrying out researches to review the existing activities and suggesting new 

initiatives in the field of education of persons with disabilities and those 

belonging to Scheduled Castes, Scheduled Tribes and the minorities; 

� organising training programmes, both face-to-face and through EDUSAT, 

for teachers, teacher educators and policy makers to sensitise and train them 

in strategies for providing quality education and equal educational 

opportunities to children belonging to the vulnerable groups; 



NCERT 

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� supporting the development of inclusive curriculum at the national and state 

levels, providing inputs for development of inclusive textbooks and suggesting 

reforms in the examination procedures from the perspective of groups with 

special needs; 

� developing teaching learning materials like teachers’ guides, manuals, index 

for inclusion, training guidelines and Braille literacy curriculum; 

� advising and supporting the Centre, States, NGOs and international and 

national level agencies; 

� networking and drawing linkages between various departments, 

organisations and people involved in the education of special focus groups; 

� conducting activities under the SSA’s national component for special focus 

groups; and 

� acting as a clearing house for researches and developed materials. 

The department has taken up a number of projects to promote inclusive 

education and thereby development of children from Scheduled Castes, Scheduled 

Tribes, minorities and children with disabilities within the framework of National 

Curriculum Framework-2005, the Position Papers of the National Focus Groups 

and the constitutional provisions. The issues and challenges like the learning to 

read and write Braille Script, low literacy and low educational level of children 

from Scheduled Castes, Scheduled Tribes, assessment of children with special 

needs, teaching in a multilingual and multicultural set up, education of linguistic 

minorities have been addressed through various research, training and 

development programmes conducted by the departments. 


RESEARCH 

An Exploratory Study of Home-based Education Practices for Children 

with Special Needs in SSA 

The study would explore the benefits and shortcomings of home based education 

programme for Children with Special Needs under the Sarva Shiksha Abhiyan. 

The overall objective is to assess the quality factors of home education practices 

from the perspective of parents of children under the home based programme, 

resource teachers, and administrators. Specifically, the study would assess the 

nature of disabilities and the curriculum covered, the satisfaction of parents and 

administrators regarding the implementation of home based education practices 

and the suitability of the financial parameters underlying the home based 

education. The data are being collected from the states of Uttarakhand, Goa and 

Karnataka. The empirical evidence so collected would help the states in better 

planning and implementing home based education programme under the sarva 

shiksha abhiyan. 

A Study on Challenges in Behaviours of School Going Children 

The study was undertaken with the objective to identify the nature and severity 

of challenges in behaviours of school going children. A workshop was conducted 

to finalise the research tools at NIE, New Delhi from 15 to 16 December 2010. All 

the research tools were also translated into Hindi. It was recommended that case 


studies of students with challenging behaviours should be taken during data 

collection. 

Assessment of Teachers’ Essential Competencies of Upper Primary School 

Teachers Teaching Children from Scheduled Castes 

The major objective of the study is to assess essential competencies for upper 

primary teachers teaching children of Scheduled Castes. A two-day tools review 

workshop was conducted at NIE, New Delhi from 23 to 24 March 2011. The 

research tools namely, School Information Sheet, Questionnaire for Teachers, 

Interview Schedule for Parents, Interview Schedule for Students and Classroom 

Observation Schedule were finalised in the workshop. 

DEVELOPMENT 

Development of Braille Literacy Curriculum for Schools 

The project was undertaken with the objective to create inclusive school 

environment wherein both visual impaired and sighted children can learn and 

use Braille. The project aimed at developing curriculum guidelines for teaching 

Braille in regular schools to sighted students. Interviews were held with experts 

to decide upon the nomenclature of the proposed Braille literacy curriculum. 

Data were also collected from the special schools and teacher education 

institutions teaching Braille to students. A three-day workshop comprising 

experts from various government and non-government organisations principals, 

teachers, teacher educators, university professors and special educators was 

organised at NIE, New Delhi from 8 to 10 March 2010. Based on the data collected 

to develop Braille literacy curriculum for sighted students a 40 hours curriculum 

were prepared as a SUPW Activity for Grade students and also a 100 hours 

curriculum to be taught in Grade IX as an additional subject. It was reviewed by 

different educational institutions in the field of visual impairments. The 

curriculum was disseminated to various States Boards of Education and to the 

Central Board of Secondary Education for their consideration. 

Designing of a Framework for Professional Development of Teachers in 

the Multilingual and Multicultural Context in High Tribal Population States 

The project aimed at designing a framework which will spell out the specific 

inputs required for in-service training programmes organised by SCERTs, DIETs 

and other training institutions for teachers working in the schools of tribal areas. 

A consultative group meeting and two workshops were organised for developing 

the proposed state specific framework for Maharashtra and Andaman and Nicobar 

Islands. A three-day workshop in collaboration with MSCERT, Pune was 

conducted from 7 to 9 December 2010 in which state level functionaries and 

educationists from various universities participated. A three-day workshop held 

at SIE, Port Blair, Andaman and Nicobar Islands from 31 January to 2 February 

2011 in which DIET lecturers, Principals, SSA functionaries and SIE faculty 

members participated. These workshops were held to discuss with the scholars 

and various educational functionaries regarding inputs required for the 

professional development of teachers in the multilingual and multicultural context 

as reflected in the NCF-2005 and in the position paper of NFG and to design a 

frame work for in-service training programmes organised by SCERTs and DIETs 

for teachers working in the schools of tribal areas. 


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Development of Action Plan for Education of Linguistic Minorities for 

Guidelines for Enhancing Quality of School Education in UTs/States 

with High Tribal Population 

The project resulted from the recommendations of the National Focus Group on 

problems of education of Scheduled Tribes children because of their mothertongue 

being different from the medium of instruction in the schools. In this 

regard, meetings were held at Port Blair from 31 January to 2 February 2011 

and Bengaluru on 25-26 March 2011. The meetings were organised in 

collaboration with the SIE, Andaman and Nicobar Islands and DSERT, 

Karnataka. A two-day action plan for the state of Karnataka was held at 

Bengaluru in which experts from DIETs, SCERT, NCERT and other institutions 

participated. Discussions were held with the educational functionaries regarding 

Scheduled Tribes and linguistic minority concerns as reflected in the NCF-2005, 

in the position paper of NFG and the project report on Development of Educational 

Strategies for Linguistic Minorities. The lacunae in the implementation of the 

linguistic minority related concerns in the school education system were reviewed. 

Action plans for enhancing the implementation of the Scheduled Tribes and 

minority related concerns at the level of institutional framework, school 

curriculum, pedagogy, teacher development, etc. were developed for the 

respective UT/State in consultation with the district and state level functionaries. 

TRAINING 

Follow up of Teachers Training Programme already Conducted for SC 

Dominated Areas with Low Literacy and Low Education Level of Children 

from Scheduled Castes 

The training programme was undertaken with the objective of empowering 

teachers working in SC dominated areas and building up skills of management 

of classroom problems of children from Scheduled Castes. A three-day field visit 

of ten schools of Raipur, Durg and Mahasamund districts from 28 to 31 July 

2010 and four-day field visit in the schools of Kolar and Chamarajanagaram 

districts from 27 to 30 September 2010 were made by the coordinator and experts 

from DSERT, Bengaluru, for assessing the impact of earlier training programme 

and assessment of teachers’ needs for further training programmes. During the 

Follow up of Teachers’ training programme held at DSERT, Bengaluru 

from 6 to 9 January 2011 


visit, experts interacted with the teachers of schools in the SC dominated areas, 

who had already undergone training earlier. Subsequently, a four-day followup 

teachers training programme was conducted at SCERT, Raipur from 14 to 

17 September 2010. Forty teachers participated in the programme. Another fourday 

training programme for the upper primary school teachers was conducted 

at DSERT, Bengaluru from 6 to 9 January 2011. A total number of 46-teachers 

from Kolar, Chamarajanagaram, Gulbarga, Chitradurga, Bengaluru rural, 

Chikkamagalore and Gadag districts participated in the programme. Resource 

persons from NCERT and SCERT took different sessions jointly through 

interactive mode. Besides, some contemporary issues related to educational 

problems of Scheduled Castes children like Cultural Capital and Learning, Social 

Justice and Human Rights, Right To Education, Continuous and Comprehensive 

Evaluation, Computer Training, etc. were also discussed during the sessions. 

Orientation of Managers, Principals and Teachers of Minority-run- 

Institutions on Quality Related Issues 

The Working Group Report on education for disadvantaged sections for the 

formulation of Tenth Five-Year Plan (2001) had focused upon the importance of 

role of minority educational institutions in promotion of education among the 

educationally backward minorities. It has been further suggested that the special 

efforts need to be made for professional development of managers, principals 

and teachers of minority educational institutions for ensuring quality education. 

Keeping this in view, two training programmes were organised for managers, 

principals and teachers of minority-run-institutions on quality related issues 

for North-Eastern States. The programmes focused on identification of issues 

regarding imparting quality education in these institutions with special reference 

to education as a right of the child, to sensitise the managers, principals and 

teachers about their important role in achieving the goal of imparting quality 

education in these institutions and to train them in strategies to sensitise the 

parents and community members regarding education of educationally 

backward minority communities. A planning group meeting of state 

representatives of Nagaland and Manipur and core group from NCERT was 

organised and followed by two separate programmes one for managers and 

principals and another for teachers. Both the programmes were organised at 

SCERT, Kohima from 14 to 16 March 2011 which were attended by 53 

participants from minority-run-institutions. 

EXTENSION 

Meetings for Minority Cell and Activities of Minority Cell 

As per recommendations of the National Monitoring Committee for Minorities 

Education, NCERT established a Minority Cell in the Council with members from 

minority communities and some persons working in the area of minority 

education from various constituent units of the Council. The Minority Cell is 

expected to speed up the process of planning and implementation of specific 

programmes for children belonging to different minority groups. Two meetings 

of the Cell were held with an objective to review the progress of various 

programmes taken up by NCERT constituents and plan further activities. The 

first meeting of the Minority Cell of NCERT was held to discuss the progress as 

well as the future activities to be taken up by the constituents of the Council on 

22 September 2011 at RIE, Ajmer. Besides, three training programmes were 


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organised by the representatives of different constituents. Regional Institute of 

Education, Bhopal organised a training programme on Implementation of Right 

to Education in Madarsas of Madhya Pradesh and Chhattisgarh from 10 to 11 

March 2011. Forty two participants attended the programme. Regional Institute 

of Education, Bhubaneswar organised a training programme on Action Research 

for the States of Orissa and West Bengal from 21 to 25 February 2011. PSSCIVE, 

Bhopal organised a training programme on Vocational Education from 17 to 19 

February 2011. Another meeting of the Minority Cell was held at NIE, New Delhi 

on 18 March 2011. All the programmes were focused on development of expertise 

in minority-run-institutions. 


� An Exploratory Study of Home Based Education Practices for Children with 

Special Needs in SSA. 

� A Study on Challenges in Behaviours of School Going Children. 

� Assessment of Teachers’ Essential Competencies of Upper Primary School 

Teachers Teaching Children from Scheduled Castes. 

� Development of Action Plans for Education of Linguistic Minorities for 

Enhancing Quality of School Education in UTs/States with High Tribal 

Population. 


4. Department of Women’s 

Studies 

Through its interventions at various levels including policies 

and curriculum framework the NCERT is committed 

to make a significant impact on education and quality 

of life of girls. The Department of Women’s Studies plays 

a leading role in removing barriers to education, redress 

discrimination in education and bring positive societal 

change in favour of the girl child to attain her full potential. 

NCERT is committed to the promotion of girls’ education and women’s 

empowerment through suitable interventions in policy, planning, curriculum 

transaction and teacher education. The Department of Women’s Studies (DWS) 

plans and implements its activities in accordance with NCERT’s mandate. The 

Department advises and helps the centre and the state in executing policies and 

programmes with special focus on schemes for education of girls. The Department 

played a critical role in the formulations and implementation of the National 

Policy on Education-1986 and its Programme of Action (1992), on the basis of 

the research, development, training and extension activities. 

The activities of the department mainly focus on redesigning of curricula to 

remove gender bias and stereotypes, sensitisation of educational personnel by 

organising face-to-face and EDUSAT facilitated training programmes, 

development of handbooks, teacher training package for teacher educators and 

capacity building of girls and women. Undertaking of diagnostic studies on lesser 

participation of girls belonging to marginalised groups, evaluation of scheme 

and programmes of government of India are also some of the important activities 

of the department. 

Development of textual materials such as Human Ecology and Family 

Sciences for Classes XI and XII and Bridge Course for KGBV girls in English and 

Hindi for concept clarification and better understanding of disciplines related to 

Science, Maths, Social Science and Languages are also important contributions 

made by the department. 

The department designated the National Consultation on using Visuals as a 

Pedagogical Aid for Gender Sensitivity as its Golden Jubilee programme. The 

Consultation deliberated upon using visuals and other mediums as a pedagogical 



NCERT 

36 

aid for gender sensitivity and evolving strategies for integrating this medium in 

content and pedagogy of other disciplines. 


RESEARCH 

A Study of Barriers in Secondary Education (Classes IX-X) of Muslim 

Girls 

The study was undertaken during 2010-11 with a view to analyse the status of 

participation of Muslim girls in secondary education to identify barriers that 

affect Muslim girls’ participation and assess the level of awareness of Muslim 

parents and community members about government schemes and progammes 

available for secondary education of girls in general. The study was empirical in 

nature. The study covered four districts namely Rampur, Bahraich, Bareilly and 

Bijnor of Uttar Pradesh representing both eastern and western parts of the state 

for collection of both primary and secondary data. The primary data was collected 

from the sample households through household survey using semi-structured 

household schedule. The study attempted to answer some of the questions such 

as ‘Do the Muslim girls have adequate access to secondary education in the 

sample districts?’ ‘If yes, what are the barriers which are responsible in their not 

attending schools?’ ‘In what ways family beliefs and socio-cultural factors of a 

local community affect participation of Muslim girls in secondary levels of modern 

school education?’ Analysis of data generated through household survey covering 

400 households and report writing is in progress. However, the broad findings of 

the analysis of field data indicate that lack of easy access to secondary level 

education facilities is one of the major barriers in secondary education of Muslim 

girls. The socio-cultural beliefs of Muslim families, especially that of girls, do not 

need higher education is also indicative as a strong barriers in secondary level 

educational attainment of Muslim girls. Gender sensitisation campaigns of 

community and training of teachers working in schools imparting religious as 

well as secular education are strongly required in areas of Muslim concentration 

especially in districts Rampur and Bijnor. 

A Study of the Maktabs and Madarsas of Southern States of India 

from a Gender Perspective 

The objectives of the study are to analyse the curriculum of Maktabs and 

Madarsas and the perceptions of stakeholders of the sample institutions visited. 

The field work in the sample district Thiruvananthapuram of Kerala was 

undertaken wherein 17 maktabs and Madarsas were visited. Questionnaires 

were administered to students, teachers, head teachers, board members and 

community leaders. Interaction with all of the above was carried out and their 

curriculum was also analysed to find out if it is favourable to boys and girls or 

both or none. It has been found that, as in district Malappuram, all the students 

go to a regular school recognised either under Kerala Board or CBSE; the religious 

education till Class VII or Class X is imparted in the morning/evening Madarsas 

which operate generally before/after regular school for 2-3 hours each day. A 

high school student (girl or boy) has the choice to either go to a regular school for 

higher secondary or in specialised Arabic colleges. In these colleges, during the 

first two years the entire time is devoted to building the foundation of Arabic 


course amongst their students. Boys and girls study together in most institutions, 

however, there are also separate girls and boys institutions which follow traditional 

practices and have traditional mindset. On the contrary the district Bengaluru of 

Karnataka, which was also covered during field work for primary data collection, 

was entirely different in its findings. Institutions at Bengaluru are comparatively 

traditional in their curricular practices. There is more emphasis given to the 

religious education and not much focus is given to secular education in their 

curricular practices and mind set. The study will help understand the curricular 

practices and involving the strategies for the education, development and 

empowerment of the Muslim girl child. 

DEVELOPMENT 

Translation of Textbook(s) of Human Ecology and Family Sciences (HEFS) 

for Class XII in Hindi and Urdu 

The HEFS textbook for Class XII has been outsourced for translation to approved 

translators for Hindi and Urdu respectively. The translated material thereafter 

will be vetted and finally edited for its further necessary action towards 

publication. The focus of the Hindi and Urdu versions of HEFS textbook of Class 

XII is on ‘work and careers’ that will contribute to the student in her/his personalsocial 

life as well as serve as a spring board for pursuing a career in the future. 

The textbook will be available to students studying HEFS in Class XII in Hindi 

and Urdu mediums. 

Development of Customised Training Package for KGBV Teachers based 

on NCERT Textbooks and Preparation of a Course Book for KGBV Girls: 

Translation of Material in Hindi 

As a follow up of the National Consultation on KGBV held in 2008 the MHRD 

had requested NCERT to develop a customised teacher training package for KGBV 

teachers and bridge course for KGBV girls. The programme was undertaken for 

translation of the English version of teacher training package to Hindi for the 

subjects History, Geography, Maths, Arts and Aesthetics, and Science. The 

translation of bridge course in Hindi for the subject area of History, Geography, 

Maths and Science has also been completed. The material is based on NCERT 

textbooks and provides an understanding of necessary concepts in the context 

of the girls studying in the KGBVs. It reflects the gender concerns, equality and 

social justice in appropriate manner. The material prepared in Hindi after its 

publication would be sent for its dissemination and feedback to all the Hindi 

speaking states of India. 

Textbook(s) of Human Ecology and Family Sciences (HEFS) for Class XI 

in Hindi and Urdu 

The English version of the HEFS textbook for Class XI (parts I and II) was 

published by NCERT in July-August 2009. The above mentioned Class XI 

textbook has been translated both in Hindi and Urdu. The textbook in Hindi is 

in the process of getting edited by the publication, after its layout designing was 

carried out and which will soon under go the process of printing. The translated 

material of the textbook in Urdu has been vetted and is under the process of 

content editing. Hindi and Urdu versions of HEFS textbook for Class XI have 

been prepared for wider circulation for students studying in Hindi and Urdu 




37

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38 

mediums. The textbook will be available to students studying the optional subject 

of HEFS in Class XI in Hindi and Urdu mediums. 

Development of Textbook of Human Ecology and Family Sciences (HEFS) 

for Class XII in English 

The manuscript of the textbook has been completed and reviewed by National 

Review Committee Members on 22 March 2011. The Reviewers had appreciated 

the innovative and the experiential approach in the manuscript of the textbook 

and had recommended it with some suggestions. The draft textbook is ready to 

be placed before the National Monitoring Committee for approval. 

TRAINING 

Training Programme for Teachers of Demonstration Multi-purpose School 

on Gender Issues in Education 

Amongst several functions of the department training of teacher educators and 

teachers constitutes an important component of the department’s activities. 

Training programmes have attempted to sensitise teacher educators and teachers 

on the education and empowerment of the girl child belonging to different regions 

and communities. A Phase II programme was held from 17 to 26 May 2010 at 

NIE, New Delhi. The participants were the teachers belonging to four 

Demonstration Multipurpose Schools at Ajmer, Bhopal, Mysore and 

Bhubaneswar. In all, twenty teachers participated in the programme. 

Professor G. Ravindra, Director (in-charge), NCERT interacting with 

participants of the training programme on Gender Issues in Education 

organised for teachers of DM Schools of RIE's 

The objectives of the training programme were to sensitise teachers on Gender 

Issues in Education in the light of NCF-2005, create awareness and sensitivity 

among teachers for integrating gender issues in different disciplines and its 

transaction and sensitise teachers for creating a more gender inclusive classroom 

and school environment. Some of the themes that were transacted were – National 

Curriculum Framework-2005, School Practices from a Gender Perspective, 


Teacher As an Action Researcher, Teachers As an Agent of Social Change, 

Developing Positive Self-confidence and Self-esteem among girls, Socialisation of 

the Girl Child, Removal of School Barriers, Scheme and Programme for Girls’ 

Education, Curriculum transaction from a gender perspective in different 

disciplines and Gender and Media. Eminent resource persons were drawn from 

Delhi University, JNU, All India Women’s Conference, Ambedkar University, 

Ed-Cil and NCERT faculty from different NIE departments. Evaluation of the 

training programme is an integral part of the training, all the participants were of 

the view that they have benefited from the programme and will utilise the knowledge 

gained in their school practices. 

Training Programme on Gender Issues in Education for SSA Gender 

Co-ordinators 

Training programme for SSA gender co-ordinators was envisioned for promoting 

gender sensitivity among all stakeholders involved in the entire schooling ethos. 

A training programme was held from 17 to 26 August 2010 at NIE, NCERT. The 

aim of this programme was developing capacities among gender co-ordinators 

for identifying gender bias and gender stereotyping in social and educational 

contexts, enabling them to prepare tools for evaluating schemes and programmes 

designed for girls education and women’s empowerment, encouraging them to 

prepare materials that promote nurturing, caring and harmonious relations 

between boys and girls and built a network among themselves for sharing of 

experiences and innovative practices. 

The programme was of ten days duration. It was a blend of theoretical and 

practical experience. The methodology consisted of resource lectures, discussions, 

group work, use of audio-visuals and field visits. Eighteen gender co-ordinators 

representing states of Andhra Pradesh, Bihar, Chhattisgarh, Delhi, Punjab, 

Haryana, Jharkhand, Himachal Pradesh, Madhya Pradesh, Uttar Pradesh, 

Maharashtra, Orissa, Karnataka and Uttarakhand attended the programme. 

Constant monitoring and evaluation also formed an important part of the 

programme. Participants were of the view that such capacity building programmes 

should be held regularly as the themes of the programme are relevant for 

formulating proposal on girls’ education and empowerment. It will also encourage 

them to plan such training programme at their state level. 

A National Consultation on Using Visuals as a Pedagogical Aid for 

Gender Sensitivity 

The National Consultation was a collaborative initiative of the Department of 

Women’s Studies and the Centre for Women’s Development Studies which was 

held from 17 to 19 February 2011 at NIE, New Delhi. It deliberated upon visuals 

and other mediums as a pedagogical aid for gender sensitivity and evolving 

strategies for integrating this medium with different disciplines. The major themes 

of the consultation were – Representing Indian Women (1875-1947) as a 

Pedagogical Aid, Cartoon and the Comics in the Classroom, Films and Videos as 

a Pedagogical Tool, Audio-Video and Gender Issues, Posters and Illustrations, 

Theatre and other mediums in the Classroom. The Consultation came up with 

recommendations in three broad areas related to Posters and Illustrations, Films 

and Videos and Print and other mediums. There was a broad concern among 

resource persons and participants that visuals and other mediums were important 

teaching aid in making pedagogical processes gender inclusive. By using this 




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Dr Mona Yadav welcoming Professor G. Ravindra, Director (in-charge), NCERT at the 

National Consultation on using visuals as a Pedagogical Aid for Gender Sensitivity 

medium in different curricular areas it would harmonise content of different 

disciplines with human values related to equity, equality, dignity of labour, 

mutual co-operation and learning to live together. It would also help in capturing 

the contributions made by women from all walks of life in the past and the present. 

The Consultation was attended by fifty two eminent resource persons and 

participations from Jawaharlal Nehru University, Delhi University, Bombay 

University, Rajasthan University, Centre for Women’s Development Studies, 

University of Cambridge, Centre for Studies in Sociology of Education, 

representatives of Mahila Samakhya, Army Institute of Education, Principles 

and teachers from Kendriya Vidyalayas and Gender Co-ordinators from Bihar, 

Chhattisgarh, Madhya Pradesh, Orissa, Uttar Pradesh and NCERT experts drawn 

from different NIE Department. 

List of On-going/ Carried Over Programmes 

� Study of the Maktabs and Madarsas of Southern States of India from a Gender 

Perspective 

� Development of Training Material for Teacher Educators on Gender Equality 

and Empowerment 

� Development of Textbook (s) of Human Ecology and Family Sciences for Class 

XII in Hindi and Urdu 


5. Department of Education in 

Science and Mathematics 

Department of Education in Science and Mathematics 

carries out research, development, training, evaluation and 

extension activities in Science, Mathematics, and 

Environmental Education from the upper primary to the 

higher secondary stage. It is involved in the development of 

supplementary and complementary teaching-learning 

materials in Science, Mathematics and Environmental 

Education for upper primary, secondary and higher 


The main functions of the department are to undertake research, development, 

training, evaluation and extension activities related to science, mathematics and 

environmental education especially for the upper primary, secondary and higher 


A significant area of the department’s work has been development of syllabi, 

textbooks and other instructional materials in Science, Mathematics and 

Environmental Education. The Instructional Material Centre (IMC) of the 

department undertakes collection and dissemination of information on all aspects 

of science, mathematics and environmental education. The other major extension 

activities of the department include: organisation of Jawaharlal Nehru National 

Science Exhibition; promotion of State Level Science Exhibitions; designing and 

development of science and mathematics laboratories and the Science Park and 

publication of a Quarterly Journal ‘School Science’. 

In order to strengthen teaching of science, mathematics and environmental 

education in schools, the department organises orientation programmes for 

teachers and master trainers of States and UTs. To facilitate quality of pupil 

evaluation in schools the department developed exemplar problems in science 

and mathematics for secondary and higher secondary stages and that for upper 

primary stage is in the process of development. The department has also been 

engaged in the development of materials for popularisation of science, promotion 

of innovative laboratory practices in science and mathematics and organisation 



NCERT 

42 

of out of school activities in science. Every year, the department organises the 

Jawaharlal Nehru National Science Exhibition for Children (JNNSEC), which is 

the culmination of the series of Science Exhibitions for Children organised at 

District, Zonal and State Levels. 


RESEARCH 

Identification of Students’ Misconceptions in Chemistry 

A research project was carried out with the objective of identifying the 

misconceptions about the basic concepts which occur among students and affect 

learning of chemistry. Also, it was intended to find out the probable causes of 

those misconceptions so that suggestions for improvement of teaching learning 

process in chemistry may be provided. A tool was developed and refined at the 

departmental level after administering it to some students. The refined tool was 

discussed in a one-day workshop of teachers and distributed in 22 schools of 

NCR and Delhi region. Data from all the schools except for one public school has 

been obtained. The sample under the study therefore is of approximately 3,000 

students of higher secondary stage covering Kendriya Vidyalayas, Government 

schools, Sarvodyaya schools, DAV schools and Public schools. At preliminary 

level several misconceptions have been identified. The data is under further 

analysis and the detailed report will be submitted shortly. 

Study of Status of Science and Mathematics Education at Upper Primary, 

Secondary and Higher Secondary Stages 

Based on the recommendations of the NCF-2005, the department revised the 

science and mathematics syllabi in 2006 and developed new textbooks during 

2006 – 08. Curricular material related with the laboratory manuals and exemplar 

problems has also been developed by the department. These learning materials 

are being used by the teachers and students. The present programme intends to 

study as to what extent the revised curriculum, syllabi and textbooks have made 

an impact on science and mathematics education across all state/union territories 

education boards. This study aims to (i) know the status of curricular materials 

for science and mathematics education at upper primary, secondary, and higher 

secondary stages; (ii) to assess the facilities available for transacting the science 

and mathematics curriculum in schools. The research questions for this study 

are: (a) How many states/UTs have implemented the recommendations of NCF – 

2005 in science and mathematics education curricular material? (b) How many 

states/UTs have revised their science and mathematics syllabi and curricular 

material at upper primary, secondary, and higher secondary stages in the light 

of NCF–2005? (c) Whether the states/UTs have provided required facilities 

(infrastructure and teaching-learning) for transacting the revised curricular 

material in science and mathematics? (d) Whether the states/UTs have organised 

teacher training programmes in the light of revised curricular material? (e) Is 

there any difference in development and implementation of curricular material 

and transaction strategies across the states/UTs? The department developed 

the tools for this study in four categories with the help of experts and practising 

teachers. The categories are: (i) Curriculum Framework, Revision of Syllabus 

and Textbooks; (ii) Examination and Evaluation; (iii) Information about Schools; 


and (iv) Personnel and Training. These tools were first validated by a couple of 

SCERTs. The finalised questionnaires were then forwarded to all related agencies 

for providing information. Department has received a good amount of data. The 

framework for data analysis and report preparation has also been developed 

with the help of experts. The detailed report is under preparation. 

Study on Classroom Transaction of Biology at the Higher Secondary Stage 

In the light of NCF-2005 and National Focus Group Position Paper on Teaching 

of Science, the biology textbook has been developed with objectives to provide 

better process towards understanding of the content and to avoid rote 

memorisation. Attempts were made to present the content enumerating common 

principles and processes in plants, animals and microbes so that the learner 

appreciates the evolutionary significance and enjoys the beauty of the nature. 

This also helps in reducing information load. Environmental issues are also given 

due emphasis in the textbooks so that learner appreciate its importance and 

attempt to conserve. The main features of the book in order to reduce the burden 

on the learner are presented in simple and sequential manner, designed using 

clear illustrations to reduce the textual load, use of too many technical terms 

has been reduced, an interactive approach has been adopted in developing the 

textual matter, the level of the content matter has been very carefully kept at par 

with the cognitive level of the learner. Historical development of the key concepts 

has been given appropriate emphasis (topics like photosynthesis, molecular basis 

of inheritance have special reference). Conscious efforts have been made to adopt 

an interdisciplinary approach. The biology course at higher secondary stage 

involves classical concepts of biological classification, basic principles of 

underlying physiological processes and molecular basis of life and its application 

for society. One complete unit on biotechnology: Principles, process and 

applications has been considered in the biology syllabus with due care of the 

comprehension level of the learners. It is observed that some school boards are 

offering biotechnology, a specialised discipline, as a separate subject at higher 

secondary level. Our study in the year 2008-2009 on a similar theme has revealed, 

primarily, a few concerns related to teaching-learning of biology in classroom 

situation, based on which we developed exhaustive tools in 2009-10 to analyse 

the classroom transaction processes. Study was planned to be performed in 

selected schools like KVs, JNVs, Government schools and private schools during 

2010-11. The planning involved two steps, first, obtaining the response from the 

teachers involved in classroom process, classroom learners and state functionaries 

who provide training and enrichment to the teachers; the second is observing the 

actual classroom transaction. The present study was also aimed to investigate 

various aspects of classroom transaction of biology and its content relationship 

with subjects like biotechnology at plus two stage. The major research questions 

of the study were: whether the teachers adopted classroom instructional strategies 

as recommended in NCF-2005? Which content areas teachers found difficult to 

transact in the classroom? How learners develop concepts and conceive 

relationships with applied subjects like biotechnology? The likely outcome of 

the study will help in identifying the difficulties in classroom transaction, 

developing strategies to bring improvement and to address them appropriately 

and remove infrastructural hurdles, if any. The study was performed in the states 

of Manipur and Delhi besides the teachers and learners attending 38th JNNSEC 

and a group of teachers attending Content Enrichment programme at RIE, Bhopal 




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44 

were also included. Thus the responses of around fifty teachers and four hundred 

learners have been obtained. Principals of the schools and Education officers 

have also submitted their response. The data obtained is being deeply analysed, 

the results indicate that the teachers have not received adequate information on 

the approach and strategy to be adopted in classroom as laid down in NCF- 

2005, however, they have shown enough interest and inquisitiveness towards 

the spirit of the framework document. The Practical work needs sufficient 

emphasis and improvement in facilities, it is apparent that a detailed analysis 

would provide good information on different aspects of the classroom transaction 

processes. 

Study of Effectiveness of use of Computers and Internet on Learning 

Mathematics at the Higher Secondary Stage – A Pilot Study 

Integration of ICT is believed to be crucial for the welfare and well-being of our 

future generations and because teachers play such an essential role, the following 

questions need to be addressed. In fact, teachers’ pedagogical practices and their 

perception of impact of ICT—use in this regard lie at the core of this research 

programme. We have endeavoured to answer the broad research questions; 

� What is teacher’s opinion for using the Computers and Internet as a vehicle 

to deliver and learn mathematics? 

� How do students react to instruction delivered through the Internet? 

� Do students perceive the potential of the Internet as a vehicle to deliver and 

learn Mathematics? 

� How to design web-based material for school Mathematics to make it more 

interactive and activity based and how these activities support the development 

of students’ conceptual understanding and strategic competence? 

� How the integration of web-based learning projects can effectively promote 

new paradigms and provide avenues for future research in the use of 

technology in teaching and learning of mathematics? 

To provide a more comprehensive understanding of teachers’ pedagogical 

practices, we have designed and developed two layers of teacher questionnaire 

to provide three sets of core indicators for pedagogical practices—curriculumgoal, 

teacher-practice, and student-practice orientations. The first layer 

questionnaire is designed for teachers’ feedback regarding Conceptual 

Understanding of ICT and Pedagogy in Mathematics. We are providing them a 

set of ICT based teaching material for Class XI and XII to transect among their 

students in their classroom which has been developed in several open source 

softwares. While developing these modules it has been taken care that these 

interventions would provide fundamental enhancement of Mathematics to 

associated teachers. Video tutorials as well as user manuals are also given in 

ICT use in the package to handle these modules effectively. The final questionnaire 

has been designed for the feedback of students’ reaction, their perception with 

regard to potential of ICT-use, teachers’ experiences regarding designing of ICTbased 

materials, its integration methodology with traditional learning and 

teaching of mathematics and their perception of ICT-use in terms of Academic 

Self Efficacy and Metacognitive skills in learning/teaching mathematics. Final 

feedback is being received and report is under preparation. 


DEVELOPMENT 

Development of Exemplar Problem in Science for Class VIII 

In view of the changes recommended in the NCF-2005 with regard to evaluation 

approaches the department initiated the development of exemplar problems in 

science and mathematics. The main objective of developing the book on ‘Exemplar 

Problems in Science’ is to provide the teachers and students a large number of 

quality problems in various forms and format with varying levels of difficulty to 

facilitate teaching-learning of concepts in science that are presented through the 

textbook. It is envisaged that the problems included in this book would help the 

teachers to design tasks to assess effectiveness of their teaching and to know 

about the achievement of their students besides facilitating preparation of 

balanced question paper for testing their students. In addition, the problems 

given in this book are also expected to help the teachers to perceive the basic 

characteristics of good quality questions and motivate them to frame similar 

questions on their own. Students too can benefit themselves by attempting the 

exercises given in the book for self assessment and also in mastering the basic 

techniques of problem solving. Some of the problems given in the book are 

expected to challenge the students’ understanding of Science concepts and to 

apply them in new situations. A series of three workshops was organised to 

develop the manuscript for Exemplar Problem in Science for Class VIII. The first 

workshop was held from 12 to 16 July 2010 in which the first draft of the material 

was prepared. The material was subsequently reviewed and edited in two 

workshops held from 20 to 23 December 2010 and 21 to 24 February 2011. 

The book is under publication. 

Source Book on Assessment in Mathematics at the Upper Primary Stage 

The book has been developed keeping in view the child as the centre of all attention. 

It gives a message to teachers and administrators that children are a precious 

treasure and hope of our future. They need to be nurtured at all stages of life at 

school. This source book is stressing that the assessment should be continuous 

and comprehensive and is a part of learning. But it should take place with as 

little stress to the child as possible. The source book deals with the basic aspects 

they need to know about students and about assessment in Mathematics. It 

also informs about the need for the source book; the indicators of learning, and 

how they play a vital role in assessing the learner comprehensively; various tasks 

that can be followed to make the assessment more comprehensive and objective. 

For the suggested tasks, examples are drawn from the NCERT textbooks. The 

examples have been taken from different areas like Number System, Geometry, 

Algebra etc; provides the details and the mechanism for recording and reporting 

the assessment of an individual learner over the entire session. The need for 

maintaining individual learner’s records is also discussed; and it contains case 

studies directly from classrooms. It is hoped that these would help teachers to 

carry-out the assessment in Mathematics through the various tasks set by them. 

Source Book on Assessment in Science at the Upper Primary Stage 

The book has been developed keeping in view the child as the centre of all attention. 

It gives a message to teachers and administrators that children are a precious 

treasure and hope of our future. They need to be nurtured at all stages of life at 

school. This source book is stressing that the assessment should be continuous 




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and comprehensive but it should take place with as little stress to the child as 

possible. The source book deals with the basic aspects of science as a discipline 

and teaching-learning of science at the upper primary level. It also compares the 

existing practices of assessment with the proposed continuous and comprehensive 

evaluation; with the indicators of learning, and how they play a vital role in 

assessing the learner comprehensively; various tasks that can be followed to 

make the assessment more comprehensive and objective. For the suggested tasks, 

examples are drawn from the NCERT textbooks; provides the details and the 

mechanism for recording and reporting the assessment of an individual learner 

over the entire session. The need for maintaining individual learner’s records is 

also discussed; and it contains case studies directly from classrooms. It is hoped 

that these would help teachers to carry-out the assessment through the various 

tasks set by them. 

Development of Textbook on Pedagogy of Mathematics 

The objective of the above programme was to develop a textbook on pedagogy of 

mathematics for B.Ed. pre-service teachers and teacher educators. Conducive to 

recommendations of NCF-2005 for paradigm shift from content to process and 

also the transformation of procedural level understanding to conceptual level 

understanding, there was a need of developing a textbook on pedagogy of 

mathematics wherein reflections on recent pedagogical transformations need to be 

explored. Keeping in view the above approaches, the draft material of the book was 

developed through workshops. This book contains ten units in all. The draft material 

was reviewed in a workshop mode. The reviewed draft was finalised in a workshop 

and has been sent for publication. Salient features of the book is exploring learners 

with various strategies, use of ICT in teaching-learning, experimentation and activity 

in mathematics by using low cost material, creativity and inventiveness in 

mathematics, professional growth of mathematics teachers, various strategies for 

evaluation, various approaches of teaching mathematics with mathematical 

examples, games, riddles and puzzles and visuals, difference between teaching of 

mathematics and teaching of science, fundamental building blocks of mathematics, 

aesthetics sense in mathematics, curriculum construction in mathematics at various 

stages of schooling supported by examples. References have been provided at the 

end of each unit for further study. 

Development of Textbook on Pedagogy of Science 

Textbook on Pedagogy of Science is being developed in two volumes – one on 

Biological Science and the other on Physical Science. Conducive to the 

recommendations of NCF-2005 for paradigm shift from content to process and 

also the transformation of procedural level understanding to conceptual level 

understanding, a need was felt to develop this book. Developing process of the 

book started after finalisation of the syllabus of two-year B.Ed. course by the 

Department of Teacher Education and Extension. The textbook on Pedagogy of 

Biological Science comprises chapters, whereas the textbook on Pedagogy of 

Physical Science comprises fourteen chapters. After developing the chapters by 

a team of experts involving experts from NIE, RIE and various other institutes 

the draft manuscripts were reviewed and refined by the subject experts. Attempts 

have been made to interweave pedagogy of science with the contents of physics, 

chemistry and biology with the help of a number of examples, activities and 

exercises. The final version of the book is under preparation. 


Development of Enrichment Material in Mathematics at the Higher 

Secondary Stage 

The Material has been developed in accordance to the following objectives: 

� To identify topics for the development of enrichment material in mathematics 

at higher secondary stage. 

� To develop enrichment material on identified topics. 

� To explore the applications of identified topics in different fields of human 

endeavour. 

A five-day workshop of practising teachers was held to chalk out the strategies 

for developing the material. The entire course content in mathematics at higher 

secondary stage was classified in seven units, namely: Sets, Relations and 

Functions; Algebra; Trigonometry; 2-dimensional geometry; Vector algebra and 

3-dimensional geometry; Calculus; Probability; Linear inequality and linear 

programming. A format was designed for developing the materials which included, 

Introduction, Conceptual understanding, Applications, Misconceptions etc. The 

developed material was reviewed and edited in the next workshop of five days by 

few more experts and practising teachers. Thus the resulting draft is a collective 

effort of experts and teachers. The published material will be of use to teachers, 

teacher educators and students, forming the clientele group. 

Development of Exemplar Problems in Mathematics for the Upper Primary 

Stage— Hindi Version 

To meet the need of additional interdisciplinary and application based innovative 

problems, based on the syllabus of Class VII and Class VIII mathematics, the 

department planned to execute this development project. The project was 

completed according to the approach and vision of NCF-2005 and it will 

supplement the Classes VII and VIII mathematics textbooks. In academic year 

2010-11, the Hindi version of these exemplar books were prepared. In these 

problem books, the development team has evolved an innovative approach to 

motivate students not only to learn and do mathematics but also to come away 

from the experience with a positive attitude. In these creative and stimulating 

books, students and teachers will find a variety of mind-expanding questions, 

activities, puzzles and will be able to locate mathematics in their house, sports 

and food etc. It has been designed to enhance and enlighten, as well as to entertain. 

The diversity of the problems and the various approaches to solving them will 

improve the students’ problem-solving skills, as well as the general thinking 

skills required for subjects outside of mathematics. The flexibility and variety of 

problems in these exemplar problem books span the whole spectrum of Class 

VII and VIII mathematics, and the direct application based problems to a wide 

range of learning styles will make Mathematics for Fun approach— a rewarding 

and positive experience for students and teachers alike. 

Development of Graded Learning Material (GLM) in Science and 

Mathematics at the Upper Primary Stage—Hindi Version 

Under the above programme the English version of thirty packages of GLM in 

Science and Mathematics at Upper Primary Stage were translated in Hindi. To 

review the draft manuscripts of Hindi translated version a workshop was 

conducted at NIE Campus, New Delhi during January 2011 in which GLM 




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packages were revised and finalised by an expert group. The final manuscripts 

of Hindi translated version are under publication. 

Development of Exemplar Problem in Science for Classes VI and VII— 

Hindi Version 

The main objective of developing the book on ‘Exemplar Problems in Science’ is 

to provide the teachers and students a large number of quality problems to 

facilitate teaching-learning of concepts in Science that are presented through the 

textbooks. It is envisaged that the problems included in these books would help 

the teachers to design tasks to assess effectiveness of their teaching and to know 

about the achievement of their students besides facilitating preparation of 

balanced question paper for testing their students. The English version of the 

present Exemplar Problems in Science for Class VI and VII has already been 

developed. The translated material was then refined in a series of two workshops 

held from 13 to 17 December 2010 and 7 to 11 February 2011. The workshops 

were held involving practicing teachers, subject experts from universities and 

institutes of higher learning and the faculty from the department. The book is 

under publication. 

Development of Project Book on Environmental Education for the Higher 

Secondary Stage—Hindi Version 

A project based syllabus was developed for EE at the higher secondary stage as 

per NCF-2005. Based on this a Teacher’s Handbook on Environmental Education 

was developed. The handbook contains only exemplar projects which made it 

imperative to develop a separate project book that will contain a wide range of 

projects. This project book will provide ample options to the students and teachers 

in the selection of the project to be undertaken. During the course of the 

development of the above mentioned book, the English version was sent for 

translation. Based on the translated manuscript a three-day review workshop 

was conducted. Suggestions received during the workshop were incorporated. 

Further the task of inserting the reviewed manuscript in the template that was 

already in use for the English version book was undertaken. The project book is 

under publication. 

Development of Books in New and Applied Areas of Science and 

Mathematics under the Project, ‘Reading to Learn’ 

The objective of the programme is to prepare books in new and applied areas of 

science and mathematics in Hindi and English. In this project, 38 books have 

already been published. The books are meant for students, teachers and teacher 

educators of upper primary, secondary and higher secondary stages. Two 

manuscripts developed under this project have been submitted for publication. 

One is “Wonders of the Sky” by Shri Biman Basu, ex-editor of Science Reporter. 

Starting from Sun, the life-giver, it talks in a lucid way, with the help of coloured 

illustrations, about Moon, clouds, stars, patterns in the sky, constellations, the 

Milky way and the celestial wanderers and visitors. The second manuscript, in 

Hindi, is entitled, “Bhojpatra se audhunik kagaz tak” by Professor C.S.Pandey. 

Beginning with the historical account, it talks about the resources, processes 

and technology needed for production of papers. It also covers different properties 

and types of papers. 


TRAINING 

Orientation of Master Trainers of ST Category for Activity-Based 

Teaching in Science at the Upper Primary Stage 

The programme was formulated to orient Master Trainers of ST Category for 

activity-based Science Teaching at the upper Primary Stage. In all 24 participants 

from Navodaya Vidyalayas and Kendriya Vidyalayas situtated in different States 

and UTs which have high population of STs such as Chhattisgarh, Assam, Andhra 

Pradesh, Uttarakhand, Jharkhand, Madhya Pradesh, Meghalaya, Orissa, 

Rajasthan, Tripura, Gujarat, Delhi and West Bengal attended the programme. 

All the participants were from ST category and teaching Science at Upper Primary 

Stage. The 5-day training programme was organised from 9 to 13 August 2010 

at NCERT, New Delhi. During the orientation of the master trainers, exemplar 

integration of the activities with teaching-learning process was presented. In some 

cases demonstrations were made and in some, teachers performed the activities 

themselves. The doubts of the teachers were removed on the spot. One session 

was devoted to activities related to learning of our environment. The importance 

of project work related to environment at upper primary stage was highlighted 

by taking examples from project books developed by NCERT. The participants 

were oriented for Continuous and Comprehensive Evaluation (CCE) of the 

students. They were motivated to put the students in different grades in respect 

of the achievements. In the last, feedback from the participants was collected for 

improving the future programmes. 

Orientation of Trainers on Activity Based Teaching in Mathematics at 

the Upper Primary Stage 

A five-day training programme was organised from 25 to 29 October 2010 at 

NCERT, New Delhi to orient the teachers of upper primary stage of CBSE affiliated 

schools of NCR, State boards of Himachal Pradesh, Punjab, Haryana, Rajasthan 

and Uttar Pradesh. In this programme a total number of 21 master trainers 

participated. The master trainers oriented were expected to orient other teachers 

of their schools. During the sessions the following topics have been covered. These 

are Nature of Numbers, Number Pattern, Environment Education, Importance 

of Mathematics Laboratory, Teaching of Mathematics and its application, Data 

Handling, Algebra, Patterns in Geometrical figures, Mensuration, Teaching of 

Mathematics through Activity Method, Upper Primary Mathematics Kit, and 

Visuals etc. The transaction of the above mentioned topics during the training 

were based on NCF-2005 guidelines. Activity methods and games were given 

more priority in transacting the different concepts of Mathematics. Ample 

examples were given to correlate the problems in Mathematics with the daily life 

examples. There were interesting discussions among the participants and 

resource persons during the sessions. 

Orientation of Master Trainers in Mathematics at the Secondary Stage 

A five-day orientation programme was held at NIE, New Delhi, from 21 to 25 

February 2011. Thirty participants participated in the programme from various 

organisations, such as KVS, NVS, Directorate of Education (Schools), Delhi, DAV 

Public Schools and State of Punjab. The content areas covered during this 

orientation programme were – Congruency and Similarity of triangles, Circles, 

Statistics, Probability, Mensuration, Trigonometry, Coordinate geometry, 

Euclidean Geometry, Polynomial and Equations and Mathematical Modelling 




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including Continuous and Comprehensive Evaluation. Feedback was received 

from the participants. The total strength of the participants was divided into five 

groups and each group presented the details of the projects developed by them. 

Each group expressed their concern that the duration of the programme should 

not be less than ten days. Teachers appreciated the activity work and way of 

presentation of content. 

Orientation of Master Trainers in Science at the Secondary Stage 

Laboratory Manuals and Exemplar Problems in Science for Classes IX and X 

have been developed to enhance children’s comprehension of scientific concepts 

and practical skills. The programme was designed to orient the master trainers 

about these laboratory manuals and exemplar problems. The programme was 

held at NCERT, New Delhi from 2 to 6 August, 2010. Seventeen participants 

from different government Schools of Delhi Region and Haryana attended the 

programme. During the programme, participants were exposed to salient features 

of laboratory manuals and exemplar problems in science for Classes IX and X. 

There are more than 600 questions of different types given in each of the Exemplar 

Problems for Classes IX and X. All the experiments and questions are revolving 

around the major themes such as – Food, Materials, The world of the Living, 

Moving Things, People and Ideas, How Things work?, Natural Phenomenon and 

Natural Resources. Participants were provided an opportunity to perform 

experiments based on these themes. Training needs in concepts, problem solving 

methods, evaluation methods etc. were identified and lectures were given by 

different resource persons. A low cost science kit at secondary stage has been 

developed by NIE Workshop. This kit was demonstrated to the participants to 

acquaint them with the uses of kit items. Participants also visited the Science 

Park where they were made aware about the role of science and technology in 

every day life and developed the understanding of basic principles of science 

through working models and other devices. Participants also visited Audio and 

video Studios of CIET. 

Orientation of Master Trainers in Physics at the Higher Secondary Stage 

The programme was designed for orienting master trainers about the new syllabi, 

textbooks, laboratory manuals and exemplar problems in physics at the higher 

secondary stage. Concepts/topics found difficult by teachers were identified and 

strategies were developed for effective transactions of the identified concepts. A 

five-day programme was organised from 17 to 21 January 2011 NCERT, New 

Delhi. It was attended by 15 participants. Seven were from Railway Schools located 

in Jharkhand, Chhattisgarh, Maharashtra and West Bengal, five from State of 

Haryana and three from Delhi. The topics on which talks were delivered are: 

Rotational motion, Thermodynamics, Electricity and Magnetism, Modern physics, 

Semiconductors, Communications and use of ICT in teaching-learning physics. 

The main focus of these talks was to remove doubts and misconceptions and to 

suggest alternative approaches to facilitate teaching/learning. During the practical 

work sessions, teachers were provided breadboards, ICs, LEDs and facilitated to 

design different types of gates. 

EXTENSION 

National Young Environmentalists Meet 

The meet organised by NCERT, New Delhi was held at Bharati Vidyapeeth 


University, Pune from 15 to 18 February 2011. The prospective delegates 

identified by an expert committee were informed about the venue, duration and 

were invited to attend the meet. About 50 student-participants and their guide 

teachers attended the meet. The keynote address was delivered by eminent 

ecologist Professor Madhav Gadgil. He emphasised the role students can play in 

developing the bio-diversity register of the country. Participants presented their 

projects in three parallel sessions. There were lectures on (i) selection and 

presentation of projects (ii) importance and conservation of wild life (iii) educational 

toys from wastes. Delegates were also taken for an educational trip to western 

ghats forest, milk storage plant. Quiz competition on bio-diversity of India was 

also held amongst the twelve identified groups. An interactive participatory lecture 

was held by the director of BVIEER on “Wonders of Wilderness of India”. The 

meet concluded with distribution of certificates of participation. 

School Science—A Quarterly Journal 

The objectives of the journal are (i) to provide a forum to teachers, teachereducators, 

administrators, researchers and students to disseminate their views, 

experiences and innovations in the field of science and mathematics education 

at school level, (ii) to acquaint all those engaged in teaching/learning of science 

and mathematics at school level with new techniques of teaching the subject as 

well as latest development in these fields, and (iii) to disseminate new ideas and 

latest global trends in the areas of science and mathematics at school level and 

educational aspects related to them. The March-June 2010 issue carries article 

on Holography, Nanoscience, Alternative fuels, Computer–aided learning, Energy 

and electronic charge conservation during alpha and beta emission, in addition 

to articles related to teaching of chemistry, Metacognition in learning and teaching 

of physics, Student’s interest in science topics. The September-December, 2010 

issue includes articles on the rise of innovation in India, Bio-diversity year 2010, 

Thalassemia, Disaster management. Regular features like Science news, Web 

Watch and Book Reviews are also included in these issues. March 2011 has 

been submitted for publication. 

State Level Science Exhibitions for Children 

The organisation of State Level Science Exhibitions for Children is the first phase 

of preparation for the organisation of Jawaharlal Nehru National Science 

Exhibition for Children – 2011. Its objectives are (i) to popularise Science; (ii) to 

develop understanding amongst the school children towards the role of Science 

and Technology in society; (iii) to provide opportunity for children to develop 

their scientific talent; (iv) to encourage creative thinking and promote psychomotor 

and manipulative skills among children; (v) to stimulate spirit of exploration in 

developing suitable technology by the application of scientific principles to 

everyday life situations; and (vi) to strengthen the state science exhibitions in the 

presentation. 

The main theme for the organisation of science exhibitions in all states/UTs 

during 2010–11 was Science and Technology for Challenges in Life. The identified 

six sub-themes were (i) Bio-diversity: Conservation and Sustenance; (ii) 

Agriculture and Technology; (iii) Green Energy; (iv) Transport and 

Communication; (v) Community Health and Environment; and (vi) Mathematical 

Modelling. The theme for the organisation of one-day seminar on Popularisation 

of Science during 2010-11 has been the International Year of Bio-diversity. 




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Guidelines for the Preparation of Exhibits and Models and Organising State Level 

Science Exhibitions for Children-2010-11 and 38 th Jawaharlal Nehru National 

Science Exhibition-2011 were developed and printed. These were forwarded to 

all stakeholders in all states, UTs and other agencies, and also uploaded on 

NCERT website for wider dissemination. Catalytic grants to states and UTs for 

Organising the state level science exhibitions in their respective states were 

disbursed to 25 States/UTs during 2010-11. The progress for the organisation 

of exhibitions in all states and UTs was also monitored throughout the year. 

Reports of the Exhibitions organised in many states/UTs have also been received. 

The preparation of final report is in progress. 

Centre for Popularisation of Science 

Popularisation of science is one of the major thrust areas. The department has 

established a “Centre for Popularisation of Science” which through working 

models provides an opportunity to children, science teachers, teacher-educators, 

NGOs and other functionaries concerned with teaching of science in schools to 

understand and appreciate certain selected principles of science. A “Science Park” 

and an “ Energy Park ’’ have been developed as a part of this programme .The 

models displayed in the park facilitate to nurture scientific knowledge through 

amusement. Interaction of the children and teachers is more effective in these 

parks than the demonstration shown in the classroom or experiments performed 

in the laboratories. In the year 2010-11 Science Park received approximately 

one thousand visitors from all over the country. Team members acquainted them 

to various exhibits and satisfied their queries. The feedback collected from them 

was very positive. After observing and interacting with the models, a number of 

schools and educational planners have approached the department for its 

guidance for developing similar models in their schools. The department provided 

its expertise and academic support to them. Some of the exhibits displayed are: 

self climbing roller, cycloid path, sympathetic pendulum, screw jack, echo tube 

and a hole in your palm. A number of photo voltaic street lights are displayed in 

the Energy Park. 

Monitoring the Implementation of Environment Education in States and 

UTs as per the Directives of Hon’ble Supreme Court of India 

The Hon’ble Supreme Court vide its Order of 22 April 2004 had accepted the EE 

syllabus formulated by NCERT. The Hon’ble Supreme Court vide its Order of 

13 July 2004 had directed all the States and UTs to implement the syllabus 

formulated by NCERT. The Court had further appointed “NCERT as a nodal 

agency to supervise the implementation of the Court’s order”. Responding to the 

Court’s order NCERT had constituted a Core Group in order to monitor the 

progress made by the States/UTs towards the implementation of Hon’ble Supreme 

Court’s order. The Core Group is actively engaged in various tasks that ensure 

the compliance of the Hon’ble Court’s Order. 

The status of Environment Education in the schools of different states and 

UTs is as follows: 


The States and UTs on their mode of implementation of Environmental 

Education (EE) Syllabus 

S. Name of the States EE Syllabus: Integrated(I)or Separates(S) 

No. or UTs 

Primary Upper Secon- Higher 

Primary dary Secondary 

1. Andhra Pradesh EVS-I+EVS-II I I S 

2. Andaman and Nicobar EVS-I+EVS-II I I S 

3. Arunachal Pradesh EVS-I+EVS-II I I S 

4. Assam EVS-I+EVS-II I I S 

5. Bihar EVS-I+EVS-II I I S 

6. Chandigarh EVS-I+EVS-II I I S 

7. Chhattisgarh EVS-I+EVS-II I I S 

8. Dadra and Nagar Haveli EVS-I+EVS-II I S S 

9. Daman and Diu EVS-I+EVS-II I I S 

10. Goa EVS-I+EVS-II I I I 

11. Gujarat EVS-I+EVS-II I I S 

12. Haryana EVS-I+EVS-II I I S 

13. Himachal Pradesh I I I S 

14. Jammu and Kashmir EVS-I+EVS-II I S S 

15. Jharkhand Data not received I I S 

16. Karnataka EVS-I+EVS-II I I S 

17. Kerala EVS-I+EVS-II I I S 

18. Lakshdweep EVS-I+EVS-II I I S 

19. Madhya Pradesh EVS-I+EVS-II I I S 

20. Maharashtra EVS-I+EVS-II I S S 

21. Manipur I I I S 

22. Meghalaya I S S S 

23. Mizoram EVS-I+EVS-II I I S 

24. Nagaland EVS-I+EVS-II I I S 

25. NCT, Delhi EVS-I+EVS-II I I S 

26. Orissa EVS-I+EVS-II I I S 

27. Puducherry EVS-I+EVS-II I I S 

28. Punjab EVS-I+EVS-II I I S 

29. Rajasthan EVS-I+EVS-II I I S 

30. Sikkim I I I S 

31. Tamil Nadu EVS-I+EVS-II I I S 

32. Tripura EVS-I+EVS-II S S S 

33. Uttar Pradesh EVS-I+EVS-II I I S 

34. Uttarakhand S S S S 

35. West Bengal EVS-I+EVS-II S S S 

Here, I stand for Integrated and S for Separate 

Jawaharlal Nehru National Science Exhibition for Children 2010-2011 

The 37th Jawaharlal Nehru National Science Exhibition for Children-2010 was 

organised at Government Raja Ram Poddar Higher Secondary School, Jaipur 

from 25 to 30 November 2010 in joint collaboration of NCERT and Department 

of School Education, Government of Rajasthan. This annual exhibition is a 

culmination of two years cycle of a series of feeder level science exhibitions 

organised in different States/UTs/Organisations like KVS, JNVS, Atomic Energy 

etc starting from school level. The exhibition was inaugurated by Hon’ble Minister 

of Education, Labour and Employment, Government of Rajasthan, Master 

Bhanwar Lal Meghwal on November 25, 2010. Hon’ble Minister of State Youth 




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Affairs and Sports, Primary and Secondary Education, Government of Rajasthan, 

Shri Mangi Lal Garasia, Hon’ble Minister of State Science and Technology, 

Government of Rajasthan, Shri Raj Kumar Sharma, Hon’ble MLA Shri Kalicharan 

Sarraf and Hon’ble Mayor, Jaipur, Smt. Jyoti Kandelwal were the other dignitaries 

from the Government of Rajasthan who graced the inaugural function of the 37 th 

JNNSEC–2010. Principal Secretary, School Education, Government of Rajasthan, 

Shri Ashok Sampatram and other senior officers of Government of Rajasthan 

were also present during the function. While welcoming the dignitaries Professor 

Hukum Singh, mentioned about the contribution of NCERT in school education 

and highlighted the importance of science exhibition that provides a platform to 

students to showcase their innovative talents. Hon’ble Minister Education, Labour 

and Employment, Government of Rajasthan Master Bhanwar Lal Meghwal 

expressed his thankfulness to NCERT for selecting the state of Rajasthan as the 

venue for the 37 th JNNSEC – 2010 and appreciated the efforts of participating 

students and teachers. Hon’ble Minister declared the 37 th JNNSEC open and 

also informed about the decision of Government of Rajasthan regarding the 

implementation NCERT curriculum in school education. 

Participants from different States, UTs and other organisations of the country 

presented their exhibits on different sub-themes under the main theme “Science, 

Technology and Society”. The six sub-themes were, Climate change – Causes 

and Consequences; Green Energy; Biology in Human Welfare; Information and 

Communication Technology; Mathematics and Everyday life; Science and 

Technology in games and sports. Among these exhibits quite a large number 

were the outcome of the group efforts in which two to six students jointly worked 

to develop the exhibits under the guidance of teachers. A large number of people 

visited the exhibition. A popular lecture was organised in the afternoon in which 

eminent scientists/educationists of the state of Rajasthan were invited to benefit 

the participants. Among the eminent speakers were Dr. N. K. Kalra from Remote 

Sensing who spoke on Role of Remote Sensing in Development Planning, Dr. P. 

R. Ojha Principal, Marudhar College of Sciences, Bikaner elaborately discussed 

about the importance of wild life, Professor K. Muralidhar from University of 

Delhi spoke on Science and Society and Dr. Om Prakash Sharma, Superintendent 

Jantar Mantar, Jaipur discussed about the role of this kind of establishments in 

understanding astronomical significance of celestial bodies. At the end of each 

day a cultural evening was organised under a theme called, “Rangeelo Rajasthan” 

Various cultural items were presented by many cultural troops of different cities 

of Rajasthan, from schools and colleges of Jaipur and by the participants of 

JNNSEC. On the last day the Director, NCERT Professor G. Ravindra and Head, 

DESM, Professor Hukum Singh visited all exhibition stalls, interacted with the 

participants and shared their opinion. On 30 November 2011 the valedictory 

function was held. Hon’ble Minister Education, Labour and Employment, 

Government of Rajasthan, Master Bhanwar Lal Meghwal was the Chief Guest, 

Director, NCERT Professor G. Ravindra was the Guest of Honour and many other 

dignitaries were present during the function. Professor Hukum Singh presented 

the report of the 37 th JNNSEC – 2010. Professor Ravindra deeply acknowledged 

the initiatives and efforts of the officials of Government of Rajasthan. He thanked 

the Hon’ble Minister about his keen interest and constant supervision of entire 

activities. Hon’ble Minister, appreciated the efforts of participants and also thanked 

NCERT for selecting Jaipur, as the venue for this prestigious event. The Hon’ble 

Minister and Director, NCERT distributed certificates to all the participants. 


An Investigation into Different Approaches to Development of 

Environmental Studies Curriculum by States 

An investigation into different approaches to development of environmental studies 

curriculum by states to see how different concepts are integrated to environment at 

primary level in different states. The objectives of the programme are; to understand 

various approaches followed by different States/UTs in the development of EVS 

Curriculum for primary classes; to analyse and understand how the concepts of 

science and social science have been integrated at primary level; and to investigate 

how the concepts of science and social science are integrated in relation to 

environment at primary level. Following the initiative taken by NCERT on the States/ 

UTs syllabi and textbooks revision, nineteen states have revised their syllabi in the 

light of NCF 2005. Analysis of the revised syllabi shows that some states teach EVS 

as a separate subject as science and social science from Class III to Class V, whereas 

some states have one EVS textbook with separate sections of science and social 

science. Also, the selection and presentation of content reflects different approach 

to teaching of EVS. In view of this there is a need to understand different approaches 

followed by different states in the development of EVS curriculum and textbooks. 

The analysis of EVS textbooks for different States shows that different approaches 

are followed by States in the development of EVS Curriculum. Manipur teaches 

EVS from Class III-V as integrated subject consisting of the component of science 

and social science concepts drawn from the immediate environment. Nagaland 

teaches EVS from Class III-IV as separate component of science and social science 

in one textbook. Maharashtra teaches general science and social sciences as separate 

subject from Class III-V. 

Group Arithmetic 

Group Arithmetic was constituted by NCERT in September 2007 for initiating 

steps for the qualitative improvement of teaching and learning of mathematics at 

primary level. During 2010-2011 Group Arithmetic published “Teachers training 

manual” for Class I and II. The manual has been translated in Hindi. Four teacher 

training programmes for the teachers of Haryana, Chhattisgarh, Uttarakhand 

and Andhra Pradesh were conducted by Group Arithmetic. The draft of user’s 

manual accompanying Mathematics Learning Kit has also been developed. The 

work for a book on the compilation of stories, puzzles, rhymes etc. in mathematics 

for Class I and II has been initiated. 

Environment Education 

The department has been entrusted to monitor the implementation of 

environmental education by all States/UTs in compliance with the judgment of 

Hon’ble Supreme Court. The department has been implementing the environment 

education through an infusion model based on the guidelines of NCF-2005. The 

project books on environmental education for Classes VI to X have been published 

as per the affidavit submitted by the Council to Hon’ble Supreme Court of India 

to bring about attitudinal changes among the students in favour of environment. 

The project based syllabus for the higher secondary stage has been publised. 

The teachers’ handbook for the implementation of project based syllabus is also 

being printed. Environment related activities to sharpen the thinking capabilities 

of students were held during the 37th JNNSEC at Jaipur. 

Meeting of the state officials responsible for the actual implementation of 

environment related projects and activities through eco-clubs and the concept 

and concerns through the curriculum was held at NIE Campus during March 




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2010. The report of the deliberation of the meeting alongwith the monitoring 

visit has been compiled as a status report for further circulation. The Hon’ble 

Supreme Court, through the order of December 2010, had accepted the final 

affidavit submitted by NCERT, and it is envisaged that EE through out the country 

will be done according to it. All relevant information in this regard is available at 

NCERT’s website. The department had also coordinated the selection of 

participation of student delegates for representing the country in International 

Conference on Environment in Brazil held during June 2010. The brochure, 

“Let’s Take Care of India”, is a document based on the responses of children 

towards the environmental responsibilities, they volunteered to shoulder. 

RMSA programmes related to DSE 

The faculty of the department has been involved and contributed in the following 

projects in the Department of Secondary Education, which has been constituted 

towards RMSA scheme of MHRD. 

� Development of Framework of Source Book on Assessment at Secondary Stage. 

� Development of Curriculum Framework and Curriculum for In-service 

Teacher Professional Development Programmes at Secondary Stage. 

� Development of Prototype ICT Kit for Mathematics at Secondary Stage. 


� Study of Status of Science and Mathematics Education at Upper Primary, 

Secondary and Higher Secondary stages. 

� Study on Classroom Transaction of Biology at Higher Secondary Stage 

� Study of Effectiveness of Use of Computers and Internet on Learning 

Mathematics at Higher Secondary Stage-A pilot Study 

� Development of Exemplar Problem in Mathematics for Upper Primary Stage- 

Hindi Version 

� Development of Graded Learning Material (GLM) in Science and Mathematics 

at Upper Primary Stage-Hindi Version 

� Development of Exemplar Problems in Science for Classes VI and VII-Hindi 

Version 

� Development of Project Book on Environmental Education for the Higher 

Secondary Stage-Hindi Version 

� Development of Books in New and Applied Areas of Science and Mathematics 

Under the Project ‘Reading to Learn’ 

� School Science- A Quarterly Journal 

� State Level Science Exhibitions for Children 

� Centre for Popularisation of Science 

� Monitoring the Implementation of Environmental Education by all States/ 

UTs in Compliance with Hon’ble Supreme Court’s Order 

� Jawaharlal Nehru National Science Exhibition for Children 2010-11 

� Progress Monitoring Meeting of Syllabi and Textbooks Revision by the 

States/UTs 

� An Investigation into Different Approaches to Development of Environmental 

Studies Curriculum by States 


6. NIE-Workshop 

NIE-Workshop is responsible for augmenting quality 

improvement in teaching–learning in the field of school 

education. It is supporting print media through hands-on 

experience by design, development and prototype 

production of school equipment in the form of kits. The 

department also provides hands-on training to students/ 

teachers/teacher-educators on the use of various kits 

produced by the NIE-Workshop. It also imparts training in 

plastic processing and in various trades for apprentices. 

The NIE-workshop has been engaged in the designing, development, experimental 

field trials and production of teaching-learning equipments (kits). Besides this, it 

trains teachers/teacher-educators on the use of kits and apprentices in different 

trades coming from technical institutions. It conducts various extension activities, 

viz hands-on activities in science and technology and participation in annual 

Jawaharlal Nehru Science Exhibition for the Children. The NIE-Workshop 

continues to design, develop and produce not only demonstration kits but also 

cost effective students’ kits to support textbooks, create interest and joy of learning 

at all levels of school education. The department has started programmes to 

strengthen laboratory practices through developing laboratory kits capable of 

replacing traditional costly laboratories. In keeping with the spirit of NCF-2005, 

the NIE-Workshop visualises to bring out more students kits, apparatus and 

relevant publications for all levels of school education. It also visualises capacity 

building activities for the SCERTs/DIETs faculty to initiate hands-on activities 

down to cluster and block resource centres through face-to-face training, 

uploading information on the NCERT website, developing video guides etc. 


RESEARCH AND DEVELOPMENT 

Review of Existing Primary Science Kit (PSK) and its Further Development 

in the light of fresh Textbooks 

A new proto-type of Primary Science Kit has been developed and field tested with 



NCERT 

58 

the children. This kit contains not only material for giving hands-on experience 

to children but also provides opportunities for open ended activities. The new kit 

will also include audio-video CDs containing video films based on the elements 

given in the EVS textbooks and the sounds of animals and birds. 

Preparation of Manuals for Science and Mathematics Kits for the Upper 

Primary and Secondary Stage 

All the manuals in English and Hindi versions have been finalised during this 

period. The Manual of Upper Primary Mathematics Kit has been published and 

its video guide has been prepared by CIET, NCERT. The film got national award 

during the All India Children’s Education Audio-Video festival from 19 to 21 

January 2011 at CIET, NCERT, New Delhi. Video scripts were developed for 

preparing programmes for teachers training on UPSK. The scripts developed 

have been submitted to CIET. Secondary Mathematics Kit has been designed 

and developed along with its manual. The script of the manual has been submitted 

to CIET for preparation of video guide. Manual for Secondary Science Kit has 

been printed and the script for its video guide is being prepared. 

Upper Primary Science Kit Secondary Science Kit 

Computerisation of Technical Stores of NIE-Workshop 

A Local Area Network (LAN) has been created and an Inventory Management 

System software has been developed in collaboration with an outside software 

developer. The staff has been trained in using the software and in 2010-11 the 

software was utilised to manage various aspects of inventory management and 

kit dissemination. 

Information Dissemination through Internet 

All the relevant information regarding the teaching-learning material produced 

by NIE-Workshop has been uploaded on NCERT website. This information 

includes the detailed list of items of all the science and mathematics kits developed 

by NIE Workshop and detailed activities which can be done with the help of these 

kits. 

Supply Chain for Mass Production 

Efforts have been made to create a system for evolving the supply chain for mass 

supply of all the kits through Expression of Interest. Orders for supply of 3000 

Upper Primary Mathematics Kit and Upper Primary Science Kits were made to 

SSA Bhopal (MP), other UTs and the North Eastern States in the year 2010-11. 


TRAINING 

Capacity Building of States through SCERTs/Examination Boards on 

setting up and Use of Microscale Chemistry Laboratory 

The Microscale Chemistry Laboratory, first of its kind in India, which is cost 

effective, safe, environment friendly, fast and pedagogically sound was designed, 

developed and field tested in eleven schools of Delhi. Many teachers have been 

trained on the use of the lab kit. A model lab has also been set up. The kit is now 

under production. The kit contains all the necessary apparatus to do all practicals 

prescribed by CBSE at XI and XII stages in Chemistry. On the basis of the kit a 

training programme for PGTs (Chemistry) of DAV Schools was conducted during 

the quarter April-June 2009. One-day training for teachers of Senior Secondary 

Schools of Vidarbha Region at SISE, Nagpur was conducted. Other programmes 

for PGTs (Chemistry) of KVS Bihar and principals/teachers of Atomic Energy 

Education Society (AEES), Mumbai were also conducted at Bhaba Atomic Energy 

Research Centre Complex. 

Capacity Building of States through SCERTs/SIEs on Making and Use 

of Science and Mathematics Kits developed by NCERT 

A two-day workshop was conducted to orient the KRPs of SCERTs and SIEs on the use 

of Science and Mathematics kits at SIE, Kashmir from 2 to 3 June 2010. A total 

number of 32 number of 29 participants from various states attended the programme. 

Pedagogic use of NIE-Workshop 

A workshop was organised to encourage the pedagogic use of NIE-Workshop’s 

facilities by teachers and students in May 2010. The participants not only 

experienced activities in Science and Mathematics which encourages them to 

explore but also went through hands-on experiences. The various activities 

included using a potter’s wheel, baking earthen artifacts, making sun dial with 

plastic molding machines using a lathe thermocole cutting device and making a 

telescope. For environment related sensitisation, the participants visited National 

Museum of Natural History and carried out various activities. 

Apprenticeship Training 

NIE-Workshop undertakes training programmes to impart apprenticeship 

training in various designated technical trades (fitter, turner, sheet metal worker, 

machinist, electrician, PPO, carpenter and painter G) as per the guidelines of 

Apprenticeship Act-1961, Govt of India. Six ITI trained apprentices have been 

given training during the year. Plastic Processing Operation (PPO) on Eighty 

Three students trade have also been provided short term training. 

EXTENSION 

Production of Science Kits 

Primary Science Kit (PSK), Upper Primary Science Kit (UPSK), Secondary Science 

Kit (SSK), Secondary Microscale Chemistry Laboratory Kit (SMCLK), Sr. Secondary 

Microscale Chemistry Laboratory Kit (SSMCLK), Solid State Model Kit (SSMK), 

Molecular Model Kit (MMK), Upper Primary Mathematics Kit (UPMK), Mini Tool 

Kit (MTK) and Toy Kit are being produced in NIE-Workshop. The summary of 

kits supplied during 2009-2010 is as follows: 




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S. 

No. 

Name of the Kit 

Total Kit 

Dispatched 

during 2010-11 

1. Primary Science Kit 102+1 donated 

2. Upper Primary Science Kit 2668 

3. Secondary Science Kit 12 

4. Secondary Micro-scale Chemistry Laboratory Kit 21 

5. Sr. Secondary Microscale Chemistry Laboratory Kit 30 

6. Molecular Model Kit 208 

7. Upper Primary Mathematics Kit 2688 

8. Mini Tool Kit 11 

9. Toy Kit 01 

List of the On-going/Carried Over Programmes 

� Preparation of Interactive Multimedia Guide for Science (Physics, Chemistry 

and Biology) and Mathematics Laboratory Kits for Secondary Stage. 

� Apprenticeship Training of ITI passed candidates 

� Production of Science and Mathematics Kits for all stages of School Education. 


7. Department of Teacher 

Education and Extension 

Teacher education is the most crucial input for improving 

the quality of school education since the policies prepared 

for schools are to be implemented by the teachers, the 

teachers’ needs to be prepared accordingly. The NCERT, 

therefore, addresses itself to the task of formulation and 

organisation of teacher education programmes both 

pre-service and in-service. The programmes and activities 

of the Department of Teacher Education and Extension 

(DTEE) focus on research, development of materials, 

capacity building of teachers and teacher educators, 

academic support to the centrally–sponsored institutions 

of teacher education like DIETs, SCERTs, CTEs and IASEs; 

promotion of innovations and experimentations in teacher 

education and school education and organisation of 

extension programmes. 

THE MAIN FUNCTIONS OF THE DEPARTMENT ARE 

� to perform the policy and advisory role in teacher education and provide 

technical support to MHRD and State/UT governments in formulation, 

implementation and evaluation of Centrally Sponsored Schemes for 

Qualitative Improvement of Teacher Education. 

� to perform ‘Think Tank’ function in the area of teacher education and 

pedagogy which include review/renewal of pre-service teacher programmes 

at different levels and formulation of models/designs of in-service education, 

continuing education and life long education of the teachers. 

� adopt and assist SCERTs/SIEs for developing them as autonomous 

professional institutions in the States/UTs dealing with all aspects of school 

education and teacher education. 



NCERT 

62 

� to promote innovations and experimentations in the field of school education 

and teacher education. 

� to organise in-service and continuing education programmes of varied 

duration for teachers and teacher educators/master trainers/key resource 

persons (KRP) at different levels utilising emerging information and 

communication technologies (ICT) and facilities of EDUSAT. 

� to undertake policy research/ studies, interdisciplinary researches, evaluative 

studies and comparative studies on issues of teacher education like preservice 

teacher education curriculum, in-service training designs, foundation 

components of pre-service teacher education practice teaching School/ 

Professional experience Program and pedagogy; and 

� to develop materials highlighting new approaches of teaching-learning, 

pedagogy and teacher’s training as highlighted in NCF-2005 and NCFTE- 

2009. 


DEVELOPMENT 

Development of a Handbook on Strategies for Learning to Function as 

an Effective Teacher 

The project was undertaken with the objective to develop a handbook on strategies 

for learning to function as an effective teacher at elementary level as per the 

recommendation of NCF–2005, Focus Group Report and Teacher Education 

Curriculum-2009. Hence the practicum component of learning to function as a 

teacher is given more weightage in developing teaching competencies. The 

practical component of the handbook includes the following inputs to make the 

teacher function holistically: Clarity of objectives; Needs of the learner; Abilities 

of the learner; Command over the content; Planning, Designing and 

implementation of Curriculum; Managerial and Administrative Skills; 

Communication skills; Integration of ICT; Skills, Techniques, Strategies, Methods, 

Approaches and Models of teaching; Observation, Supervision and Feedback; 

Inclusive Education; Value Education; Peace Education; Physical Education; 

Aesthetic Education; Self-appraisal; and Assessment, Measurement and 

Evaluation. 

The inputs of the practicum will help the prospective teacher in understanding 

the ‘role of the teacher’ not only as an information processor alone, but also as a 

scholar as well as learner, planner, leader, explorer and executor, inspirer, problem 

solver and agent of social change. 

Revamping of Education in NER—Improving the Quality of Teaching in 

Science and Mathematics in Schools– Skills up-Gradation-cum-Motivation 

Course 

The programme was undertaken to improve the quality of Teaching of Science 

and Mathematics in primary and upper primary schools of North-Eastern region 

and to organise training programmes for teachers teaching at primary and upper 

primary level in all North-Eastern States. Keeping in view the large number of 

teachers to be trained, it was decided to follow a two tier cascade model to train 

them. In this model 341 KRPs were trained by NCERT in four training programmes 


held at Guwahati, Shillong, and Agartala during January-February, 2010 and 

September 2010. Training packages developed for primary and upper primary 

teachers were tried out in the training. The packages are being printed by NCERT. 

Publication of Journal of Indian Education and Bhartiya Adhunik 

Shiksha 

The Journal of Indian Education and Bhartiya Adhunik Shiksha are quarterly 

journals published by NCERT on a regular basis. They have proved to be useful 

publication for dissemination of ideas for teachers, teacher educators, researchers 

and other concerned with education. The contents include thought provoking 

articles, challenging discussions, book reviews and other features. During 2010- 

2011, more than 150 articles in English and 100 articles in Hindi were received. 

The articles were reviewed by the members of editorial committee as well as by 

other faculty of NCERT to ascertain their print worthiness. Four issues of Journal 

of Indian Education (i.e., May 2010, August 2010, November 2010 and February 

2011) and four issues of Bhartiya Adhunik Shiksha (i.e, April 2010, July 2010, 

October 2010 and January 2011) were finalised and are under publication. 

TRAINING 

Capacity Building of Heads of Teachers’ Education Institutions in the 

Emerging Perspective of School Education 

The research report on ‘Comprehensive Evaluation of Centrally Sponsored Scheme 

on Restructuring and Reorganisation of Teacher Education’ has expressed 

concern over the issue of capacity building of DIETs, SCERTs, IASEs and CTEs 

faculty members and emphasised the need for training of principals and other 

faculty members. It is observed in the report that the guidelines of DIETs/ SCERTs 

have clearly indicated the need for training of principals and other faculty 

members in areas such as in-service education, educational technology, planning 

and management etc. Initial orientation courses were to be organised by NCERT, 

NUEPA and the university departments of education, SCERTs, SIETs, etc. To 

address the concerns expressed in the above mentioned research report as well 

as in other forums also the department has undertaken this capacity building 

programme for Heads of teachers’ education institutions . A two-day workshop 

was organised to develop and finalise the course design and schedule for the 

programme at NIE, New Delhi on 15-16 June 2010. 

A capacity building programme for the Heads of Teacher’s Education 

Institutions (DIETs) in the Emerging Perspective of School Education was 

organised at NIE, New Delhi from 13 to 17 September 2010. Principals of DIETs 

from the States of Uttar Pradesh, Uttarakhand and Rajasthan participated in the 

programme. The themes covered during the five-day training programme include: 

Role and Functions of Different Functionaries in Teacher Education Institutions— 

DIETs and SCERTs; Trends and Practices in School education–National 

Curriculum framework and Syllabus at Elementary Level, Constructivist 

Approach, Peace Education; Emerging Trends in Teacher Education: New 

Curriculum for Teacher Education(2009); Managerial and Administrative Skills 

of DIET Principals Management Styles, Communication Channels in School 

System; Motivation and Educational Leaderships; Management Skills; Meeting 

skills; Time Management-Planning; Dealing with Stress; Systems for Time 

Management, Presentation Skills-Planning; Delivery; Use of Media; External 

Representation of Organisation, Team Building-Working under Pressure; Working 




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64 

with People; Negotiating; Team processes (storm, norm, etc.); Taking 

Responsibility; Leading; Role Taking/Accountability; Conflict Management; 

Resource Management: Library, LRC, Labs, Equipments, Psychology Lab, etc. 

Research Methodology and Priority Areas of Research for DIET/SCERT Faculty; 

Concept Need and Process of Educational Planning and Management; Planning 

and Organisation of In-service Training Programmes in line with the Needs of 

Teachers and Different Educational Programmes Operative in Different Districts; 

and Right to Education Act-Role of DIETs. 

EXTENSION 

Conference of Directors of SIEs/SCERTs 

The NCERT organised the conference of Directors of SCERTs/SIEs to discuss 

issues of common interest and concerns in the areas of school and teacher 

education at New Delhi from 14-15 February 2011. Eighteen Directors of 

SCERTs/SIEs from Andhra Pradesh, Bihar, Chandigarh, Chhattisgarh, Daman 

and Diu, Gujarat, Goa, Himachal Pradesh, Karnataka, Jammu and Kashmir, 

Madhya Pradesh, Meghalaya, Mizoram, Rajasthan, Tamil Nadu, Uttar Pradesh, 

Uttarakhand and Tripura participated in the conference. Following 

recommendations were made in the conference: 

� SCERTs should be strengthened in terms of both academic and administrative 

matters. All existing SIEs to be upgraded as SCERTs; 

� The states should prepare the action plan for implementing the RTE Act- 

2009; 

� The pre-service elementary teacher education should be revised in the light 

of RTE Act- 2009; 

� The capacity building programme should be organised by NCERT for the 

faculty of SCERTs; 

� NCERT should organise the meeting of the Directors of SCERTs/SIEs at least 

two times in a year; 

� NCERT should develop a scheme of Continuous Comprehensive Evaluation 

for the students; and 

� There should be a separate cadre for the faculty of DIETs and SCERTs. 

Besides this, a conference of Directors of SCERTs/SIEs of North-Eastern States 

was also organised on 10 March, 2011 at North-Eastern Regional Institute of 

Education, Shillong. Major focus of the conference was related to the training of 

the teachers in the region and modality for strengthening the SCERTs. The 

directors suggested that the detailed action plan to be prepared by each state for 

providing training to all the untrained teachers. 

All India Competition on Innovative Practices and Experiments in 

Education for Schools and Teacher Education Institutions 

The all India competition was introduced to encourage schools and teacher 

education institutions to try out novel ideas and practices through team efforts 

for improving quality of school education and teacher education and to share 

their experiences with all other stakeholders. There is a provision for 30 awards 

(20 for schools and 10 for teacher education institutions) to be divided equally 

among the five regions as per the jurisdiction of each Regional Institutes of 

Education located at Ajmer, Bhopal, Mysore, Bhubaneswar and Shillong. 



National Seminar on All India Competition on Innovative Practices 

and Experiments in Education for School and Teacher Education 

Institution 2010-11 

The old scheme was reviewed through field interaction and expert group 

meetings. It has been felt that there is need to institutionalise the award system and 

give awards to innovative schools or teacher training institutions, where all teachers, 

headmaster/principal and management exhibit greater involvement in 

implementation of innovations, instead of giving prize to individual teachers. 

Accordingly the scheme has been revised as, “All India Competition on Innovative 

Practices and Experiments in Education for Schools and Teacher Education 

Institutions”. Under the present scheme, project proposals were invited from schools/ 

teacher education institutions. Sixty project proposals were received and evaluated 

at two levels – RIEs and NCERT level. The 13 schools/institutions whose project 

proposals found to be innovative in nature were informed to carry out the innovation 

along with the suggestions given by the experts while evaluating the project 

proposals. Out of the 13 school/institutions, 09 school/institutions were visited for 

on the spot observation of innovative practices. All the 13 school/institutions have 

been invited to present the final report in the national seminar organised on 25-26 

April 2011. The award of Rs. 20,000/- is earmarked based on the combined rating 

of project report and its presentation in the national seminar. 

Memorial Lecture Series on Eminent Educationists 

The Memorial Lecture Series programme was launched to fulfill the role of acting 

as a clearing house to disseminate ideas in the field of education and 

commemorate great educational thinkers. The department completed the fourth 

Memorial Lecture Series to commemorate the life and work of nine educational 

thinkers (Mahatma Gandhi, Rabindranath Tagore, Zakir Hussain, Mahadevi 

Verma, Majorie Sykes, B.M. Pugh, Sri Aurobindo, Gijubhai Badeka, Savitribai 

Phule). Thirteen lectures (nine of the fourth series and four of the third Series) 

were organised in the five Regional Institutes of Education at Ajmer, Bhopal, 

Bhubaneswar, Mysore and Shillong and four metropolitan cities at Presidency 

College Kolkata, SNDT Women’s University, Mumbai, The Asian College of 

Journalism, Chennai and NIE, New Delhi. 

The series intend to raise a public discourse in the field of education and 

covers nine public lectures to be delivered in the five RIEs and four metropolitan 

cities. Eminent educationists, social activists, legal luminaries, journalists, artists 



65

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66 

Justice Ajit Prakash Shah, Former Chief Justice, Delhi High Court, 

delivering the Fourth Mahatma Gandhi Memorial Lecture on 25th 

January 2011 on the theme “Right to Education of the Disabled” 

delivered the memorial lectures covering a range of themes. The lectures were 

chaired by well known educationists. For each lecture the department printed 

and disseminated booklets and publicity brochures. Each booklet consisted two 

sections-one section highlighted the purpose of the memorial lecture and provided 

a brief sketch and description of the work of the educational thinker; the other 

section included a brief background about the speaker delivering the lecture 

and the text of his/her talk. The lectures were attended by a large audience of 

intellectuals, writers, teachers, artists, NGOs, government officials, parents, 

students and other community members. 

International Seminars on Teacher Development 

Building on the South Asia Regional Conference of Quality Education for All in 

New Delhi, India and in response to a request from the Ministry of Human 

Resource Development (MHRD), the World Bank, the UK Department for 

International Development (DFID), The European Commission, UNICEF and 

UNESCO, it was decided to organise a series of eight Conferences on ‘Teacher 

Development and Management. 

The third conference in the series was organised to discuss the issues on inservice 

education of elementary teachers at Bhubaneswar from 21 to 23 October, 

2010. Teachers, BRC/CRC members, DIET representatives and members from 

teachers’ unions were invited in the seminar. Over 220 participants contributed 

to the seminar. The series of conference had emerged as an effective platform for 

sharing experiences and developing a common understanding of the current 

scenario in teacher education. It had brought together international and national 

experts to discuss on teacher development and management, key issues and 

strategies for the progress of the elementary teacher education. The conference 

highlighted the need for a national level coordination body for institutes like 

NCERT, NCTE, NUEPA that are active in the area of teacher education. They 

have also made a difference in the attitude of the national bodies and served to 

consolidate our collective understanding of issues in teacher education. 


Teachers’ Conference-2010 

The Teachers’ Conference-2010 was 

organised to enable school teachers to 

conduct researches and present them to 

the fraternity of educators and engage in 

intellectually stimulating debates. A aim 

was to enable school teachers to re-work 

upon the methods techniques and ideas, 

and continue the quest of pedagogic 

excellence. The conference was organised 

by Teacher SITY in partnership with 

NCERT and CBSE with an objective to 

build up a national conscience, on the 

potential intellectual strength and the 

scholarly esteem of the school teachers of 

India. Teachers from all over India 

attended the conference held at NIE, New 

Delhi on 13 November 2010. Hon’ble, 

Former President of India, Dr. Abdul 

Kalam, inaugurated the conference and 

delivered the key note address.The 

inaugural session was presided over by 

Professor G Ravindra, Director of NCERT, Shri Honourable Dr Abdul Kalam, 

Vineet Joshi, the Chairman of CBSE and Shri Former President of India, 

inaugurating the Teachers' 

Om Pathak, Chairman of Teacher SITY and 

Conference 2010 

Professor Shakuntala Nagpal, Head DTEE. The 

valedictory function was chaired by Shri 

Subhash Khuntia, Joint Secretary, School 

Education, who said that such platforms should 

be organised more often for teachers. 

The main theme of the conference was “Challenges and Possibilities of 

Pedagogic Innovations in Practice. The presentation of papers were based on 

sub themes: Class Craft: In the Practice of Teaching in the Class Room; The 

Relationship between Teacher and Taught; Notions of Education as Emerging 

from the Practice of Teaching and Learning; Necessity of Vision and Mission in 

the Practice of Teaching; Yes and No to Information Technology: Redefining the 

pedagogy; Subject Specific Cases of Innovations; CCE— the Challenges and 

Possibilities; Significance of Co-scholastic Areas (extracurricular or co-curricular 

activities in education); Effective Models of Teacher Education— A Teachers’ 

Perspective of the Training (Pre-Service and In-Service); and How to be a Teacher/ 

Who is a teacher? 

Golden Jubilee National Conference on School Education and Teacher 

Education on the Issues of Common Concerns 

The conference held at NIE, New Delhi on 11-12 March 2011 was organised to 

discuss quality issues of school education and teacher education, examination 

reforms, concerns and perspective strategies, issues related to implementing RTE 

Act, challenges related to Universalisation of Secondary Education etc. The 

different themes covered in the panel discussions were: Quality Concerns in 

Teacher Education; Continuous and Comprehensive Evaluation in School 




67

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68 

Golden Jubilee National Conference 

on School Education and Teacher 

Education: Issues of Common 

Concern 

Education and its Implication for Teacher Education; Integration of Academic 

Education andVocational Skills; and Issues and Challenges in implementing 

Right to Education Act-2009. Principals and Teachers of five DM school, Principals 

of five RIEs with the faculty and the faculty from NIE departments and CIET 

participated in the programme. 

Lectures by Visiting Faculty from Bank Street College of Education, 

New York 

The department organised two lectures by Professor Bernadette Anand and 

Professor Roberta Altman on the themes “Indian Institute of Teaching and 

Learning: Bank Street 

College’s Partnership 

Initiative for Teacher 

Education” and 

“International Issues and 

Challenges in Teacher 

Preparation” on 25 

November 2010 and 27 

August 2010 respectively 

at NCERT. It was 

attended by teachers, 

teacher educators and 

administrators from 

NCERT, SCERT, DIETs 

and Colleges of 

Education in New Delhi. 

Inset: Professor Hukum Singh, Head, DESM, 

addressing the audience during the Golden 

Jubilee National Conference on School 

Education and Teacher Education: Issues of 

Common Concern 

Professor Roberta Altman, faculty, Bank Street College 

of Education, New York addressing the audience 



� A study of private secondary Teacher Education institutions in the country. 

� A comparative study of Pre-service Teacher Education Curriculum in different 

States of North-Eastern Region. 

� Development of Resource Book on Language Proficiency and Communication 

Skills. 

� Development of Textual Material on Vision of Indian Education: Issues and 

Concerns. 

� Hindi Version of Book “Constructivist Approach to teaching Learning”. 

� Development of Resource Book for Teachers on RTE Act- 2009. 

� Revival of Selected Heritage Schools. 

� Memorial Lecture Series on Eminent Educationists. 

� Publication of (i) Journal of Indian Education and (ii) Bhartiya Adhunik 

Shiksha 

� All India Competition on Innovative Practices and Experiments in Education 

for Schools and Teacher Education Institutions 2010-11 

� Conference of Directors of SIE/SCERTs 

� Development of a Resource Book on Emerging Perspectives of Teacher 

Education. 

� A Study of Impact of In-service Teacher Training under SSA on Classroom 

Transaction (MHRD Project) 




69

NCERT 

8. Department of Education 

in Social Sciences and 

Humanities 

The department performs varied roles with the overall 

objective of bringing about qualitative improvement in 

Social Science and Commerce education in schools. It has 

been involved in the development of model syllabi and 

teaching-learning material in Social Sciences, Commerce 

and Health and Physical Education for the Upper Primary, 

Secondary and the Higher Secondary Stages. It also 

implements National Population Education Project, 

Adolescence Education Programme and Introduction of 

Yoga in schools under centrally sponsored scheme of 

‘Quality Improvement in Schools’. 

Department of Education in Social Sciences and Humanities (DESSH) with its 

major thrust in the areas of Social Sciences (History, Geography, Political Science, 

Economics and Sociology), Commerce and Health and Physical Education has 

been engaged in the mission of infusing dynamism and freshness to the curricular 

concerns of school education. In the recent years, the department has also focused 

on Human Rights Education and Health and Physical Education. The department 

undertakes multifarious activities such as development of syllabi, textbooks, 

other instructional materials like handbook, training manuals, and 

supplementary readers with the objective of making social science learning 

interactive and enriching. Recognising the potential of technologies in this regard, 

the department also works on developing various innovative curricular materials 

including audio-video. Taking into consideration the need of the hour to enrich 

the vocabulary of school children in various disciplines of social sciences, the 

department has initiated the programme of developing subject specific trilingual 

(English, Hindi and Urdu) dictionaries in simple language and child friendly 

format. The department works for improving the quality of in-service teacher 

education programmes. Besides developing manuals for in-service teacher

education, it also conducts in-service training of teachers and teacher educators 

in social sciences and commerce for capacity building of different states. The 

department also collaborates with other departments and constituent units of 

the NCERT, various states and central agencies in areas related with its functions. 

The department also houses the National Population Education Project 

(NPEP), which was launched in April 1980 as an educational intervention to 

help the country attain its demographic goal. The unit has been implementing 

two components of the Quality Improvement Scheme namely (i) National 

Population Education Project in 30 States/UTs and (ii) Introduction of Yoga in 

Schools. It has also been implementing the Adolescence Education Programme 

of the MHRD funded by UNFPA for imparting authentic knowledge to learners 

about Adolescent Reproductive and Sexual Health (ARSH) concerns, inculcate 

positive attitude and develop appropriate skills for responsible ARSH behaviour. 

The department would continue its work of developing textbooks in Human 

Rights, Health and Physical Education, supplementary reading materials, audiovideo 

materials, dictionaries and other resource materials for students and 

teachers. It will also be conducting in-service teacher education programmes in 

new areas such as GIS and Computerised Accounting. Extending support to 

other agencies and states for bringing qualitative improvement in social science 

and commerce education will be its endeavour. 


DEVELOPMENT 

Development of Textbooks on Health and Physical Education for the 

Secondary Stage (Class IX and X) 

Based on NCF-2005, NCERT has developed the syllabus on Health and Physical 

Education for Classes I-XII, which has been approved by the National Monitoring 

Committee. The department has developed textbooks for secondary stage (Class 

IX and X) providing students an integrated and holistic understanding related 

to Health and Physical Education at secondary stage. At this stage, the subject 

areas include; human body, orientation to physical education and sports, we 

and environment, food and nutrition, safety and security, social health, consumer 

health and sports services. It is expected that these textbooks will provide better 

transaction strategies to deal with this area. Efforts have been made to weave in 

all the three components i.e. health, physical education and yoga under each 

theme/chapter. Each chapter includes activities and questions for helping the 

children to have more learning opportunities. 

Development of Supplementary Reading Material on the Right to 

Information Act 

Supplementary Reading Material on RTI is being developed for students at the 

the secondary stage. It should create awareness among students about the RTI 

and also sensitise them in using RTI Act meaningfully. It intends to inspire them 

to take up the issues and problems in their surroundings. The larger objective is 

to see students as responsible future citizens who actively participate and consider 

the government accountable for its policies and activities. In order to fulfill its 

objectives, the material discusses the importance of rights in a democracy, shows 

how people’s movement helped in the evolution of the RTI Act, how the act can 

be used in our daily life and the key challenges in the application of the act. 




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Development of Supplementary Materials in Personal Finance 

The department has prepared Supplementary Materials in Personal Finance to 

provide students with an awareness and understanding of financial concepts so 

that they may take informed financial decisions in an emerging area affecting 

individual’s financial decisions. This will enable students develop proper 

understanding as well as desired attitudes in money matters in a responsible 

manner so that they can maintain a balance between income, expenditure, saving 

and investment. Supplementary Reading Material on Personal Finance provides 

answers on various financial queries that children are sure to encounter in life. It 

helps in matters like, How to remain within a budget? How to manage money for 

day to day expenses? How to finance large purchases or build up assets? How 

to protect assets? Which insurance plan covers all risks? Where to invest money– 

in bank deposits or mutual funds or shares of a company? What will happen on 

retirement? Where to invest so as to get regular returns? It shows how planning 

for taxes helps in reducing tax burden and earning more from investment. 

Preparation of Handbook Volume II— Supplementary Reading Material 

in Economics for the Higher Secondary Stage 

The department undertook the task of developing the handbook for the practising 

school teachers. Its objective is to provide enrichment material to PGTs in 

Economics, which may facilitate in establishing the linkage between the 

methodology of teaching of economics with different themes/topics and usage of 

mathematical expression. Topics/themes were selected on the basis of suggestions 

received from practising post graduate teachers from different regions of the 

country. 

This handbook has been developed in two volumes. Volume I includes the 

use of various pedagogical approaches for teaching of economics in classes XI 

and XII i.e. teaching economics through problem solving methods, concept 

mapping, simulation, games, story telling, use of mathematical expression such 

as algebra, equation, graphs etc. Volume II is an extension of Volume I which 

focuses on establishing a linkage between the identified themes/topics and the 

methodology of teaching economics. Views, suggestions and the feedback received 

from the teachers and experts have been incorporated while finalising the material. 

The Handbook will not only appraise the post graduate teachers of economics 

with different methods of teaching economics but also enhance and upgrade 

their teaching skills. 

Development of a Standardised Format for CCE in Social Sciences from 

Classes I-X 

As proposed under the Plan of Action for 2010-11, the department undertook 

‘Development of a Standardised Format for CCE in Social Sciences from Classes 

I-X’. A draft framework was developed within the stipulated timeframe of three 

months, i.e. August-October, 2010 based on the specific objectives of teaching 

social sciences at different levels of school education as per the guidelines provided 

in the NFG ‘Position Paper on Teaching of Social Sciences’, the ‘NCF-2005’ and 

the NFG ‘Position Paper on Examination Reforms’. It included rationale, 

curricular objectives of teaching social sciences at different levels, procedure to 

be followed in implementing CCE in social sciences, strategies for doing and 

evaluating projects in social sciences under CCE and the ‘model format’ with 

notes for its implementation at the school level. It was shared with members from 


other departments of NIE working in the same area. After incorporating the 

feedback it was sent to DEME for the formulation of a comprehensive CCE scheme 

at the Council’s level. 

TRAINING 

In-service Training of Teachers and Teacher Educators in Social 

Sciences for Capacity Building in States 

As part of capacity building of states, the department took up the programme of 

‘In-service Training of Teachers in Social Sciences as Master Trainers for Capacity 

Building and Quality Enhancement in the Teaching-Learning Process at the 

Upper Primary and Secondary Stages in States’. Two five-day training 

programmes were conducted in the States of Haryana and Goa in collaboration 

with the respective SCERTs during the last quarter of the financial year 

2010-11, i.e. 10-14 January 2011 and 14-18 February 2011. During these 

programmes twenty teachers from Haryana and twelve teachers from Goa 

participated respectively. It is expected that these teachers will act as master 

trainers in their states to extend training to other teachers. The manual developed 

by the social science faculty of DESSH largely formed the basis of conducting 

these programmes. Feedback from the participants on their ‘expectations’ and 

the ‘efficacy’ of the programmes was also obtained on a detailed questionnaire, 

which will suitably inform such training programmes to be conducted by the 

department in future. 

Training Programme for Master Trainer of Commerce in Business 

Studies and Accountancy 

Two training programmes of Five day duration were held for Kendriya Vidyalaya 

and Navodaya Vidyalaya commerce teachers to enhance skills of their teachers 

for effective curriculum transaction in Business Studies and Accountancy so 

that they may act as Master Trainers in their organisations. 25 teachers attended 

the first training programme held at Kendriya Vidyalaya, NEHU, Shillong, 

(Meghalaya) from 23 to 27 May 2010. The second training programme was held 

at Zonal Institute of Education and Training, KVS, Mysore from 16 to 23 

December 2010 and was attended by 30 teachers. Teachers were exposed to 

different methods such as case study approach, problem solving, activity based 

learning and also using sources like newspapers, business magazines etc with 

an emphasis on relating the subject to the world of business and latest issues. 

Emerging concerns and contemporary areas like financial managements and 

markets, computerised accounting, accounting principles, company accounts 

social responsibility and business ethics were discussed in interactive sessions. 

Training of PGTs in Geography in Geographical Information System 

(GIS) 

The objective of the programme was to enable Geography teachers as Master 

Trainers to acquire competencies in handling GIS effectively in the classroom. 

This programme has been taken on a regular basis as GIS software is available 

in the department and geography faculty members are now competent to handle 

these courses by themselves. Two training programmes of six-day duration were 

organised in the department for states which follow NCERT curriculum. Nineteen 

teachers from Bihar and Jharkhand participated in the training programme held 

from 20 to 25 September 2010? Another programme was conducted from 13 to 




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18 December 2010 in which sixteen teachers from Goa and Kerala participated. 

Trainees were exposed to fundamentals of GIS using hands-on activities on GIS 

software. The course included introduction to GIS, Spatial and Non-Spatial data 

model, data input, data editing, data analysis, Global Positioning System (GPS), 

Application of GIS etc. Teachers were also exposed to the application of GPS 

through outdoor activities. The programme enabled teachers in using new 

technology which is part of Geography curriculum. Desire has been expressed 

by participating teachers to conduct a longer duration programme. 

Development of Learning Material in History for Visually Challenged 

Students 

The department has undertaken an inclusive education programme on the 

development of audio CDs of NCERT history textbooks for Classes VI-VIII in 

both Hindi and English for visually challenged children in order to facilitate better 

learning. Since, Braille based teaching facilities are not available in most of the 

mainstream schools, such audio CDs will be useful for visually challenged 

children. 

List of On-going/Carried Over Programmes and Activities 

� Development of Learning Material in History for Visually Challenged Students 

(Upper Primary Stage) 

� Development of an Illustrated Dictionary of Geography for Schools (English, 

Hindi, Urdu) 

� In-Service Training of Teachers and Teacher-Educators in Social Science for 

Capacity Building in States 

� Development of Textbook on Schooling, Socialisation and Identity 

� Development of Textbook for the Pedagogy of Social Sciences 

� Development of Syllabus and Textbooks on Human Rights for Higher 

secondary Stage 

� Development of a Training package on Computerised Accounting System for 

PGTs in Commerce 

� Development of Teacher’s Guide on Health and Physical Education for Upper 

Primary and Secondary Stage 

� Women Achievers of North-East 

National Population Education Project (NPEP) 

The overarching objective of NPEP has been to institutionalise population 

education and adolescence education in school and teacher education. The vision 

of NPEP is to contribute to the realisation of India’s demographic goals which 

affect the overall national development of the country. By doing so it aims at 

enabling the education system to: 

� develop awareness and positive attitude towards population and development 

issues leading to responsible behaviour among students and teachers, and 

indirectly among parents and the community at large 

� make the learners aware of the inter-relationships between population and 

sustainable development, include positive attitude and develop responsible 

behaviour in them towards these issues; and 


� impart authentic knowledge to learners about Adolescent Reproductive and 

Sexual Health (ARSH) concerns, inculcate positive attitude and develop 

appropriate skills, for responsible ARSH behaviour. 


DEVELOPMENT 

Progress Review and Monitoring of National Population Education Project 

and Adolescence Education Programme 

The National Population Education Project (NPEP) is being implemented in 30 

States/UTs and four Regional Institutes of Education. These agencies including 

NCERT conducted two Project Progress Review Meetings held at Rajgir (Bihar) 

from 22 to 24 February 2011 and NCERT, New Delhi from 15 to 17 March 2011 

respectively. The main objectives of above meetings were to review the activities 

planned in previous year and prepare Plans of Action for 2011-12. Activities 

finalised were related to material development, advocacy, training, co-curricular 

activities, research and evaluation, publication and documentation, and 

monitoring. In this connection, national role play competition, poster competition 

and folkdance competition were planned by every States/UTs. Project Progress 

Review Meeting for Adolescence Education Programme (AEP) was organised at 

Orange Village Resort, Gangtok (Sikkim) from 27 to 28 December 2010 to review 

the activities planned by all national agencies for the year 2010 and to prepare 

the Annual Work Plan (AWP) of AEP for the year 2011. Officials from the national 

agencies KVS, NVS, CBSE, COBSE, NIOS, NCERT and UNFPA participated in 

the meeting. Seventh Project Finance and Monitoring Committee (PFMC) meeting 

chaired by Professor G. Ravindra, Director, NCERT held on 23 March 2011 

discussed and approved Plans of Action of NPEP for the year 2011-12 and AWP 

of AEP for the year 2011. The focus of AWP was on preparing materials, training 

teachers of CBSE, KVS and NVS schools, developing research design for content 

analysis advocacy and organising various life skills based activities. Training of 

nurses and teachers in counselling was also included with AWP of AEP. 

Development of New Materials in Adolescence Education and Population 

Education 

Under Adolescence Education Programme (AEP) funded by UNFPA under its 

CP-7, NCERT initiated the process of revisiting the conceptual framework and 

the materials in Adolescence Education by actively involving all the stakeholders, 

including, national implementing agencies, SCERTs, UN agencies, leading 

educationists, civil society, social scientists, school principals, teachers, health 

professionals and most importantly, the adolescents themselves. A series of 

workshops were organised to prepare the scheme of content, the outline of the 

training design for master trainers, nodal teachers and peer facilitators and the 

training materials. These workshops were held in Bihar and Orissa coordinated 

by the state-specific SCERTs. Students and teachers were invited from NVS, 

KVS, CBSE and government schools. SCERT faculty, Local NGOs and experts 

from both within and outside the state, national agencies, UN agencies participated 

in the development of the material. 

This material describes the Adolescence Education Programme in India and 

the conceptual framework that guides the programme. It deals with the process 




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of growing up, prevention of HIV/AIDS, prevention of substance abuse, skills 

required by the facilitators and the importance of training of peer educators. 

This training and resource material is meant for facilitators, including the master 

trainers and nodal teachers. It has been tried out in the training programmes 

organised for master trainers of CBSE, KVS and NVS. It is also placed on NCERT 

website (www.ncert.nic.in) 

TRAINING 

Training of State Resource Persons in Population Education and 

Adolescence Education 

Training programme was organised under Adolescence Education Programme 

for master trainers at NCERT, New Delhi from 30 August to 3 September 2010 

in which 37 participants from various organisations attended. The objectives of 

the training programme were to make the trainees aware about AEP and to enable 

them to understand and appreciate the conceptual framework and the knowledge 

base of adolescence education, to develop among them the skills required for 

integration and transaction of adolescence education and enriching the skills of 

being non-judgmental and empathetic. The trainees were also enabled to eliminate 

apprehensions and inhibitions in respect of sensitive contents and develop better 

understanding in them of various teaching methodologies effective in AE and 

skills to organise follow-up training programmes, and also develop skills in them 

for monitoring and management of AEP. Pre-test and Post-tests were also 

conducted for assessing the training matarial. To provide them with practical 

experiences the trainees were taken to Kendriya Vidyalaya, AFS Tughlakabad, 

New Delhi where they conducted various co-curricular activities (Role Play, Group 

discussion etc) related to adolescence education for class IX students. 

EXTENSION 

Organisation of Co-Curricular Activities— Regional and National Role 

Play Competition 

National role play competition was organised for Class IX students of government 

schools of States/UTs. In this role play competition four major themes having 

From left to third position, Professor G. Ravindra I/c, Director, NCERT, second position, 

Shri R.K. Singh, Secretary, NCERT and fifth position, Professor Saroj Yadav, Coordinator 

NPEP, DESSH, NCERT, giving away the Merit Certificates and Mementos to Role Play Team 

members from Assam, who secured first position at the National Level 


seven situations were phrased (Healthy relationships among adolescents, Charms 

and challenges of adolescence, HIV/AIDS: stigmatisation and cause and impact 

of drug abuse). The numbers of role players in each situation were 4 to 5 and 

duration of role play competition was 5-7 minutes. The languages of the role 

play were Hindi and English. The competition was held at four levels i.e. school, 

block, district, state at states/UTs levels. The regional and national level 

competitions were organised by NPEP, NCERT. Students of government schools 

from 344 districts participated in the competitions. Participating students and 

teachers found this competition an effective activity for enabling children to develop 

life skills and also for creating congenial environment for AEP. 

List of On-going/ Carried Over Programmes under NPEP 

� Organisation of Regional Seminar on Adolescence Education 

� A study of life skills based activities in Adolescence Education in NCERT 

Demonstration Schools. 




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9. Department of Education in 

Arts and Aesthetics 

Department of Education in Arts and Aesthetics has been 

set-up with a vision to address the immediate need of 

integrating Art Education in the school curriculum to retain 

the unique identity of our nation in all its diversity and 

richness. 

It has been felt for long that art, being an area of vast potential to enhance learning 

experiences of the children and their aesthetic sensibilities needs to be recognised 

and given due place in school education. Keeping this in view, the DEAA has been 

created recently at NCERT having a distinct identity to help fulfill the needs by 

expanding its sphere of work in a more meaningful manner i.e. conducting research, 

development, training and extension activities in all fields of arts with a vision: 

To promote all forms of arts in schools by bringing it into the mainstream 

of the country’s education system through various activities to unfold 

the aesthetic potentialities of children for enabling them to become 

contributing citizens. 

ROLE AND FUNCTIONS OF THE DEPARTMENT 

� Prepare teaching and learning materials including textbooks, teachers’ 

handbooks, and supplementary materials including monographs, anthology, 

audio-visual materials, multi-media programmes etc. for all stages of school 

in visual arts, theatre, music and dance. 

� Periodical review of the curriculum and syllabus and its development. 

� Integrate arts education, culture education and heritage crafts across the 

entire curriculum of school. 

� Conduct capacity building programmes for the states in the areas of arts 

education in developing curriculum, syllabus, textbooks, supplementary 

materials, teacher-training modules etc. 

� In-service programmes for art educators of different stages. 

� Evolving the pre-service teacher education.

� Developing modules for teacher educators. 

� Conduct research studies in different areas of arts education at different stages 

of school education. 

� Study, monitor and evaluate implementation of art programmes in different 

states. 

� The department would need to develop a strong network of various national, 

international, regional, local-government or non-government and UN agencies 

which are working in the areas of arts and culture, especially for school 

education and teacher education. 


DEVELOPMENT 

Study to Document a Country Report on Arts Education in India 

(2006-2010) 

It is a status study of arts education in India from 2006 to 2010, conducted with 

specific objectives to record initiatives and achievements of different government 

and non-government agencies in the field of Art Education as presentation for 

the UNESCO’s World Conference held in Seoul, South Korea in May 2010. This 

was to share and showcase the initiatives taken up in the country on ‘Road Map 

on Art Education’ declared in the first UNESCO’s World Conference on Art 

Education-2006 and to develop a strong network with different agencies working 

in the field of arts education for promotion and effective implementation of Art 

Education in India. 

Indian delegates with representatives of member countries UNESCO, 

Director General UNESCO and Minister of Culture, South Korea 

The process of preparing the country report provided an opportunity to do 

research, development and extension activities simultaneously. At the first 

instance, an inter-ministerial consultation with different government and nongovernment 

agencies working in the field of arts education was held in NCERT to 

learn about their initiatives and achievements for reaching a common consensus 

on compilation of the Country Report by NCERT. For the Report, data from as 

many as thirty five government and non-government organisations has been 




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collected. It consists of five chapters namely; i.) Our Vision, ii.) Art Education, iii.) 

Indian Perspective, Initiatives and Achievements in the field of Art Education, iv.) 

Road Ahead and v) Success Stories from the Field. The Report was presented in 

the second UNESCO World Conference on Art Education, Seoul, South Korea by 

the Indian delegation, led by Smt. Purandeshwari, Minister of State, MHRD, 

Government of India. 

Copies of the report were distributed among official representatives of UNESCO 

and its member countries. It was highly appreciated and attracted discussions 

and consultations. The report has been placed on the DEAA website for wider 

use of the same. 

Development of Training Package for the Primary and Upper Primary 

Teachers on Arts Education 

Implementation of art education in schools as envisaged by NCF-2005, depends 

a great deal on the teachers involved in the teaching-learning of the subject. 

They are in need of adequate training on appropriate teaching-learning methods 

and of good quality instructional as well as reference materials. The training 

package is multi-media in nature, supported by number of video productions. 

Its main focus is on ‘Integration of Arts with Other School Subjects’ with an 

objective to educate in-service teachers of primary classes. 

The try-out edition of training package is complete. It consists of seven 

modules and provides knowledge and training on: what is arts education? what 

all comes under arts education? methods, materials and techniques of different 

art forms, understanding the ‘Child ‘and ‘Child Art’, why art education? arts 

education for inclusive education, integration of arts with other subjects, arts 

and ice-breakers, evaluation in arts education, arts in day-to-day activities of 

the school, appreciation of arts, role of art and craft museums in education and 

role and responsibilities of a teacher/facilitator in teaching of arts at 

primary level. 

Target group of the training package are teacher educators and teachers of 

primary level of education. To make it need specific, the methodology of focus 

group discussion with teachers teaching Classes I-V and teacher educators of 

DIETs were used. Need based modules; keeping pedagogic convenience of the 

user in view was developed on the basis of Frequently Asked Questions (FAQs) 

by Teachers and Teacher Educators. The modules are designed to cater to the 

needs of the trainer/facilitator as well as the trainee. It is interactive in nature 

and provides space for exploration and addition at source. There are videos and 

power point presentation to make every module simple and effective. It also 

provides guidelines for Mass Training on ‘how to use’ the training package. 

Translation (Hindi Version) of the Textbooks for Visual Arts (2), Graphic 

Design (1) and Heritage Crafts (1) 

The Department has developed and introduces two new subjects of Heritage Crafts 

and Graphic Design and also developed textbooks for the senior secondary stage. 

The Hindi translation of these books have also been prepared and sent for publication. 

Since the textbooks in these subjects have been made for the first time and in 

absence of a standard technical dictionary it has been a tough task to make the 

Hindi version print worthy. The translation of the textbooks were vetted in 

workshops where authors, subject experts, translators and teachers participated 

and discussed the terms and phrases. The department has also developed the 


textbooks for Classes XI and XII for History of Art; the theory part of Visual Arts. 

The translation of Class XI textbooks and its vetting has also been done during 

the workshop. The Class XII textbooks of Graphic Design and History of Art, will 

be completed by next session. 

Development of Teachers’ Manual for Teaching Theatre in Upper Primary 

Classes 

The teachers’ manual was planned with the objective of guiding the teachers for 

theatre in specific, integration of arts education in general and evaluation of the 

child in the process of learning theatre or through theatre. Since NCF-2005 

recommends no textbooks till the secondary stage, the manual will benefit the 

teachers. It is being developed by a team of T.I. Educator experts who are artists 

and practising theatre artists. 

The chapters in the manual include; objectives of theatre education, role of a 

teacher, different concepts of integration, basic elements of theatre introduced 

through various types of activities, different methods of evaluation having various 

analytical processes. A feedback of the manual was taken from teachers of different 

government and non-government schools to ensure the feasibility factor. The 

response was overwhelming and suggestions by teachers were included to 

enhance the quality of the manual. An audio-video CD will also be developed in 

the next phase, based on activities given in the manual while they are practised 

by teachers in different schools. 

Preparation of supplementary material in print and audio-visual on 

Musical Instruments of India 

India is a vast country having diverse cultural activities, which are often unknown 

in its different parts. This material will help learners including teachers, teacher 

educators, students etc. living in different parts of the country in enhancing their 

knowledge of Indian musical heritage. India has a wide variety of musical 

instruments— aerophones, idiophones, chordophones and membranophones 

which have evolved since the ancient times. Nature has given raw materials like 

bamboo, wood, metal, clay etc. in abundance, which were used for developing 

musical instruments by the creative and innovative methods by people living in 

different parts of the country. This rich and diverse heritage is being showcased 

in a supplementary reading material with photographs and description of about 

a hundred musical instruments used for various types of music— classical and 

folk, dance, drama, which are a part of everyday life and have evolved on design 

and sounds. Examples of instrument making in each category have also been 

documented. In the next phase this will also be developed in the form of a multimedia 

CD. 

EXTENSION 

Resource Centre Events on Arts and Crafts 

The objective of creating a resource centre of arts and crafts in the department 

and conducting activities to explore, experience and understand arts and crafts 

and its role in education. 

An advisory meeting consisting of educationists, artists, policy makers and 

planners was followed by two major workshops, which were part of the year long 

Golden Jubilee celebrations of NCERT, from 12 to 14 January 2011 with special 




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focus on puppetry, theatre and mask making and from 14 to 18 March 2011 

focused on heritage crafts and different art forms. The resource persons included 

international puppeteer Padam Shri Dadi Padamjee, psychiatrist Dr Jitendra Nagpal, 

theatre personality Sushma Seth, theatre educators and paper mask experts. During 

the second event Vasant Utsav, experts of two traditional rare craft forms, ‘Pabuji ki 

Phad’ from Bikaner and ‘Loin Loom’ Weaving from Nagaland, trained the teacher 

educators and teachers about the specialty of their heritage craft. 

The objective of this workshop was making participants aware of the 

importance of local and traditional arts and crafts, joy of singing, dancing, painting 

and simultaneously developing the brain in different quarters. Expert 

choreographer facilitated participants learn and perform a Nritya Natika on five 

elements. The participants who came from different states presented paintings of 

traditional Phad, shawls woven according to the style of Angami Tribe. These 

events helped the DEAA reach two hundred plus audience and educators and 

were highly appreciated for bringing arts to the centre stage. 

Sensitisation Programmes of Principals and School Administrators on 

Heritage Crafts and Graphic Design 

A one-day sensitisation programmes for the teachers and school administrators of 

senior secondary schools was organised at Delhi, Guwahati, Bhopal and Chennai 

in collaboration with CBSE. These programmes were organised with the objective 

to sensitise the school authorities/principals about the new subject areas being 

introduced by NCERT and implemented by the CBSE. During the day long 

conferences, presentations were made by the resource persons who were either the 

subject experts, members of the textbook development committee or faculty 

members from the department. After the presentation on both the subjects which 

were on the syllabus, methodology, examination patterns, teachers’ qualifications, 

systemic issues and future scope of these subjects followed by an intensive 

interaction. Around 100 participants attended these programmes. 

One of the sensitisation programmes was held exclusively for the North-East 

in Guwahati (Assam). Around 25 principals, senior teachers or school 

administrators attended the programme organised at the St. Fransis De Sales 

Secondary School. Since there has been a recent trend among the schools in 

Assam to get affiliation with CBSE and many of them are at present only upto 

secondary level but were planning to upgrade them to senior secondary, also 

took part. 

Collaboration with other Agencies 

The department collaborated with Sangeet Natak Academy to acquire visuals 

and textual materials for development of supplementary book on musical 

instruments. Also, the department collaborated with CBSE to organise programme 

on sensitisation of principals and school administrators in different cities. 


� Teachers’ Handbook in Dance for Upper Primary Stage 

� Development of Training Package for Primary Teachers in Art Education 

� Resource Centre Events on Arts and Crafts 

� Workshops for Vetting of Hindi Translation of the Textbooks for Visual Arts 

(2) Graphic Design (1) for Class XII. 


� Teachers’ Handbook in Music for Upper Primary Stage 

� Training of Master Trainers in Art Education for Primary level of Education 

� Training of Teachers for Heritage Crafts and Graphic Design 

� Capacity Building of DIET Faculty and Teachers for ‘Art Integrated Learning’ 

in MCD Schools 




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10. Department of Languages 

The Council performs varied roles with an overall objective 

of bringing about qualitative improvement in humanities 

education in schools. It has been involved in the 

development of model syllabi and teaching-learning 

materials in languages for upper primary, secondary and 

higher secondary stages. 

Language in education is the basis for learning and development of children 

during the formative years of school. It is equally important for learning in general 

and learning the content subjects in particular in later years. Department of 

Languages aims to realise overarching principles of learning to shape children 

into independent learners and harmonious citizens. The Department of Languages 

was set up on 1 July 2005 and works actively in promoting language education 

through development and evaluation of curricula and instructional materials; 

professional development of teachers, and conducts research in language 

education at all stages of schooling. The department lays emphasis on 

empowering teachers through its continuous orientation and works on innovative 

strategies and emerging trends in language education. 

THE DEPARTMENT OF LANGUAGES STRESSES ON— 

� the use of mother tongue/home language(s) of children as the medium of 

learning in schools; 

� the linguistic diversity of India poses complex challenges but also a range of 

opportunities. Multilingualism confers definite cognitive advantages; 

� the three language formula is an attempt to address the challenges and 

opportunities of the linguistic situation in India. It is a strategy that serves as 

a launching pad for learning more languages; and 

� in the non-Hindi speaking states, children learn Hindi. In the case of Hindi 

speaking states, children learn a language not spoken in their area. Sanskrit 

may also be studied as a Modern Indian Language in addition to these 

languages.


RESEARCH 

Teaching of English in Government Schools at the Primary Level in 

India 

The study, commissioned by MHRD, was completed and the research report has 

been submitted to the ministry. English language education in schools today 

draws the attention of all stakeholders of education as the demand for the 

language has been on the raise. The major objectives of the study were: to study 

the status of teaching of English at the primary level across the States and UTs in 

India both as a subject and medium of instruction; to analyse in depth the 

curriculum, syllabi and textbooks of English in selected states; to find out how 

English is taught in classes in which it is introduced for the first time by observing 

the classroom processes in the selected states; to observe the training programmes 

(both pre-service and in-service) for teachers of English; to assess their competence 

in teaching English at the primary level; and to make suggestions for improvement 

in teaching of English on the basis of the findings of the study. Video conferences 

were held with the states of Andhra Pradesh, Bihar, Chhattisgarh, Delhi, Haryana, 

Rajasthan, Tripura and Uttarakhand and interactions with the Chairpersons of 

Boards of School Education and Directors of SCERTs of North-East Region were 

conducted for understanding the issues and problems of English language 

education. In order to explore the teaching-learning materials for English 

language education, textbooks of 20 states were analysed. One hundred fifty 

four schools from the states of Gujarat, Nagaland, Orissa, Uttar Pradesh, 

Maharashtra, Jammu and Kashmir, Tamil Nadu and Chandigarh were selected 

for the study. The study concludes that a mandatory time bound and state-wise 

plan may be chalked out to fill up the vacant positions for teachers, primary 

teachers are not trained in ELT, there is no networking between teacher training 

institutions and other educational departments, it was observed that the English 

text is translated into respective regional languages in all the states, TLM grants 

being used optimally in Orissa and Yavatmal (Maharashtra) schools whereas in 

most of the other schools TLM grants were meant for purchasing charts and 

colours but keeping them under lock, libraries in state schools were found to be 

inadequately equipped and sparsely furnished, listening and speaking skills of 

the students are not being developed etc. 

DEVELOPMENT 

Textbooks and Other Material Development Programmes 

Supplementary readers in Urdu for course B, teachers’ manuals, handbooks 

and teachers’ editions textbooks, trilingual dictionary; grammar books and audiovideo 

programmes to support teachers and learners have been developed. 

Textbooks, Grammar Books, Dictionaries, Supplementary Readers 

Developed during 2010-11 

Classes Title 

XI Supplementary Reader in Urdu for Core Course (as B-Course) 

XII Supplementary Reader in Urdu for Core Course (as B-Course) 




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A book on History of Urdu Literature for senior secondary stage 

A new Urdu grammar book for secondary and senior secondary 

stages. 

Grammar book in Sanskrit at upper primary stage 

A selection of literary pieces from world literature and Indian 

literature for supplementary reading material for the course in 

Creative Writing and Translation for senior secondary stage 

An Anthology of Children’s Literature in Hindi written during 

Indian freedom struggle 

An Anthology of Modern Hindi Poems on Children 

Children’s Literature Series in English 

Urdu version Textbooks and Other Materials 

The textbooks and supplementary materials in the content subjects developed 

as a follow-up to NCF-2005 have been translated into Urdu. The following fifteen 

titles have been translated into Urdu and CRCs of the titles have been prepared 

after vetting and the same have been submitted to the Publication Department 

for publication during 2010-2011: 

Living Craft Traditions of India Class XI 

Project Book in Environmental Education – I Class VI 

Project Book in Environmental Education – II Class VII 

Project Book in Environmental Education – III Class VIII 

Project Book in Environmental Education – IV Class IX 

Project Book in Environmental Education – V Class X 

Bhai Saheb by Chhama Sharma 

Bahuroop Gandhi by Anu Bandhopadhyay 

Constructivist Approach to Teaching and Learning 

The Role of Begums of Bhopal in Girls’ Education 

Position Paper on Examination Reforms 

Position Paper on Education for Peace 

Position Paper on Heritage Craft 

Following subject titles have been translated into Urdu and vetted. CRCs of 

same are being developed. These will be sent for publication after the CRCs are 

prepared. 

Classes Title 

- Discovered Questions by Rahul Pal and Yash Pal 

Class XI Computer and Communication Technology (Part-II) 

Class XI Story of Graphic Design 

Classes I and II Teachers Training Manual in Mathematics 

Classes XI and XII Exploring Indian Craft Traditions (Part-II) 

Classes XI and XII Teachers’ Handbook on Environmental Education. 


Teachers’ Manuals/Handbooks 

Support to teachers through the means of creating resources, organising 

in-service training and interactions are the major focus of activities of the Council. 

The department in its effort to address the need of teachers has undertaken the 

development of teachers’ manuals, handbooks in Hindi, English and Urdu to 

support and supplement textbooks and teaching of languages in general. 

Teachers’ manual in Urdu for primary teachers’ and manual in Sanskrit for upper 

primary stage have been developed. The development activity involved teachers, 

teacher-educators and NCERT faculty. 

Audio-video Support to Teachers and Learners 

Audio-Video programmes deal with various ideas and processes of language 

learning. Audio and audio-visual programmes have been developed in English, 

Hindi, Urdu and Sanskrit. Following are programmes developed during the year: 

� Face-to-Face interview with eminent Hindi Fiction Writers (Rachnakar Se 

Rubru) (IInd Phase); 

� Preparation of audio/video programme ‘Kavi Ki Aawaaz’; 

� Audio and audio-visual programmes in Urdu for primary stage; 

� Video programme on teaching of Sanskrit ‘Chhandas’; 

� Audio for listening in English; and 

� Classroom videos for teaching of English. 

Textbook in Language Education for B.Ed. Programme 

A textbook in Language Education for B.Ed. programme has been developed for 

use by pre-service teacher education courses offered by RIEs and Universities. 

The course aims at developing a perspective on language and language education, 

issues on language and identity, language and culture, language and power, 

language policy, methods and approaches to language education, language 

assessment, and multilingualism. 

TRAINING 

Diploma Course in English and English Language Teaching for Afghan 

Students 

The department conducted a twenty-month Diploma course for 43 students from 

the Islamic Republic of Afghanistan. The course covered wide ranging themes and 

Students and faculty of 20-month Diploma Course in ELT for the students from Afghanistan 




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teaching practicum to shape teachers. The student-teachers visited Mysore and 

Chennai as part of their education tour and were attached to schools for practicum. 

Orientation of Key Resource Persons Teaching English at the Primary 

Level for Rural School Teachers 

The orientation programme was organised for Key Resource Persons at the 

primary level for the state of Jammu and Kashmir. The programme was conducted 

from 21 to 24 June 2010 at Srinagar for the quality improvement of English 

language teaching in the rural primary schools. The themes focused on: ‘Guiding 

principles of NCF-2005, multilingualism, introduction and teaching of literary 

forms and nature of projects for language learning. Sixty participants attended 

the programme. 

Orientation of Key Resource Persons Teaching English at the Upper 

Primary and the Secondary Stage 

The orientation programme in English was conducted from 20 to 23 

September 2010 at Gangtok for the teachers of the North-East region. The 

objective was to interact with the key resource persons working in remote 

areas. They were oriented on the progressive methodologies of English 

language teaching as outlined in NCF-2005, concept of continuous 

comprehensive evaluation, teaching of prose, and grammar at upper primary 

and secondary stages and other language issues. Thirty eight participants 

attended the programme. 

Orientation of Key Resource Persons (Principals/Teacher Educators/ 

Teachers) in ‘Creative Writing and Translation’ at Higher Secondary Stage 

The programme was conducted from 23 to 24 February 2011 at NIE, New Delhi. 

The programme was organised for key resource persons which included 

Principals, Teacher Educators and Teachers. They were introduced to the 

objectives and need of this new course. The group deliberated upon the subtleties 

of literary forms and the roles of the teacher and students as creative writers. 

Twenty six participants attended the programme. 

Orientation of Key Resource Persons Teaching Hindi at the Upper Primary 

Stage 

The NCF-2005 has suggested guidelines for the teaching of languages. An 

orientation programme on teaching of Hindi was conducted for Key Resource Persons 

at Upper Primary stage from 3 to 7 January 2011 at NIE, New Delhi. The themes 

discussed during the programme were NCF-2005 and language education, 

Language education basic assumption, Multilingualism, Teaching of Poetry, 

Grammar, Prose, Pronunciation, Assignment and projects for language classroom, 

CCE, and problems of students. Twenty eight participants attended the programme. 

Orientation Programme for Key Resource Persons Teaching Hindi at 

the Upper Primary Stage 

The programme was conducted for key resource persons from 13 to 17 

September 2010 at Udaipur. The participants deliberated upon the issues 

related to the teaching of Hindi at upper primary stage. The focus of the 

programme has been on multilingualism evaluation, assignments and the 

hard spots identified in the teaching of Hindi. Thirty nine participants 



Orientation of Key Resource Persons Teaching Hindi as Second Language 

at the Upper Primary Stage 

The orientation for key resource persons was organised from 4 to 7 October 2010 

at Port Blair. The objective of the programme has been to familiarise the group with new 

approaches and innovative classroom practices for teaching of Hindi as a second 

language at the upper primary stage. It has been suggested that multilingual 

approach should be adopted for teaching the language. Difficulties faced by the 

students have also been discussed. Forty-seven participants attended the programme. 

Orientation of Key Resource Persons Teaching Hindi as First and Second 

Language at the Secondary Stage 

The orientation progrmme was organised for key resource persons from 20 to 

23 July 2010 at NIE, New Delhi. The programme emphasised the need of adopting 

progressive methodologies for teaching Hindi as first and second language at the 

secondary stage. The group deliberated on the issues of teaching poetry, prose, 

grammar and pronunciation as well. Forty participants attended the programme. 

Orientation of Key Resource Persons in Hindi as Core and Elective at 

the Senior Secondary Stage 

The orientation programme was conducted from 21 to 24 September 2010 at 

Thiruvananthapuram for the key resource persons. It has been a combined 

programme which highlighted issues related to teaching of Hindi as a core and 

elective subject. The difficulty areas in the teaching and learning of the language 

were discussed. Core and elective courses are meant for intensive and extensive 

study of language. It was also suggested to the group that the concept of 

continuous and comprehensive assessment should be implemented for language 

evaluation. Thirty-nine participants attended the programme. 

Orientation of Key Resource Persons in Urdu at the Primary Stage 

The programme conducted from 21 to 24 February 2011 at Mumbai. The 

orientation programme could not be held in Jammu and Kashmir as proposed 

due to unavoidable circumstances. Therefore the programme was conducted for 

the KRPs of Maharashtra. The resource persons have been oriented on the issues 

related to teaching of Urdu in primary classes e.g. introduction to alphabets, 

pronunciation and grammar. Focus has been on strengthening skills of language. 

Assessment in primary years and difficulty areas of language teaching / learning 

has also been discussed. Thirty participants attended the programme. 

Orientation of Key Resource Persons in Urdu at the Upper Primary Stage 

The orientation programme was conducted from 29 November to 2 December 

2011 at NIE, New Delhi. The objective of the programme was to discuss the goals 

of teaching Urdu at upper primary stage, framing the strategies for teaching of 

prose and poetry, nature of assignments and problem areas. Twenty one 

participants attended the programme. 

Orientation of Teachers and Key Resource Persons in Urdu as Core and 

Elective subject at the Senior Secondary Stage 

The programme was conducted from 13 to 16 December 2010 at NIE, New Delhi 

for teachers and key resource persons. The group discussed the content and 

classroom practices for teaching of Urdu as core and elective subject. 




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Recommendations of NCF-2005 for teaching of languages were discussed. The 

group also held discussions on themes eg. : Teaching of Prose and Poetry, 

Introduction of different literary forms and History of Urdu language. Twentyseven 

participants attended the programme. 

Orientation of Key Resource Persons in Sanskrit at the Upper Primary Stage 

The programmes was organised from 30 November to 3 December 2010 and 18 

to 21 January 2011 at NIE, New Delhi and Gurgaon respectively. The focus of 

the programme has been on the content and teaching practices at the primary 

stage. The group discussed the need of adopting multilingual approach, teaching 

familiar content and focus on learning to use Sanskrit for every day use. Sixtytwo 

participants attended the two programmes. 

Orientation of Key Resource Persons of Sanskrit at the Secondary and 

Senior Secondary Stages 

Two orientation programmes were conducted from 6 to 9 September 2010 at Goa 

and from 20 to 23 December 2010 at NIE, New Delhi. The group deliberated upon 

the relevant approaches for the teaching of poetry, prose and drama, teaching of 

functional grammar and communication skills in Sanskrit at Secondary and Senior 

Secondary stages. Fifty-six participants attended the programme. 

Orientation for English Language Teachers at the Senior Secondary Stage 

The programme was conducted from 4 to 7 October 2010 at RIE, Mysore. The 

teachers teaching senior secondary classes have been oriented on goals of language 

education as recommended in NCF-2005; use of multilingual approach for teaching 

of English, teaching of grammar and issues related to assessment at secondary and 

Senior Secondary stage. Twenty-five participants attended the programme. 

EXTENSION 

National Seminar on the Concept of Second Language, its Perception 

and Practices in Language Teaching in India 

A two-day national seminar on the concept of second language, its perception 

and practices in language teaching in India was organised at University of 

Burdwan, West Bengal. Practising teachers from various school systems, teacher 

educators, researchers and academics from different parts of the country 

participated in the seminar. The participants shared their concern about the 

extinction of many Indian languages. The seminar initiated a dialogue on the 

issues of diversity of languages, relevance of language policy and need for 

redefining the status of languages used by the marginalised groups. Other issues 

highlighted during the seminar have been the concept of second language, the 

processes of second language classroom, language policy and second language, 

the language teacher, materials for teaching in language as second language. 

Seventy-five people from various fields attended the seminar. The report of the 

seminar has been prepared. 

List of the On-going/Carried Over Programmes 

� Development of a book on ‘History of Urdu Literature’ for senior secondary stage. 

� Development of Integrated Teacher’s Manual for the new series in English at 

the primary stage: ‘Raindrops’ series (Classes I-V). 


11. Department of Secondary 

Education 

The Department of Secondary Education was newly created 

in NCERT to deal with the all issues related to the aspects 

of Rashtriya Madhyamik Shiksha Abhiyan, up-gradation 

of existing primary schools into secondary schools and 

strengthening the secondary schools, quality of teachers, 

up-gradation of KGBVs, IEDCs, vocational education, and 

curricular issues. The DSE will also play a role in the quest 

for Universalisation of Secondary Education. 

The Department of Secondary Education is created with the approval of the MHRD 

to address all the aspects of Rashtriya Madhyamik Shiksha Abhiyan viz., setting 

up 6000 model schools, up-gradation of the existing upper primary schools 

into secondary schools, strengthening the existing secondary schools, quality of 

teachers, up-gradation of KGBVs, IEDCs, vocational education, and also 

curriculum issues. 

MAIN FUNCTIONS OF THE DEPARTMENT ARE 

� Play a supporting role in the quest for Universalisation of Secondary 

Education; 

� Coordination with different departments of NCERT and outside agencies to 

support the implementation of RMSA in the country with special reference to 

academic and quality aspects. The areas of interest will include curriculum 

development and dissemination, learning achievement surveys, teachers’ 

professional development and life-long learning, development of co-scholastic 

curriculum and pedagogy, particularly in fine art and performing art, sports, 

adolescence education, counselling, vocational guidance, use of ICT, equity 

aspects; and 

� The various specialised departments of NCERT will also continue to carry 

out activities pertaining to their area, but DSE will have a coordinating and 

integrating role. 



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In view of the above, the department visualises following roles and functions: 

� Leading role in evolving and implementing policies underlined in the 

framework of implementation of RMSA with regard to achieving goals of 

access, quality, equity and relevance in secondary education; 

� Providing academic support to all the States/UTs in collaboration with different 

NIE departments and other constituent units of the NCERT for reviewing 

and improving the state curriculum, syllabus, textbooks, assessment practices 

and various resource materials in consonance with emerging national, social 

and pedagogic concerns such as inclusive education, peace, environment 

etc. as reflected in the National Curriculum Framework-2005; 

� Initiating and promoting dialogue with various stakeholders on quality issues 

and concerns related to secondary education under RMSA; 

� Strengthening in-service teacher professional development programmes at 

secondary stage; 

� Supporting states/UTs for improving assessment practices at secondary stage 

in order to bring about examination reforms; 

� Strengthening/promoting ICT enabled secondary education for quality 

improvement in all curricular areas; 

� Capacity building of various stakeholders including teachers and teachereducators 

for the effective implementation of quality aspects such as 

curriculum reform, continuous and comprehensive evaluation, examination 

reforms, etc; 

� Strengthening Science, Mathematics and Language Education at the 

secondary stage; 

� Promoting other curricular areas such as Arts and Aesthetics, Health and 

Physical Education and work at secondary stage; 

� Promoting/strengthening research studies on quality aspects in secondary 

education; and 

� Strengthening coordination mechanism and collaboration with different 

agencies at various levels like within NIE departments, RIEs, PSSCIVE, 

CIET,SCERTs, School Education Boards, Secondary Teacher Education 

Institutions such as IASEs, CTEs, etc. and develop feedback mechanism for 

the effective functioning of these institutions. 



Strengthening Science Education at Secondary Stage of Schooling in 

States/UTs under Rashtriya Madhyamik Shiksha Abhiyan 

In view of addressing one of the quality concerns under RMSA for strengthening 

science education at the secondary level the department conducted a programme 

Strengthening Science Education at Secondary Stage of Schooling in States/ 

UTs under Rashtriya Madhyamik Shiksha Abhiyan with specific objectives to 

orient state functionaries on laboratory practices and also to develop science 

laboratory kits for the secondary stage as per the requirement of state science 

curricula. The programme was conducted with support of NIE-workshop from 


25 to 28 August 2010 at NIE, New Delhi. The clientele group was nodal persons 

from RMSA Units, Boards of School Education and Directorate of Education of 

seventeen States/UTs. Deliberations were held on the issues and practices related 

to science education, adaption/ adoption of micro-science laboratory kits by the 

States/UTs, professional development of teachers at secondary stage and also 

the evaluation practices in science. As a preparatory activity to this programme 

the department undertook a survey to find out the status of science education at 

secondary level. The department sent a questionnaire on laboratory practices to 

all the States/UTs. Ten States/UTs viz., Goa, Daman and Diu, Manipur, Nagaland, 

Arunachal Pradesh, Punjab, Uttarakhand, Tamil Nadu, Tripura and Puducherry 

had sent their data. The findings revealed that except a few States/UTs, e.g. Goa, 

Diu and Daman, all other States / UTs do not have well-equipped laboratories 

for secondary schools. Except a few States/UTs e.g. Goa, all other States/ UTs 

do not conduct in-service teacher training programmes in laboratory practices. 

Findings also revealed that some of the States/UTs adopting NCERT’s syllabus 

and textbooks at secondary stage wherein the practical in science subject is 

integral are in fact unable to conduct practical classes regularly due to the lack 

of adequate laboratories and science equipments. 

Preparation of Document ‘Vision and Multi-layer Strategic Guidelines 

for the Improvement of Quality of Secondary Education’ 

The department undertook this programme with the specific objectives of 

developing long term (2020) vision for quality secondary education and multilayer 

strategic guidelines for quality education for stakeholders involved at 

different levels of secondary education. A draft document ‘Vision and Multi-layer 

Strategic Guidelines for the Improvement of Quality of Secondary Education’ 

has been developed by the department and subsequently shared with nine States/ 

UTs in the first phase. Sharing of the document with remaining States/UTs will 

be made in the next financial year. The document talks about quality issues 

such as curriculum, syllabus and textbooks; classroom processes; enabling 

school environment; in-service teacher professional development; school 

management and leadership; assessment and examination reforms; and ICT in 

secondary education. The document also spells out multi-layer strategic 

guidelines and financial norms for improving quality of secondary education. 

Development of Framework of Source Book on Assessment at the 

Secondary Stage 

The department undertook a programme entitled ‘Development of Framework of 

Source Book on Assessment at Secondary Stage’ with a specific objective to provide 

broad guidelines for the development of the source book on assessment in different 

subject areas based on the field tryout. Workshops were organised for the 

development of assessment framework on 13 October, 3 November, 14-16 

December, 2011 and 21-23 February 2011 at NIE, New Delhi. The faculty of 

DESSH, DoL, DESM, DEGSN, DWS, and DEE participated in the workshops in 

addition to the teachers and teacher-educators from different subject areas. A 

framework of assessment in Social Science, Science, Mathematics and English 

was developed with exemplary material. Emphasis was laid o some of the emerging 

tools and techniques such as portfolios, self, peer and group work assessment, 

etc. Also, the assessment needs of different subjects were highlighted in the 

document. Further the usage of multiple tools and techniques will enable the 




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students in Continuous and Comprehensive development, instead of focusing 

only on written tests as performance indicators. 


� Preparation of Document ‘Vision and Multi-layer Strategic Guidelines for the 

Improvement of Quality of Secondary Education’ 

� Development of Source Books on Assessment at Secondary Stage. 

� Development of Prototype ICT Kit for Mathematics at Secondary Stage. 

� Textbook on Curriculum and School for Two-year B.Ed. 


12. Department of Educational 

Psychology and 

Foundations of Education 

Strengthening psychological foundations of school 

education and teacher education through research, 

development, training and extension programmes has been 

the major thrust of the department. Orienting key 

functionaries/teachers for greater awareness and 

acceptance of guidance and counselling approach and 

practices in the school system as well as training of 

professionals to serve as counsellors in schools has been 

its important concern. International Diploma Course in 

Guidance and Counselling through Distance/online mode 

and teacher training programme on Peace Education are 

some of the recent initiatives. 

The department, through its research, training and development programmes 

has been engaged in realising NCERT’s objectives of bringing about qualitative 

improvement in school and teacher education, providing psychological inputs 

to different aspects of school education, such as curriculum planning, textbook 

writing, teacher training, assessment etc. The focus of the department has been 

primarily in the areas of Guidance and Counselling, Education for Peace and 

Values and Educational Psychology. 

Guidance and counselling, the applied area of educational psychology, has 

been a key concern in terms of research, development of resource materials, 

training of professionals, and capacity-building at the state level since the past 

five decades. Since its inception the department has been offering Post Graduate 

Diploma Course in Guidance and Counselling to train professionals for serving 

as counsellors in schools. To begin with, a full-time (nine-month) Diploma Course 

was offered at the national level by the department. In 2002-03, the department 



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initiated an International Diploma Course in Guidance and Counselling for Asian 

and African countries, which was then revised and is being offered through 

distance/online mode in collaboration with Commonwealth of Learning (CoL) 

since 2009-10. It has also played a pivotal role in augmenting guidance and 

counselling at state levels, conducting research in guidance and counselling, 

developing materials in the form of multi-media packages, setting up guidance 

centres in schools, organising national conferences to provide guidance and 

counselling professionals a platform for exchange of experiences as well as 

conducting various capacity building programmes in this area. 

The work on value education is relatively of recent origin in the department. 

Report on the 21 st Parliamentary Standing Committee, forwarded by the MHRD 

to NCERT for implementation during the year 2000, had put forward the agenda 

for value education. The reference library of National Resource Centre for Value 

Education (NRCVE) was set up in the department. Department has been pursuing 

a number of activities and programmes related to development, training, research, 

coordination, evaluation, dissemination and consultancy in the area of value 

education. Some of the activities include networking with institutes working in 

value education in the country, sponsoring researches and innovations, bringing 

out Journal of Value Education, developing resource and supplementary reading 

materials, analysing the textbooks with reference to value education inputs, 

bringing out annotated bibliography of books, journals, articles, research reports 

and audio-video materials, developing of resource materials in the form of 

modules and monographs on the values like compassion, creativity, excellence 

and human rights etc. In the light of National Curriculum Framework-2005, 

peace education emerged as a significant area of concern. Training courses of 

six weeks duration on peace education for in-service school teachers/teacher 

educators across the country have been organised to serve as resource person in 

implementing peace education in states. The department is also conducting 

trainings in collaboration with SCERTs to build the capacity of state key personnel, 

teachers and teacher educators in Peace Education and help in networking of 

trained personnel. So far, the department has trained about 250 teachers and 

teacher educators. Other activities of the department in this area have been 

developing resource book/materials for teacher training (‘Ways to Peace’), 

developing of a framework in education for values in schools, research on peace 

and related issues and concerns and disseminating knowledge, researches in 

the area through National Resource Centre for Value Education. 

The department has also been engaged in bringing out Psychology textbooks 

for the higher secondary stage. It has also initiated work to promote awareness 

among students, parents, teachers and school administrators on the importance 

of studying Psychology at Higher Secondary level. Several other activities carried 

out by the department in this area have been organising consultations, workshops 

for optimising use of psychological knowledge in theory and practice, conducting 

researches/interventions in different applied areas of educational psychology, 

training teachers/teacher educators in psychological foundations of teacher 

education and extending library services on psychological and education tests 

for use of researchers and professionals across the country. 

The department also performs dissemination functions through its Resource 

Centre— National Resource Centre for Value Education (NRCVE), Guidance and 

Counselling Resource Centre (GCRC) and the National Library of Educational 

and Psychological Tests (NLEPT). 


In all its endeavours, the department is guided by the vision to strengthen 

psychological foundations of school education and teacher education through research, 

development and training programmes. It will continue its efforts in orienting key 

functionaries/teachers for greater acceptance of guidance and counselling 

approach and practices in the school system. Another initiative is to enhance the 

awareness of psychology as a subject at higher secondary stage so that it finds a 

deserving place in the school curriculum. The department seeks to provide 

continuity and fill up to the existing programmes on peace and value education. 



An Exploratory Study of Self-efficacy beliefs of High and Low Achievers 

in Mathematics 

The project was carried out to study the mathematical self-efficacy beliefs of high 

and low achievers (male and female) in mathematics from VII to VIII grades across 

three government schools in Delhi region. It also included identifying personal/ 

environmental factors that contribute to the mathematical self-efficacy beliefs of 

sample (n=201). Adolescents self-efficacy was assessed using the General Self- 

Efficacy Scale (Indian Adaptation) and Mathematical Self-Efficacy Scale (adapted). 

Perception about the role of school, classroom and family on mathematical selfefficacy 

beliefs were gathered through in-depth interview. Data analysis indicated 

that academic and mathematical performance was significantly related to selfefficacy 

beliefs. Qualitative data analysis, further revealed that parents’ 

involvement/feedback and subject teacher’s communication and transaction in 

the classroom contributed significantly to mathematical self-efficacy beliefs. 

Findings of the study may help design appropriate interventions for students, 

teachers and parents to improve mathematical self-efficacy of children and thus 

create an enabling and supportive environment for learning of mathematics. 

Enhancing Learning of Underachieving Students Using Psycho- 

Educational Interventions 

The project was undertaken to develop and implement appropriate psychoeducational 

interventions for improving learning of identified underachieving 

students of Classes VIII and IX in Kendriya Vidyalyas. Thirty-three students 

were selected across KVs in New Delhi. Information collated revealed various 

reasons for underachievement such as lack of concentration, difficulty in 

memorisation, lack of time management skills, unhealthy relationship with parents 

and peers, lack of motivation etc. Need based interventions were developed and 

implemented (with the help of trained school counsellors) to improve their learning 

and achievement. Individual and group counselling sessions were conducted by 

the school counsellors. Interventions were provided for improving study skills, 

deciding career goal, appreciating strengths, motivation, verbalising their own 

improvements etc. Issues like anger management, fear of failure etc. were dealt 

in individual counselling sessions. Feedback from the students revealed 

improvement of performance in academics, increased time spent on studies, 

increased interest in academics and improvement of study skills. Behavioural 

improvements were also observed (increased participation in class discussion 

etc.). Feedback from teachers also endorsed improvement in the target group. 

The case profiles are to be used as exemplars. 




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TRAINING 

International Diploma Course in Guidance and Counselling through 

Distance/Online Mode 

It is aimed to train teachers, teacher-educators, educational and guidance 

personnel to work as professional/teacher counsellors in schools/related settings. 

The second batch of the course began from January 2010. Intensive face-to-face 

contact programme during July – September 2010, which was attended by 22 

trainees, provided rigorous practical training and field experiences in different 

course of guidance and counselling. It included enrichment lectures, discussions/ 

reflective sessions, workshops, role play, field visits to guidance agencies, etc. 

Supervised field activities in schools were also an integral part of the contact 

programme, wherein trainees skill in organising/conducting group activities (class 

talks, career talks, group discussions, workshops etc.) were monitored. Internship 

during October-December 2010 was implemented in schools/guidance agencies. 

Projects related to academic, career and personal-social concerns were taken up 

by trainees wherein they had hands-on experience in application of skills learnt. 

Evaluation of the trainees were through assignments, written examination, 

practicum and internship report, presentation in counselling seminars, vivavoce 

and portfolio. Coordination with other five study centres at the RIEs was 

carried out for all the above-mentioned activities. A special video-conferencing 

was organised with faculty and trainees of study centre at RIE, Mysore. Third 

batch of the course commenced from January 2011. Monthly tutorials and 

regular interaction of trainees with their mentors through online transaction as 

well as mentoring/tutorial sessions continued during the first half of the distance/ 

online phase. 

Training Professionals as Resource Support for International Diploma 

Course in Guidance and Counselling across Study Centres 

This programme was aimed at capacity building of RIE faculty/Key Resource 

Persons of RIEs at Ajmer, Bhopal, Bhubaneswar, Mysore and Shillong involved 

in IDGC to bring about improvement in quality of the course. Seventeen 

participants attended a 5-day workshop from 21 to 25 February 2011. External 

Resource Persons and faculty of DEPFE also participated in the programme. 

Activities included presentations, discussions/interaction, sharing of materials 

and guidelines and planning of further course of action. Discussions focused on 

theory and practicum, internship projects, portfolios and issues related to 

conducting of the course. Materials, proformas, guidelines etc. were shared with 

the participants as per the requirement. Professor Ravindra, Director, NCERT, 

while addressing participants laid emphasis on quality of the Diploma Course at 

all the study centres. It is expected that uniformity and quality of the course will 

henceforth be maintained, since all aspects of the course were discussed and 

resolved. The faculty of study centres will continue their alliance with DEPFE for 

further support. 

EXTENSION 

Outreach Programmes for Implementation of Peace Education at State Level 

The programmes were organised with the objectives of sensitising teacher 

educators and SCERT/DIET faculty at state level about education for peace, 


initiate its implementation in a holistic and integrated manner in their teacher 

training programmes and evolve strategies to utilise existing trained personnel 

at the state level. Two programmes were organised, first at SCERT, Guwahati for 

the North-East states and second at SCERT, Pune for states of western region. 

There were 50 and 39 participants respectively. SCERTs of Assam, Manipur, 

Mizoram and Nagaland participated in the programme organised for North-East 

States while SCERTs of Maharashtra, Chhattisgarh, Gujarat, Goa participated 

in the programme organised for the western region. The 5-days programme 

exposed participants to concept of peace and peace education in a holistic, 

integrated framework. They were involved in discussions, participatory activities 

which covered Constitutional Values, Human Values, and their importance for 

peace and conflict resolution. Role of pedagogy, influence of media were also 

discussed. The participants drew plans for implementation of peace education 

in their respective states by respective SCERTs, DIETs and Schools. Participants’ 

feedback revealed their enthusiasm and willingness to implement the ideas in 

their states. SCERT, Assam took initiative to translate the resource book titled 

‘Ways to Peace’, ensuring its reach to all teachers. 

Peace Education Series 

In view of thrust of NCF-2005 on Peace Education, Peace Education Series 

intends to document and disseminate works on peace education through articles, 

researches, innovations, critiques, commentaries, news, etc. within and outside 

the country. The first volume of the series comprising eight articles and two book 

reviews is under publication. The articles received for inclusion in the second 

volume of the series, are under review and revision and will soon be sent for 

publication. 

Guidance and Counselling Resource Centre 

The objective of the resource centre is to make available facilities for conducting 

of psychological tests and use of other materials to the faculty and trainees of the 

Diploma Course in Guidance and Counselling. After thorough review of latest 

national and international catalogues and journals, required material for the 

trainees of Diploma Course in Guidance and Counselling were procured and 

some test materials were binded as these test are used by trainees year after 

year. 

National Library of Educational and Psychological Tests 

The library houses approximately 1500 Indian and foreign psychological and 

educational tests in the areas of intelligence, ability and aptitude, achievement, 

adjustment, learning, personality, creativity, counselling and guidance etc. There 

are also various reference materials (both Indian and Foreign) and literature on 

testing in the library. For the year 2010-11, the library extended its services to 

approximately 370 researchers and professionals who consulted it. Also many 

foreign and Indian tests and resource materials were procured, thus enriching 

the library further. The test catalogue was updated and put on display at the 

library for easy reckoning by its users. 

List of On-going/Carried Over Programmes/Activities 

� A Study of Conflict Resolution Styles of Adolescents in Schools 

� Development of a Textbook on ‘Learner, Learning and Cognition’ for B.Ed. 




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� Development of Media Support for Online International Diploma Course in 

Guidance and Counselling 

� International Diploma Course in Guidance and Counselling through Distance/ 

Online Mode 

� Outreach Programmes for Implementation of Peace Education at State Level 

� Guidance and Counselling Resource Centre 

� National Library of Educational and Psychological Tests 



Measurement and Evaluation 

Examinations are the most vital part of any process of 

education. Keeping this in view the NCERT undertakes 

programmes related to educational measurement and 

evaluation, particularly in the area of ‘examination reforms’. 

The programmes are specially focused on research, 

development of material and training of Key Resource 

Persons in the area of educational evaluation. It is meant 

for providing academic and technical support to 

examination agencies in the States/UTs. 

The department’s vision is to institutionalise evaluation as a powerful, 

inexpensive, valid and reliable instrument for assessing students’ performance 

with regard to their growth, development and achievement in different areas. 

Besides, evaluation is to be used as an effective instructional strategy for bringing 

about qualitative improvement in education. The department also visualises that 

the evaluation process must be humane, learner friendly, transparent and stress 

free with a view to making it more credible. It should also cater to the needs of 

creative talent in diversified fields. In functional terms it would mean: 

� introduction of school based evaluation in order to reduce over emphasis on 

public examinations and in turn to minimise stress on the students due to 

fear and curriculum load; 

� provision of flexibility in the conduct of examinations in terms of time, number 

of chances and the number of subjects to be taken up for examination at a 

time; 

� provision to make the public examination at Class X level optional; 

� introduction of grading and eliminating the system of pass and fail; 

� evolving a system of evaluation which is both continuous and comprehensive. 

Continuous would mean integrating evaluation with teaching and learning 



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and making it a part of instructional strategy to get the feedback frequently 

on student performance, teacher performance, curriculum and materials with 

a purpose of providing corrective measures. Comprehensive would mean that 

the evaluation would encompass all the dimensions of pupil growth i.e. 

cognitive, affective and psychomotor; 

� improving the typology of questions in testing in order to test meta-cognitive 

skills and to make evaluation more reliable, valid and purposeful; 

� conduct of periodic achievement surveys at different stages of school 

education to keep a tab on the health of the system; 

� building capacity of teachers and state resource persons in different aspects 

of educational evaluation; 

� undertaking need-based research in educational evaluation; 

� developing conceptual and exemplar material in evaluation to strengthen 

evaluation procedures in schools and education boards; 

� sensitising stakeholders that evaluation has to be learner friendly and 

humane; 

� identifying talent from diversified groups like rural, urban, boys, girls, socially 

and economically disadvantaged, children with special needs with artistic 

and innovative excellence; and 

� nurturing the identified talent through financial and academic assistance. 


DEVELOPMENT 

Development of Exemplar Material Testing Higher Order Thinking Skills 

at the Secondary Stage 

One of the major functions of the department is to bring about qualitative 

improvement in the examinations. Boards of School Education are the bodies, 

which are entrusted with the responsibility of conducting public examinations. 

These boards have always been looking up to NCERT for academic support in 

all matters pertaining to reforms in examinations. With the new National 

Curriculum Framework – 2005 the perspective of examination reforms has 

changed. One of the reforms, which need immediate attention, is preparation of 

quality questions testing higher mental abilities. In order to achieve these 

objectives, the department planned to develop exemplar material in different 

subjects for training and use of paper setters, teachers, teacher educators and 

policy makers. The objective of the programme is to develop exemplar material 

on preparing quality questions for testing in different school subjects like English, 

Hindi, Mathematics, Science and Social Science. The clientele group includes 

teachers, teacher educators and paper setters. The material has been developed 

in workshop conducted from 26-30 July 2010. The material which has been 

developed was vetted by teachers, teacher educators and paper setters in their 

respective subjects from 25 to 27 October 2010. In this material lot of illustrations, 

tables, graphs and pictures were incorporated for better quality of the questions. 

The report writing of a programme is in the final stage. 


TRAINING 

Capacity Building of SCERT and SIE Faculty in Conducting Achievement 

Surveys 

The capacity building programme which was second in the series was organised 

in two phases each of about two weeks duration from 18 to 29 October 2010 

and 21 February to 4 March 2011 at NCERT, New Delhi. The first phase of the 

programme was attended by faculty of SCERTs, SIEs, DIETs and CTEs from 

sixteen states and also RIEs and NIE departments. The second phase of the 

programme was attended by faculty from SCERTs, SIEs, DIETs from 12 states/ 

UTs, RIE and NIE departments. The main purpose of the programme was to 

build the capacity of key resource persons of SCERTs and SIEs in conducting 

achievement surveys, to share concepts and techniques used in international 

achievement surveys and to sensitise RIE/NIE faculty in issues related to conduct 

of achievement surveys. Topics/issues shared in the programme were: Concept 

of student assessment and Large Scale Assessment, Assessment Theories, (CRT 

& IRT), Development of Assessment Framework and Assessment Tools, Sample 

Selection/Sampling Techniques in Large Scale Achievement Surveys, Issues 

related to Field Operations, Data Management in Achievement Surveys, Preparing 

data for computer analysis, Computer softwares used in statistical analysis such 

as EXCEL, SPSS, BILOG, LERTAP, etc. in Large Scale Assessment(LAS), 

Interpretation of findings in LAS, Clientele specific reporting in LAS, Item maping, 

Data archives and Future prospects of large scale surveys. The topics for the 

deliberation were finalised based on the suggestions of the participants through 

a check list. In both phases, evaluation of programme activities was done. So far 

as sharing of IT expertise was concerned, brief theoretical explanations of 

procedures were given with rich hand on experiences to participants using laptops 

equipped with software. The SCERTs/SIEs have been provided with a list of 

trained faculty in the state with a request to utilise their services in ensuing 

achievement survey activities in the state/UTs. 

Capacity Building Programmes for State Education Boards in 

Educational Evaluation 

A five-day capacity building programme for key resource persons of Haryana Board 

of School Education was organised on Question Paper Setting at Bhiwani (Haryana) 

from 22 to 26 November 2010. The objective of the programme was to train key 

resource persons of various Boards in preparing quality questions in different 

subjects and developing model question papers. In these programmes, theoretical 

deliberations were made on quality question setting and question paper setting 

which was followed by practicum. During practicum, exemplar quality questions 

and question papers were developed in different subjects namely English, Hindi, 

Social Studies, Science and Mathematics. Teachers and academic officers of the 

Haryana Board of School Education participated in these programme. Another 

three-day programme for KRPs of UT of Daman and Diu was organised at Daman 

from 28 to 30 March 2011. Theoretical deliberations were made on Continuous 

and Comprehensive Evaluation which was followed by practicum. 

EXTENSION 

National Conference of Chairpersons of Boards of School Education 

The two-day conference was organised on 2-3 August 2010 at NIE, New Delhi 




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with the objectives: to study the status of implementation of the recommendations 

of NCF-2005 on examination reforms, to share examination reform initiatives 

undertaken by School Education Boards, to identify few implementable 

examination reforms for taking up on priority by State Boards and to strengthen 

NCERT linkages with School Education Boards. The Conference was attended 

by Chairpersons/Presidents/Secretaries or their representatives of School 

Education Boards from eighteen states and the COBSE. In the Conference, 

presentations were made by the department on the issues of Overview of 

Examination Reforms in the context of NCF-2005, Learning Assessment in the 

context of RMSA, and Continuous and Comprehensive Evaluation. Brief 

presentations were also made on Action Taken by Boards on recommendations 

of previous conference held at NIE, New Delhi in 2008. The COBSE made a 

presentation on Changing Role of School Education Boards in the Context of 

RMSA. It was followed by presentations of School Education Boards of Haryana, 

Kerala, Maharashtra, CBSE, Karnataka on examination reforms initiatives they 

have undertaken in their respective boards of school education namely, students 

evaluation, transparency in examinations, Continuous and Comprehensive 

Evaluation and transparency respectively. An interactive session of Boards’ 

representatives with stakeholders was also organised. NIE departments also 

shared their issues and concerns with representatives of Boards. Participants of 

the Conference made recommendations for setting quality question papers, 

conduct of examinations, post-conduct of examinations, and implementation of 

CCE, which boards may take up on priority for implementation. 

Implementation of National Talent Search Scheme 

National Talent Search Scheme is a flagship activity of NCERT started in the year 

1963. The purpose of the scheme is to identify talented students and nurture their 

talent. Talent refers to the potentiality that manifests itself in a high level of 

performance in one or more specialised areas. It honours and helps talented students 

by providing financial assistance in the form of a monthly scholarships and also 

conducts nurturance programmes for the selected awardees. Out of 1000 

scholarships, 15 per cent scholarships will be reserved for students belonging to 

the SC category, 7.5 per cent scholarships for students belonging to the ST category 

and 3 per cent for Physically Challenged group of students. The tables indicate the 

number of awardees selected in the year 2010 for Class VIII from different states. 

State-wise and Category-wise number of Awardees of NCERT-2010 

for Class VIII 

S.No. States Number of Category 

Awardees Gen. SC ST Ph. C 

1. Arunachal Pradesh 2 0 0 2 1 

2. Assam 13 9 2 2 0 

3. Manipur 3 0 0 3 0 

4. Meghalaya 1 0 0 1 0 

5. Mizoram 2 0 0 2 0 

6. Nagaland 1 0 0 1 0 

7. Sikkim nil 0 0 0 0 

8. Tripura 4 1 2 1 0 


9. Andaman and Nicobar Islands nil 0 0 0 0 

10. Bihar 28 18 5 5 3 

11. Jharkhand 20 15 4 1 2 

12. Orissa 49 41 6 2 1 

13. West Bengal 39 23 13 3 4 

14. Chandigarh 10 8 2 0 0 

15. Delhi 46 42 3 1 0 

16. Jammu and Kashmir 3 2 1 0 0 

17. Haryana 49 47 2 0 0 

18. Himachal Pradesh 1 0 0 1 0 

19. Punjab 50 44 6 0 0 

20. Rajasthan 110 88 9 13 0 

21. Uttar Pradesh 82 67 14 1 0 

22. Uttarakhand 9 8 1 0 0 

23. Chhattisgarh 27 22 3 2 0 

24. Daman and Diu nil 0 0 0 0 

25. Dadra and Nagar Haveli nil 0 0 0 0 

26. Goa 2 1 1 0 0 

27. Gujarat 22 20 1 1 0 

28. Madhya Pradesh 37 30 4 3 2 

29. Maharashtra 217 146 51 20 9 

30. Andhra Pradesh 45 33 5 7 2 

31. Karnataka 80 60 13 7 0 

32. Kerala 30 22 6 2 3 

33. Lakshadweep nil 0 0 0 0 

34. Puducherry 1 1 0 0 0 

35. Tamil Nadu 36 27 8 1 1 

36. Abroad nil 0 0 0 0 

Total 1019 775 162 82 28* 

* The number of Ph. C. awardees are drawn from General, SC and ST category awardees 

Total Number of NTS Awardees on the Roll in Different Grades during 

the year 2010-11 


Class IX 1019 

Class X 1029 

Class XI 1000 

Class XII 1000 

Total 4048 

Under Graduate 

Basic Science 150 

Social Science 75 

B.E./B.Tech. 1700 



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M.B.B.S. 650 

B.A.,B.L. (Integrated Law Course) 70 

Total 2645 

Post Graduate 

Basic Science 27 

Social Science 43 

M.E./M. Tech. 10 

M.D./M.S. 5 

Management 5 

Total 90 

Grand Total 6783 

Expenditure Incurred on NTS Scholarship during 2010-11 

1 Disbursement of Scholarship (in Rs.) 4,09,64,000.00 

2 Conduct of NTS Examinations (in Rs.) 23,39,985.00 

Total 4,33,03,985.00 

Conduct of Nurturance Programme for National Talent Search Awardees 

Identification and nurturance of talented students at school stage is an exalted 

programme of NCERT. The programme aims at advancing the discipline of the 

talented students so that they can serve the nation with distinction. 

Every year 1000 students studying in Class VIII are identified as talented 

students and are awarded the NTS scholarship. Having identified these 1000 

talented students, they are also nurtured so that they turn out to be dedicated 

individuals in their areas of choice. 

Details of the Nurturance programmes conducted by the department during 

the year 2010-2011 are given below: 

Venue Dates No. of 

Awards 

Attended 

Regional Institute of Education, 

Bhubaneshwar 

31 January to 4 February 2011 88 

Birla Institute of Technology, 

Ranchi 

1 to 5 February 2011 48 


Ajmer 

27 January to 31 January 55 


Ajmer 

1 February to 5 February 2011 55 

National Institute of Technology, 

Jallandhar 

10 to 14 January 2011 54 

Homi Bhabha Centre for Science 

Education, Tata Institute of 

Fundamental Research, Mumbai 

6 to 10 February 2011 60 




Fundamental Research, Mumbai 

15 to 19 February 2011 60 


Mysore 

4 to 8 April 2011 40 

National Institute of Technology, 

Surathkal 

28 February to 4 March 2011 70 


Bhopal 

21 to 25 February 2011 88 

Chacha Nehru Scholarship for Artistic and Innovative Excellence 

The Chacha Nehru Scholarship for Artistic and Innovative Excellence was 

conducted to identify the talent from Classes IX to XII students for providing 

scholarship in the areas of Creative Performance, Creative Arts, Creative Scientific 

Innovations and Creative Writing. 

The National Bal Bhawan has instituted a system of honouring talented children 

in different age groups in the year 1995 through the Bal Shree Scheme. The Bal 

Shree programme recognises talent in the following areas: 

Creative Performance; 

Creative Arts; 

Creative Scientific Innovations; and 

Creative Writing 

On an average 150 children participate in the national level camp and 

approximately 50 children are chosen for the Bal Shree honour. NCERT 

collaborated with the Bal Bhavan for promotion of talent in Arts and Aesthetic. 

With a view to further encourage and nurture talent, NCERT gave scholarships 

to the children who participated in the national camps of the Bal Bhawan for 

pursuing their studies in Classes IX to XII. Expenditure Incurred during 2010- 

2011for Implementation of Chacha Nehru Scholarship was ` 4, 22, 000/-. 


� Terminal Achievement Survey at the End of the Class VIII 

� Terminal Achievement Survey at the End of the Class V 

� Development of a Handbook on Educational Measurement and Evaluation 




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Surveys and Data Processing 

The Council conducts All India Education Surveys and 

periodic thematic educational studies. It provides support 

in the statistical analysis of data pertaining to large scale 

surveys/studies conducted by its constituents and 

research and experimentation about the efficacy of different 

application software for use in quantitative analysis. 

The Department of Educational Surveys and Data Processing has been engaged 

in conducting educational surveys on Census basis and to undertake issue based 

studies/sample surveys to develop a robust and comprehensive database for 

monitoring educational development and other aspects of current educational 

reforms. This helps to planners and policy makers in making decisions in 

planning at macro and micro levels. At times various committees and commissions 

have recommended for institutionalising educational surveys with a fixed 

periodicity of five years by creating relevant infrastructure from national to district 

level. 

THE ROLE AND FUNCTIONS OF THE DEPARTMENT ARE— 

� to conduct educational surveys and undertake thematic studies on sample 

and census basis; 

� to create, maintain and periodically update the educational databases at the 

national level; 

� to provide useful data on various aspects to state and national agencies 

engaged in planning and implementation of various schemes; 

� to provide training in quantitative research methods using statistical package; 

and 

� to provide central facility for statistical analysis of data pertaining to largescale 

surveys/studies/process conducted by the different constituents of the 

NCERT.


The department has been fully responsible for conducting the All India School 

Education Survey (AISES), thematic studies, data processing of various projects 

and training in quantitative research methods using MS Excel and SPSS. The 

department has conducted seven educational surveys on school education till 

date and the Eighth All India School Education Survey is in progress. Besides, 

the department has conducted sample surveys, thematic studies, and training 

on sample survey methods for officials of the SCERTs/State Education 

Departments from time to time. 

RESEARCH 

8th All India School Education Survey 

The MHRD accorded approval to the proposal of 8th AISES submitted by 

department and the survey has been launched with reference date as 30 September 

2009. At the national level three organisations, namely, MHRD, NCERT and NIC 

are involved in the survey. The survey intends to create a database on status of 

school education system with respect to access to schooling facility, class-wise 

enrolment, and availability of basis infrastructural and other facilities in schools. 

Under this project the department completed the following activities in the year 

2010-2011. 

(i) Preparation of School Directories 

In order to ensure complete coverage, geographical frame of various 

administrative layers viz, states, districts, blocks, towns and villages are chalked 

out well in advance before the commencement of data collection. At the same 

time School Directories at blocks, towns and wards in Class 1 towns were updated 

in concurrence to the reference date of the survey i.e. September 30, 2009. Like 

previous surveys, for administrative units, Coding Structure used by RGI was 

adopted for the 8th AISES. 

For updating of administrative units and school directories a CD containing 

administrative units and school directories of 7th AISES was provided to all the 

states and UTs by NCERT. The administrative units and school directories were 

updated by the states/ UTs considering reference date of the survey and later 

these updated directories were sent back to NCERT for assigning codes. NCERT 

has assigned codes and sent the CDs back to the states with a request to get the 

assigned codes placed on the title page of all the schedules. 

The NCERT had sent these updated School Directories to all the states and 

UTs. Even after that if there are any errors or shortcomings in updating the 

School Directories the NCERT has kept a provision of further updation of School 

Directories by the states themselves and has developed guidelines for updating 

the same. The task of preparation of school directories is completed in all the 

States and UTs. As suggested by the Steering Committee in the first meeting, all 

the school directories have been placed on the web portal www.aises.nic.in for 

public view. 

(ii) Dispatch of Survey Material 

NCERT has developed seven tools Viz, VIF, UIF, SIF1, SIF2, CIF, PESIF and 

SPPSE to be used for the 8th AISES. These schedules have been printed in eight 

languages viz., English, Hindi, Marathi, Telugu, Kannada, Punjabi, Oriya and 




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Gujarati. The tools developed and the training manual ‘Guidelines for the Survey 

Officers’ was printed at the national level and were dispatched to State Survey 

Units of all the States/UTs. It has been ensured that with the co-operation of the 

State Survey Units in all the States and UTs the tools reach to all the districts, 

blocks/towns and from there to each of recognised school of the country existing 

as on reference date of the survey. The additional demand of survey material 

from the states is met by providing such material, as and when the demand for 

the same is received. 

(iii) Training of Survey Officials 

State Level Training of District Survey Officers and Statistical Assistants in the 

states of Gujarat, Orissa, Manipur, Nagaland, National Capital Territory of Delhi, 

and Union Territory of Daman and Diu and Dadra and Nagar Haveli have been 

organised by NCERT. At the sub national level viz., districts and blocks/towns, 

training programme for survey workers were organised by the State Survey Units 

in all the States /UTs. NCERT had also helped some of the states in organising 

district level training programmes, like in National Capital Territory of Delhi in 

the month of October 2010. 

(iv) Collection of Data 

It has been reported by the states that data collection is at different stages of 

progress in their States and UTs. Majority of the States /UTs have already 

completed the exercise of data collection. 

(v) Development of Software Modules 

NIC has been entrusted with the work of development of the softwares for 

Updation of Location and School Directories; Data Entry and Validation of six 

schedules; Monitoring of Survey Activities; Statistical Report Generation and 

presentation of Summary Report through GIS. During the year the web portal 

for www.aises.nic.in has been developed which contain information on the ongoing 

8th AISES; School directory of all States/UTs for public view. 

The portal contains application software viz., Module for Updating the Location 

and School Directories, Programme Monitoring and Data Entry of Flash Sheets. 

It will also contain software for Data Entry of Main Schedules, Data Validation 

and Report Generation. The portal also contains section on FAQs (Frequently 

Asked Questions). 

(vi) Monitoring of Survey Activities 

A steering committee under chairmanship of Education Secretary (School 

Education and Literacy, MHRD) having representatives from MHRD, NCERT, 

NIC, RGI, NSSO, CSO and States/UTs is there to guide and monitor the progress 

of the survey and take administrative decisions from time to time. Two meetings 

of the steering committee were held on 21 June 2010 and 12 January 2011 for 

streamlining survey activities. The first Advisory Committee meeting was held on 

7 May 2010. The Advisory Committee provides academic and administrative 

support in the execution of survey and monitors the progress of survey. The 

faculty co-ordinators of the department were engaged in monitoring of survey 

activities being conducted by the state. Some states were visited personally to 

meet senior representatives of the state governments to plan strategy for 

expeditious completion of survey activities. Day to day monitoring of survey 

activities are being done through monitoring website. 


(vii) Launching of Survey Website 

The NIC has developed survey web portal which is hosted at URL www.aises.nic.in. 

It contains static content about educational surveys and application softwares. 

It also contains contact directory of survey officials (DOSs, SSOs, DSOs, DPCs 

and DEOs). 

(viii) Training of MIS co-ordinators and Data Entry Operators 

The programme for the MIS coordinators and Data Entry Operators for the 

Flash Sheets was organised in online mode from 4-6 January 2011. 

(ix) Manual Scrutiny of Forms 

For ensuring the best quality data, there is a mechanism of manual scrutiny of 

filled- in forms, as well as computer validation of entered data. Comprehensive 

manual scrutiny checks were developed in-house. These checks were applied to 

each and every filled-in form at block/town level as well as 10% forms at the 

district level. The national level team visited various States/UTs namely Madhya 

Pradesh, Chhattisgarh, Maharashtra, Rajasthan, Gujarat, Manipur, Mizoram, 

Nagaland, Himachal Pradesh, Andhra Pradesh, Tamil Nadu, Karnataka, 

Lakshadweep, Kerala, Orissa, Punjab, Chandigarh, Delhi and Bihar to undertake 

manual scrutiny checks on sample basis during the data collection phase of the 

survey. 

(x) Data Entry of Flash Sheets 

There is departure from the earlier surveys in case of data entry in two ways: 

The exercise related to data entry is being taken up by the MIS unit of SSA 

through state SPDs instead of NIC. Data entry is being done at district 

headquarters at around 640 locations instead of state headquarters. 

(xi) Incentive Schemes and Ancillary Facilities in Schools of Slum Areas: 

A Study of National Capital Region (NCR) 

A study on the Status of Incentive Schemes and Ancillary Facilities in Schools 

existing in the slum areas of NCR was undertaken by the department. A report 

on the basis of the 7th AISES data base has been prepared by the co-ordinators. 

DEVELOPMENT 

Development of Software and Analysis of the Projects Undertaken by 

other constituents of NCERT 

Result processing of NTSE-2010 at Class X for DEME 


Organisation of State Level Training of District Survey Officers (DSOs) 

and Statistical Assistants (SAs) 

State level training programmes for District Survey Officers (DSOs), Assistant 

State Survey Officers (ASSO) and Statistical Assistant (SAs) were organised in 6 

States/UTs: Manipur (26-27 April 2010), Delhi (10 June 2010), UTs of Daman 

and Diu, Dadra Nagar Haveli (28-29 June 2010), Gujarat (8-9 July 2010), Orissa 

(4-5 August 2010) and Nagaland (17-18 August 2010). The contents of the 

training programmes are: Organisation of Survey, Role and Functions of Assistant 




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Survey Officers/District Survey Officers and Statistical Assistants. Discussion 

on Survey Tools, Coding Procedure, Scrutiny of filled-in Forms, Maintenance of 

Records and Registers, Handling of Filled-in Forms and Monitoring and 

Submission of Progress Report to SSO/NCERT. Web-based training of MIS 

Coordinators and DEOs was held from 4 to 6 January 2011 using the training 

facilities of NIC. The training in virtual mode included the aspects like Organisation 

of Survey, Roles of DSOs, DPCs and DEOs, Implementation of software 

applications, etc. 

Golden Jubilee National Seminar on Universalisation of Secondary 

Education: Issues, Challenges and Policy Perspectives in Rural Context 

Golden Jubilee National Seminar on Universalisation of Secondary Education: 

Issues, Challenges and Policy Perspectives in Rural Context was held from 30 to 

31 March 2011.The seminar provided a platform to educational planners, 

administrators, researchers and policy makers to share experiences on secondary 

education in rural areas. Professor A.K. Sharma, former Director, NCERT, 

delivered the key note address. Eminent educationist Professor B.P. Khandelwal, 

former Director, NUEPA and Former Chairman CBSE, Professor H.S. Srivastava, 

Professor Gopal Krishan, Professor M. Sen Gupta, Professor V.P. Garg, Professor 

A.B.L. Srivastava, and Professor S.M.I.A Zaidi chaired various sessions and 

participated in round table discussions to chalk out future strategies on 

Universalisation of Secondary Education. Forty five participants from more than 

eighteen States and UTs deliberated on various aspects of Universalisation of 

secondary education. 

Visit of Indian Statistical Service (ISS) Probationary Officers from 

National Academy of Statistical Administration (NASA) 

A batch of fifteen probationary officers from National Academy of Statistical 

Administration, Greater Noida, Uttar Pradesh visited NCERT on 21 July 2011 

and interacted with the faculty of the department. The objective of the visit was to 

expose the probationers to the activities and functions of NCERT in the field of 

educational statistics. Professor G. Ravindra, Director, NCERT on welcoming the 

team briefed about the role of NCERT in the field of school education. A 

presentation on role and responsibilities of the department was made and the 

department addressed the queries raised by trainee officers. 

North-East Region Programme 

State level training programme for District Survey Officers and Statistical 

Assistants under 8th AISES were conducted for the state of Manipur in Imphal 

on 26-27 April 2010 and for the state of Nagaland in Kohima on 17-18 August 

2010. 


� 8 th All India School Education Survey (8 th AISES) 

� Development of Software and Analysis of the Data of the Projects/Major 

Activities undertaken by the Constituent of NCERT 



Research and Policy 

Perspectives 

The main functions of the department are promoting policy 

research in education; performing activities of a ‘think tank’; 

undertaking, coordinating, sponsoring and commissioning 

research and innovations in school education and 

functioning as the secretariat of Educational Research and 

Innovations Committee (ERIC). 

Promotion of educational research and research-based policy perspectives for 

qualitative improvement of school education are important concerns of the NCERT. 

The main functions of the department in these areas include : (i) funding research 

projects carried out by individual researchers affiliated to universities, institutions 

and constituents of the NCERT ; (ii) developing and strengthening institutional 

research capacities; (iii) dissemination of information related to educational research 

in the field of school education, and (iv) providing channels of communication to 

reach out to the functionaries and beneficiaries related to educational research and 

receiving feedback on research findings and their impact on the education system. 

A standing committee of the NCERT called Educational Research and Innovations 

Committee (ERIC) acts as a catalyst to promote and support research in priority 

areas of school and teacher education. The ERIC members include eminent 

researchers in education and allied disciplines from universities and research 

institutions and representatives of SIEs/SCERTs. The Department of Educational 

Research and Policy Perspectives (DERPP) acts as the Secretariat to ERIC and 

coordinates other activities of promoting educational research. 


RESEARCH 

Educational Research and Innovations Committee (ERIC) Supported 

Research Projects 

ERIC acts as a Catalytic agent in promoting and supporting research in identified 

priority areas within school and teacher education. It also identifies and publishes 



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priority areas of research from time to time. Since its inception, more than 

500 researches have been completed under ERIC support. 

The department has published the ERIC Guidelines in the form of a booklet 

and circulated it. The Hindi version is under print. The guidelines have also been 

put up on the NCERT Website. Priority areas of research are: Curricular Areas, 

National Concerns, Systemic Concerns and Pedagogic Practices and Learning 

Process. It is also published in NCERT journals and University News for wider 

dissemination. The department has also been taking up follow up action in different 

matters of on-going ERIC projects. 

Being the secretariat of ERIC, the DERPP has been actively supporting the 

research projects recommended by ERIC academically, administratively and 

financially. The department assists the ERIC in screening of new research projects 

and monitoring the progress of the old ones. A Screening-cum-Progress 

Monitoring Committee (SPMC), a sub-committee of ERIC, meets for scrutinising 

the fresh proposals as well as for reviewing the progress report of on-going projects 

every 3-4 months or as per need. In the current financial year (2010-11), two 

meetings of SPMC were held at NIE, New Delhi on 20 July 2010 and 11 March 

2011. In the meeting held on 20 July 2010, 12 fresh proposals and 2 revised 

proposals were placed before the committee. 3 proposals were recommended 

and revision was sought in case of two proposals. Three progress reports were 

also placed before the SPMC. In the meeting held on 11 March 2011, 7 new 

proposals and 5 progress reports were put up. Among these, 2 proposals were 

suggested for revision. 

During the intervening period after the 41 st meeting of ERIC, 20 fresh research 

proposals were received which were then screened through the SPMC. During 

the same period, 6 research projects have been completed. The number of ongoing 

research projects is 33. 

With the financial support of ERIC the following research projects were 

completed during 2010-11: 

S.No. Name of Principal Title of the Project Year 

Investigator and Address 

1. Dr. A. Jahitha Begum Effects of self-regulatory 2010 

Periyar University, Selam, strategies on enhancing 

Tamil Nadu teaching competence among 

B.Ed. students 

2. Professor M.S. Khaparde Case studies of school 2010 

NCERT management of low performing 

Navodaya Vidyalayas 

3. Professor J.S. Sadananada, Decentralisation in Education 2010 

Kuvempu University, in Karnataka 

Karnataka 

4. Dr. Arun Kumar Tiwari, Exploring and identifying the 2010 

Faizabad (UP) work values among junior 

high school students 

5. Dr. Vandana Mehra Pre-service Teacher Education 2010 

Punjab University for Emerging Diverse Education 

Chandigarh Contexts: Perspectives, Practices 

and Prospects 


The following proposals were recommended for funding during 2010-11 

under ERIC: 

S.No. Name of Principal Title of the Project 

Investigator and Address 

1. Dr Sambit Kumar Padhi, Eklavya Model Residential Schools in 

Lecturer, Department of Orissa: An Evaluation 

Education, Guru Ghasidas 

Vishvavidyalaya, Bilaspur, 

Chhattisgarh 

2. Dr S. Subramanian, Assessing the effectiveness individualised 

Professor, Department of integrated intervention strategies to turn 

Psychology, Bharathiar around slow learners: An experimental 

University, Coimbatore study 

3. Dr Ranjana Bhatia, A study of stress levels among adolescents 

Principal, Amity Campus, in government and public schools of Delhi 

Saket, New Delhi 

DEVELOPMENT 

Seventh Survey of Educational Research 

The work on the Seventh Survey of Educational Research was initiated. It aims 

to discuss the state of the art of research conducted in India in different fields of 

education, to identify gaps in researches and suggest areas for future research, 

to assess the strengths and weakness of educational research in different areas, 

and to highlight implications of these researches for various stakeholders in 

education. Four broad themes of the seventh research survey viz., context of 

education, context and process of education, contemporary concerns in education 

and systemic reforms in education have been identified. 

Indian Educational Review (IER) – A Research Journal 

The journal aims to enhance the theory and practice of research in education. It 

covers a wide range of issues, reports, reviews and empirical findings including 

studies in interdisciplinary perspectives. The Journal is published half-yearly in 

January and July. The issues of July 2009 and January 2010 have already 

been circulated. Manuscript of July 2010 has also been submitted for publication. 

Some new initiatives have been taken to make the journal more useful. These 

include publicising the priority areas of research under ERIC, printing of lectures 

delivered by invited eminent educationists and summaries of ERIC funded 

researches. 

Indian Educational Abstracts (IEA) 

The department collects, collates, and publishes research abstracts in a biannual 

journal, named Indian Educational Abstracts, to disseminate researches done 

at the Ph.D. level and also by independent researchers. Research reports and 

research papers from journals are also covered. The January 2008 issue has 

been submitted for publication. The next issue for July 2008 is also ready for 

publication. 




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Research Methodology Course for DIET and SCERT Faculty 

The department organises research methodology courses for the faculty of DIETs 

and SCERTs. In the previous years, this course has been organised for the states 

of Uttarakhand, Maharashtra, Andhra Pradesh, West Bengal, Kerala, Mizoram, 

etc. In the programme, in addition to discussing major aspects of research 

methodology, the participants are provided hands on experience to use computers 

in research. This year a seven-day Research Methodology Course was organised 

for DIET/SCERT faculty of Assam as a part of input for special component of ST 

and North East at SCERT, Guwahati from 9 to 15 November 2010. The need for 

the course was identified in a workshop held Guwahati on 10 November 2009. 

The participants were given opportunity to share their proposals with the 

colleagues and resource persons. Each participant developed and presented a 

research proposal. The participants are expected to take up these studies in 

their respective places of work. The activity was performed with the collaboration 

of SCERT, Assam. The workshop was attended by 24 participants. 

Capacity Building for Conducting Action Research 

The department in collaboration with teacher associations, NGOs, DIETs and 

SCERTs, has attempted to develop the capacity among school teachers, faculty 

of DIETs/SCERTs, BRCs, CRCs, etc. to conduct action researches. The department 

has also been supporting the participants with academic and financial inputs in 

order to conduct action researches at their levels. Several workshops of this type 

have helped in the successful completion of more than 100 researches in different 

states. This year a five-day workshop was organised for the DIET/SCERT 

personnel of Punjab at NIE, New Delhi from 14 to 18 February 2011. The 

participants developed and refined the action research proposals which they 

intend to carry out at their work places. Twenty Three DIET faculty attended the 

programme 

NCERT Doctoral Fellowships 

To provide opportunities to young scholars to conduct research in the field of 

education from different disciplinary perspective and build the knowledge base 

of education in the contemporary context, the NCERT started Doctoral Fellowship 

programme in 2007. A total of 10 fellowships are proposed to be offered every 

year. 

Applications for the fellowship are invited through an open advertisement in 

leading national newspapers. The detailed information brochure is posted on 

the NCERT website. The applications are short listed by a committee on the 

basis of pre-determined criteria developed for the purpose. The short listed 

candidates are invited for interview and presentation of the proposal. They are 

paid second class sleeper train fare by shortest route for attending the interview. 

A monthly fellowship of ` 12000/- and an annual contingency grant of ` 10,000 

per annum is credited to the fellow’s account. The fellows are requested to submit 

quarterly record of attendance and satisfactory work report signed by guide and 

HOD. They are also invited to make an annual presentation of the progress at 

the expense of NCERT. In the year 2010-11, 10 researchers were selected for 

fellowship, of them 9(nine) have joined. 


The following candidates joined the NCERT Doctoral Fellowships during the 

year 2009-10. The names of the candidates and the topics of their study are 

mentioned below. 

S. Name of the NCERT Title of the Study 

No. Doctoral Fellows 

1. Mr. Praful P. Mogera Development of Multiple Intelligences Based 

Instructional Strategy for Teaching Science 

at Standard V 

2. Ms. V. Sucharita Different School Culture and Quality of 

Education: An Ethnographic Study of a 

Government and a Private School 

3. Ms. Angel Thomas Efficacy of Self-protection Training as a 

Primary Intervention in the Prevention of 

Child Sexual Abuse (CSA) among Girl Children 

in Lower and Upper Primary Levels 

4. Ms. Munmun Banerjee Evaluation System in Elementary Schools of 

North- East India: A Comparative Study 

5. Ms. Nadira Moinuddin Curriculum as Hegemony: An Analysis of 

Textbooks of Classes VIII, IX and X 

6. Ms. Shalini Dixit Development of Historical Understanding in 

Two Cultural Groups: A Study among Santhali 

and Non-Tribal Children and Adults 

7. Ms. M. Poonnambaleswari An Impact of Co-operative Learning Strategies 

on the Scholastic Achievement, Problem- 

Solving and Critical Thinking Abilities of 

Student-Teachers Studying Colleges of 

Education under Bangalore University 


� Development of a Textbook ‘Basics in Education’ for B.Ed. Course 

� Seventh Survey of Educational Research 




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16. Department of Computer 

Education and Technological 

Aids 

It is a major concern of NCERT to integrate the Information 

and Communication Technology into school education. 

Developing training materials for teacher-educators and 

development of syllabus and instructional materials for 

students form a key component of the NCERT task in which 

it intends to devise models for technology, facilitate 

participatory forums and develop web communities having 

the same interest. 

Developing viable models and appropriate materials to integrate Information and 

Communication Technologies into school education is the broad area of activity 

of the Department of Computer Education and Technological Aids (DCETA). 

Training of teacher educators from states in the use of technology and to enable 

them to conduct similar programmes for teachers in the states is the other 

important area of activity. The department is also responsible for maintaining an 

active website for the Council that offers a forum for discourses on school 

education between the educational community and the general public. The 

department is also maintaining the IT infrastructure at NIE campus. 

At the National Centre for Computer Education of the department the following 

activities are undertaken: 

� Developing a curriculum guide, syllabus and textbooks for computer related 

courses at the senior secondary level; 

� Holding training/orientation programmes for teacher educators and teachers 

from states and UTs towards basic ICT skills relevant to school education 

and the ability to develop ICT-based learning materials for the classroom; 

� Conducting training programmes for members of the academic and 

administrative staff of the NIE departments of NCERT;

� Conducting training/orientation programmes on the use of ICT in school 

education for educators from neighbouring countries; 

� Developing multimedia programmes for on-line/off-line dissemination. The 

Centre involves faculty members of various other departments of the NCERT 

while designing courseware in support of the school curriculum; and 

� Developing training materials for teacher educators and syllabus and 

instructional materials for students form a key part of the NCERT’s task to 

devise models for technology use, facilitate participatory forums and develop 

web communities having the same interest. 


DEVELOPMENT 

Development of Textbooks on Computers and Communication Technology 

(CCT) for Classes XI and XII 

The English and Urdu version of the part-I of the textbook for Class XI are available 

and Hindi version is nearing completion. Part-II of the English version of the 

textbook for Class XI is available while Urdu and Hindi version is being prepared. 

The English version for Class XII is under final review. 

The book is based on the recommendations of National Curriculum 

Framework-2005 and is useful for everyone, irrespective of particular streams 

of study at the higher secondary stage. It emphasises development of problemsolving 

and problem formulating skills. It attempts to reduce the relative 

importance on technology and underscores the need for learning skills to 

manipulate technology. It focuses on some of the real problems that come up 

with the expansion of the technology-security, piracy and digital divide. 

Maintenance of NCERT’s Website 

The NCERT website (http://ncert.nic.in) is constantly improved and maintained 

by the department. The interface of the site has been restructured for improving 

the organisation of information and easy navigation. The process of converting 

e-books into online textbooks linking it to a range of other web resources has 

been initiated. Experimental editions of Chemistry and Biology textbooks of 

NCERT for Class XI are hosted. The development of website to showcase role, 

functions and activities for each department/division/cell of NCERT has been 

initiated. 

List of On-going/Carried Over Programmes/Activities 

� ICT Options for the School System – Development of a Testing Laboratory; 

� Development of Resources and Support for Web and Online Activities; and 

� Development of Textbooks on Computers and Communication Technology 

(CCT) for Classes XI and XII. 




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17. Planning Programming 

Monitoring and Evaluation 

Division 

The major concerns are coordination of the process of 

programme formulation, monitoring, evaluation and 

submitting periodic reports and returns to the MHRD. It 

acts as a clearing house in respect to the academic 

programmes/activities of NCERT. To achieve its objectives, 

PPMED issues guidelines and prepares various documents 

for dissemination of information. 

The relentless efforts of NCERT to formulate and implement programmes and 

activities for achieving the goal of quality school education is coordinated by 

Planning Programming Monitoring and Evaluation Division (PPMED) by acting 

as Programme Management Advisor to the Council. PPMED co-ordinates and 

manages the programmes of NCERT by structuring and configuring its policies 

and also evaluates all Programme Advisory Committee (PAC) approvedprogrammes. 

Significant is the role of PPMED in this context as it is fraught with 

the responsibility of designing pertinent strategies of the Council and issue proper 

guidelines for the healthy implementation of its various programmes. 

Programme Planning, Monitoring and Evaluation 

While providing support to the constituents of NCERT to formulate short-term 

and long-term academic programmes, and evaluating its implementation and 

progress, PPMED has been engaged in the following activities: 

� preparation of one-year and five-year Action Plans of NCERT; 

� preparation of Results Framework Document (RFD) of NCERT; 

� preparation of Annual Report of NCERT; 

� preparation and compilation of the material received from NCERT components 

for the Annual Report of MHRD;

� preparation, development and updating of general guidelines for formulation 

of academic programmes; 

� preparation of time schedule and participation in the meetings of programme 

processing committees: Departmental Advisory Boards, Academic Committee, 

Institute Advisory Boards and Management Committees; 

� convening Programme Advisory Committee meetings; 

� quarterly monitoring of the progress of programme implementation 

undertaken by the constituents/departments-collection and processing of 

information through follow up actions; 

� preparation of action taken report on Human Rights recommendations for 

MHRD; 

� preparation of separate statements of programmes proposed including budget 

for Special Component Plan (SCP) and Tribal Sub-Plan (TSP); 

� preparation of Annual Programme Budget of the NCERT; 

� processing of proposals for grant-in-aid to Professional Educational 

Organisations; 

� processing of proposals of PAC approved programmes for administrativecum-financial 

sanctions; 

� preparation of monthly and quarterly including special reports on SC/ST/ 

Minorities; and 

� preparation of separate reports of the progress of the programmes including 

expenditure related to North-Eastern Region (NER), Girl Education. 


RESEARCH 

A Critical Appraisal of Functions of Planning and Management (P and 

M) Branch of DIETs 

The study was undertaken to appraise the functions of planning and management 

branch of DIETs and to evaluate the functional relationship among the units. 

The tools of the study were finalised in a meeting organised at DIET, Nagpur in 

collaboration with State Institute of Science Education, Nagpur. The data collected 

from the DIETs all over India have been collated and report writing is in progress. 

Case Study of Select DIETs in Western Region of India 

The study was undertaken to analyse the academic and administrative 

functioning of DIETs in the Western Region of India. The research data were 

collected from the DIETs of Murud and Nagpur from Maharashtra and Vadodara 

and Valsad from Gujarat. Report writing is in progress. 

DEVELOPMENT 

Development of a Database for all the Programme Advisory Committee 

(PAC) Approved Programmes of Different Constituents of NCERT 

The department acts as a clearing house in respect to the academic programmes/ 

activities of NCERT and has to submit necessary information regarding the PAC 




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122 

approved programmes to the MHRD. The department has undertaken the project 

for easy dissemination and quick retrieval of information regarding the 

programmes/ activities of NCERT. The database programme has been designed 

and data entry is being carried out. 

Preparation of Results Framework Document (RFD) of NCERT 

Preparation of Results Framework Document (RFD) is a new initiative started by 

Cabinet Secretariat, Government of India, to assess the performance of different 

departments of various ministries. Hence, Department of School Education and 

Literacy of the Ministry of Human Resource Development has asked all the 

autonomous bodies and institutes coming under its purview to send their 

respective RFDs. The NCERT prepared its RFD and submitted it to the ministry. 

The RFD of NCERT included its vision, mission, objectives, functions and various 

activities. The PPMED prepared the RFD of NCERT and also mobilised its 

commitment units to prepare their RFDs. The RFDs thus prepared are put up to 

the PAC for approval. 

Preparation of One-year and Five-year Action Plans of NCERT 

Hon’ble Minister of Human Resource Development, Shri Kapil Sibal, visited 

NCERT on 23 June 2010. During his interaction with the faculty of NCERT, he 

outlined certain priority areas and desired that NCERT should submit one-year 

and five-year action plans in the priority areas. The NCERT identified the following 

priorities areas and prepared action plan: 

� Strengthening Continuous and Comprehensive Evaluation (CCE); 

� Working for Examination Reforms; 

� Enhancing the Use of Technology; 

� Addressing the Concerns of RTE Act; 

� Promotion of the Activities of RMSA; 

� Promoting and Conducting Educational Research; 

Professor Vasudha Kamat, JD, CIET, welcoming, Shri Kapil Sibbal, 

President NCERT on the conference of five year Action Plan 


� Strengthening Education for Values; 

� Augmenting Vocationalisation of School Education; 

� Collaboration with National and State Agencies; 

� Completion of Eighth All India School Education Survey (AISES); 

� National Talent Search Scholarships; 

� Promotion of Girls Education; 

� Promoting Education of Children with Special Needs; and 

� Quality Enhancement of Teacher Education Programmes. 

NCERT presented its Action Plan before the Hon’ble HRM. The constituents 

of NCERT have taken up programmes and activities in these areas. The PPMED 

coordinated all the activities. 

Preparation of Annual Report of NCERT 

Annual Report is an important document of NCERT which is placed before the 

Executive Committee and General Council for approval. It is then sent to MHRD 

for placing before the Parliament. Annual Report describes role and functions of 

different constituents of NCERT and the achievements made by them during the 

past year. It also provides a glimpse of the students and their achievements 

studying in RIEs and DMSs attached with them. Being an important document, 

preparation of Annual Report requires a careful planning and editing of the 

material. The division coordinated all the activities and submitted the annual 

report for the year 2009-10 on time. 


Training of DIET Faculty in Enhancing Efficiency and Effectiveness in 

the Educational Planning, Management and Evaluation 

A training package ‘Educational Planning Management and Evaluation’ was 

developed. A training programme in the area of educational planning, management 

and evaluation for the DIET faculty, who were working in the Planning and 

Dr P.K. Michael Tharakan, Vice-Chancellor, Kannur University, inaugurating the 

training programme on Educational Planning, Management and Evaluation 

organised at the School of Pedagogical Sciences, Kannur University, Kerala 




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Management Branch of the DIETs, was conducted for the Southern States/UTs 

of India at School of Pedagogical Sciences, Kannur University, Kannur, Kerala, 

from 6 to 10 December 2010. Twenty six DIET faculty from the Southern States/ 

UTs attended the programme. The training programme concentrated on four 

aspects viz., Educational Research, Educational Planning, Educational 

Management and Evaluation and Quality Concerns in Education. The 

participants of the programme were provided with the training package developed 

by the division. 

Golden Jubilee Celebrations of NCERT 

The Golden Jubilee Celebrations commenced on 1 September 2010 with the 

inauguration by Hon’ble Minister of Human Resources Development Shri Kapil 

Sibal and Hon’ble Minister of State for HRD, Smt. D. Purandeshwari. Prior to this, 

the Council constituted a Golden Jubilee Committee. The activities of the committee 

were coordinated by PPMED. Various meetings were organised which included 

meetings with the former Directors and Joint Directors of NCERT. A series of activities 

were planned, such as lectures by eminent persons, publication of a volume on fifty 

years of NCERT, a photo album on the journey of 50 years of NCERT, a video 

programme, a national seminar etc. Also, each department/institute was requested 

to identify one PAC programme and organise it before 31 August 2011. The Golden 

Jubilee Celebrations will culminate on 1 September 2011. 

Shri Kapil Sibbal, Hon'ble Minister of Human Resource Development, along 

with Smt. D. Purendareswari, Minister of State HRD, interacting with the 

Director and faculty of NCERT 

Review Meetings of NIE Departments and Constituents 

Two review meetings were organised to assess the progress of the PAC approved 

programmes of NCERT constituents and departments for the year 2010-11. The 

first meeting was held at RIE, Mysore on 2 November 2010 to assess the progress 

of the programmes of PSSCIVE, Bhopal and five RIEs. The second meeting was 

held at NIE, New Delhi on 8 November 2011 to assess the progress of the 

programmes of CIET and all the NIE departments. 


Forty-eighth Meeting of the Programme Advisory Committee (PAC) 

The 48th meeting of the Programme Advisory Committee (PAC) was held at NIE, 

New Delhi on 8-9 March 2011. The meeting considered the programmes of all 

the constituents/departments of NCERT for the year 2011-12. The committee 

also evaluated the progress of the programmes of NCERT during 2010-11. 


48th Meeting of Programme Advisory Committee of NCERT 

held on 8-9 March 2011 

Other Activities 

PPMED regularly processed information received from the various constituents 

to prepare consolidated periodic reports and returns for MHRD. MHRD refers 

several documents, reports, recommendations to NCERT for its comments, action 

taken reports, brief write-ups, etc. During the year under report, PPMED collected 

and processed information and prepared various documents for MHRD. These 

include: 

� processed proposals for academic and financial sanction of programmes for 

NIE departments/divisions; 

� prepared Annual Report of NCERT for 2009-10 which was drafted on the 

basis of information collected from the constituents of NCERT; 

� convened monthly meetings of Heads of the Joint Director CIET /NIE 

Departments and Council Secretariat; 

� prepared separate statements of progress of programmes and expenditure 

on programmes for North-Eastern Region and SC/ST. The report was sent to 

MHRD; 

� prepared Monthly Reports of the programmes/activities of the constituents 

of NCERT and sent to MHRD; 

� prepared material on NCERT’s achievements during 2009-10 and was sent 

to MHRD for inclusion in MHRD’s Annual Report; 

� prepared material on activities/programmes undertaken in the North-Eastern 

Region and Jammu and Kashmir for inclusion in the chapter on North- 

Eastern Region in the Annual report of the Department of Higher Education 

and School Education and Literacy, MHRD etc; 

� organised meetings regarding Golden Jubilee Celebrations of NCERT. 



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18. International Relations 

Division 

The International Relations Division of NCERT is 

responsible for coordinating various activities relating to 

international cooperation to keep the relationship of NCERT 

with foreign countries vibrant and enriching. It facilitates 

exchange of information and experts relating to education 

system in general and school education in particular, 

encompassing a wide spectrum of relevant areas such as 

policy perspectives, curriculum framework and curriculum, 

syllabus, textbooks and other teaching learning materials, 

teacher education, ICT, TVET, etc. On behalf of NCERT, 

the division discharges the functions of the academic 

secretariat of NDG (National Development Group) 

constituted by MHRD under UNESCO’s international 

programme, the APEID (Asia Pacific Program of Educational 

Innovations for Development. 

The NCERT is one of the associated centres of the APEID. The APEID related 

functions of the NCERT as an associated centres include sharing of innovative 

experiences with other associated centres. These functions are also discharged 

through IRD. 

NCERT offers in-service training programmes of varied durations for foreign 

nationals in different areas of school education and teacher preparation. NCERT 

sponsors its faculty members for participation in the international seminars, 

meetings, and training programmes under the aegis of UNESCO, UNICEF and 

UNDP, etc. The International Relations Division of NCERT coordinates all these 

activities besides receiving foreign delegations and organising meetings for them.


RESEARCH 

A Study of Innovations in Education in Selected Member Countries of 

APEID – New Zealand and Republic of Korea 

The study was undertaken to analyse the national agenda and progress of 

educational innovations vis-à-vis national development goals of each of the two 

countries. Some associated centres in these countries will be selected 

encompassing various levels and nature of education. The team will visit the 

selected centres and collect information through discussion and observation mode. 

A Study of Innovations in Education at the selected Associated Centre 

of APEID in India 

The project was undertaken with the objective to study the educational innovations 

in the select associated centres of APEID during last five years as linked to national 

development goals. Out of 21 Associated Centres, four centres will be selected 

for the study. The researchers will visit the selected centres and collect information 

through discussion and observation mode. 

Study on Effect of Media on Sexual Beliefs/Behaviour of Girls and Boys 

The important objective of the study is to find out what sexual content do the 

young people pay attention to and what extent does the media content affect 

their sexual beliefs and behaviour. Questionnaires and interview schedules will 

be used to collect the data of the study. 

DEVELOPMENT AND TRAINING 

Teacher Preparation Programme for Afghanistan Students 

In pursuance of the developments in Indo-Afghanistan collaboration, one MoU 

at NCERT was signed between the Secretary, NCERT and Director General, 

Teacher Education Department, Government of Afghanistan on 17 August 2009 

for the training of Afghan students towards teacher preparation. Accordingly, 

syllabus of a 20-month diploma course in English and English Language 

Teaching was finalised in a workshop held from 20 to 22 July 2009. One batch 

which was placed at RIE Mysore to study the course has already finished their 

examinations and returned back to Afghanistan in the month of March 2011. 

Another batch placed at NIE, New Delhi has also finished their examinations and 

returned back to Afghanistan. 

EXTENSION 

Joint Curriculum Workshop of ICSA, Iran and NCERT, India 

The International Relations Division organised a three-day Joint Curriculum 

Workshop of ICSA, Iran and NCERT, India on National Curriculum of India and 

Iran from 2 to 4 February 2011. 

The joint workshop included panel discussion on Curriculum Reforms in 

India and Iran and seven technical sessions which include: Curricular Issues in 

Science and Mathematics in India and Iran; Enhancing Interest of Students in 

Science and Mathematics: Science Kits and Mathematics Laboratory; Use of ICT 

in Teaching Learning in Schools; Challenges and Reforms in Vocational Education; 




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128 

Curricular Governance; Framework for Peace and Value Education; and Process 

and Strategies of Curriculum Implementation. It also included visit to NIE, 

Workshop, NCERT for demonstration of Science Kits and Mathematics Laboratory, 

NUEPA, NCTE and SCERT, Delhi. 

Short Visits of Delegations and Experts from Various Countries 

� A Korean delegation from Academy of Korean Studies (AKS) visited NCERT 

on 24 April 2010. A meeting to interact with the delegation was held with the 

Director, NCERT in which Head, IRD, Head, Publication Department, Head, 

DTEE and Head, DESSH and Dean (A) also participated. The interaction 

focused on the following points: 

� Indian Curriculum development and textbook publishing system. 

� Introduction of the AKS’s programmes and activities. 

� Possibility of mutual cooperation in educational research and training 

between NCERT and AKS. 

� A three member delegation led by Shri Ravi Subramanian, Executive Vice 

President, Government of Singapore Investment Corporation (GIC), Singapore 

visited NCERT on 13 May 2010 to understand the education sector in India 

and investment opportunity in this sector. Professor Poonam Agrawal 

apprised them with the roles and functions of the IRD and NCERT in brief 

and also about the education system in India. She also informed them about 

the vocational education and activities of the PSSCIVE Bhopal. Joint Director, 

CIET apprised them with the roles and functions of the CIET in the School 

Education. About All Indian School Education Survey conducted by NCERT 

across the country on school education was also explained to them. 

A three-member delegation from Government of Singapore 

Investment Corporation (GIC) in a discussionwith JD, CIET 

and Professor Poonam Agrawal 

� A delegation of sixteen American educators visited NCERT on 6 July 2010. 

The meeting was chaired by Professor G. Ravindra, Joint Director, NCERT. 

The main focus was on the school education system of both the countries 

(India and America). Exchange of information took place on different aspects 

of school system (especially up to elementary level), such as, formulation of 


curriculum, disciplines, evaluation pattern, dropout rate, distribution of time 

for different subjects etc. Challenges faced by the American Elementary 

Education and Indian Elementary Education System also found significant 

place in discussion. 


An American delegation interacting with Professor G. Ravindra, 

Director (in-charge) and the senior faculty of NCERT 

� Dr Samuel V. Micklus, the President of Creative Competition Inc. visited 

NCERT, on 14 July 2010. He made a presentation on “Odyssey of the mind 

Programme”, which was chaired by Professor G. Ravindra, I/c Director, 

NCERT, coordinated by Professor Poonam Agrawal, Head, IRD and was 

attended by the senior faculty of NCERT. In his presentation the emphasis 

was on four thrust areas, Music, Drama, Science and Activities which enhance 

and develop creativity and critical theories. A fruitful discussion followed the 

presentation. 

� Professor Sue Robson, Head of School of Education, Communication and 

Language Sciences, and Co-Director, North-East Regional Centre, ‘Links into 

Languages’ Newcastle University, England, visited NCERT on 21 October 2010 

and held discussion with the Head, IRD and DERPP and faculty of DERPP 

on various aspects of educational research specially promoting action research 

methodologies in schools and NCERT’s initiatives in professional development 

of teachers in Action Research. 

� A two member delegation consisting of Managing Director and CEO of TSL 

Education visited NCERT from UK on 1 December 2010. The J.D. (CIET), 

Head, DEME, Head, DESM, Head, DEL and SL attended the meeting. The 

meeting was headed by Professor G. Ravindra, I/c Director, NCERT. At the 

outset, Professor G. Ravindra gave a brief about NCERT’s role and functions 

in the field of education, research and the functioning of five RIEs. The 

delegation told that they are the leader provider of resources and recruitment 

of UK teachers. They are visiting India to understand more about the Indian 

education system and exploring possible opportunities within the market, in 

particular in the area of teaching resources. They work as an agency which 

undertakes the different tasks e.g. to understand the professional life of a 

teacher and challenges of teaching today, career life cycle and aspirations of 

teachers, teachers’ use of technology within the classroom and the home. 



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The Heads of different departments of NCERT gave an overview of the work of 

their departments. Professor Vasudha Kamat, J.D. (CIET) appraised the 

delegation of initiation of ICT programme by CIET which would cover one 

million students all over India. 

� A five member delegation from Indonesia visited India from 29 November to 

2 December 2010. The purpose of their visit was to study the national 

examination bench marking system in India in order to improve the quality 

of national examination bench marking in Indonesia. The delegation had a 

meeting on 1 December 2010 in MHRD in which Professor G. Ravindra, I/c 

Director, NCERT; Professor Poonam Agrawal, Head, IRD and Professor Avtar 

Singh, Head, DEME participated. Later, the delegation visited NCERT. The 

meeting was chaired by Director, NCERT. During this meeting, the Head, 

Department of Educational Measurement and Evaluation briefed the group 

about the procedures used for assessment of students in the country. He 

also gave a brief description of National Talent Search Examination and 

achievement surveys conducted by them. The delegation discussed about 

the benchmarking system procedure used in India. The delegation was also 

briefed about the school structure and subjects covered at various levels of 

school education. 

The delegation from Indonesia interacting with Professor G. Ravindra, 

Director (in-charge) and senior faculty of NCERT 

� A two member delegation consisting of Dr Michael A. Diamond, Executive 

Director and Shri Mark Power Robinson, Associate Professor, Director, APRISE 

(Asia Pacific Rim International Study Experience) from University of Southern 

California, Los Angeles visited NCERT on 31 January 2011. The meeting 

took place with the I/c Director, NCERT, Professor G. Ravindra in which Head, 

IRD, Professor Poonam Agrawal, Professor Vasudha Kamat, J.D. (CIET) and 

Professor D.K. Vaid, Head, DES & DP and Dean (C) also participated. 

Interaction with regard to prospects for cooperation between their university 

and NCERT took place. 


� Study on Effect of Media on Sexual Beliefs/Behaviour of Girls and Boys. 


19. Division of Library, 

Documentation and 

Information 

The NIE Library collects, organises and disseminates 

primary, secondary and tertiary resources in school 

education and support of academics, researchers and 

students through conventional references and referral 

services. It facilitates in-service education of library 

personnel through training programmes, library manuals, 

etc. 

The vision of Division of Library Documentation and Information is to create a 

network of knowledge system that facilitates scientific communication and 

collaboration for innovative information professionals and their strategic partners. 

The mission of DLDI is to strengthen its members through learning, advocacy 

and networking initiatives. The main task of NIE library is to supplement the 

efforts of NCERT in fulfillment of its main objective towards quality improvement 

of school education. In this context the main functions of Division of Library, 

Documentation and Information (DLDI) are to: 

� collect, organise and disseminate primary, secondary and tertiary resources 

on school education; 

� support academics, researchers and students through conventional references 

and referral services and document delivery services; 

� facilitate in-services education of library personnel through training 

programmes, library manuals, etc; 

� disseminating bibliographies, accession lists; book reviews, current contents 

indexing and abstracting of articles, press clippings; 

� market its products and services through extension services; 

� facilitate the readers through resource sharing and DELNET, and 

� provide free internet surfing to the readers. 



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Acquisitions, Expenditure, Manuscripts during 2010-11 

1. Acquisitions 

A. Total Net Holding (Books + Journals) as on 31/03/10 145944 

B. Books Purchased (2010-11) 239 

C. Book Received as Gift 1441 

D. Bound Journals Accessioned 897 

E. Withdrawn Books (-) 648 

Total Net Holding (Books+Journals) as on 31/03/2011 147873 

2. Expenditure on Books and Journals 

A. On Books 

• DLDI 117088 

AERC 96384 

Afghanistan Students 18780 

B. On Periodicals Journals and Other Magazines 7508768 

C. Periodicals Subscribed : 

Foreign 160 

Indian 68 

Gift 25 

Total 253 

E. Magazines 19 

F. Newspapers 19 

3. Documentation and Information Services 

A. Current Contents 12 

B. New Arrivals on Display 12 

C. Book Reviews 12 

D. Press Clippings 12 

E. Photocopying Services 

4. Circulation Services 

For Official Purpose 116718 

On Payment Basis 46117 

Total Photocopies 162835 

A. Membership as on 31/03/2010 1685 

B. Membership Enrolled During 2010-2011 

Internal (NCERT Employees) 13 

Special (NCERT Retired Staff) 05 

External (Paid) 24 

Temporary Members (Training) 26 

Institutional Membership 02 

Casual Membership 995 

Memberships Discontinued during 2010-2011 (-) 44 

Total Membership as on 31/03/2011 2706 

C. External Readership who Availed Consultation 12537 


5. Reference Facility during 2010-11 


Total Number of Books Issued during 2010-2011 2604 

Total Number of Books Returned during 2010-2011 3837 

Books Issued on Inter-Library Loan during 2010-2011 192 

Books Borrowed on Inter-Library Loan during 2010-2011 10 

DLDI as Training Centre 

The DLDI has been identified by DLA (Delhi Library Association) as a training 

centre for Certificate in Library Science (CLS) students. Besides, the students of 

B.L. & I.Sc. of Department of Library and Information Science, Jamia Millia Islamia 

University also get training from DLDI as an integral part of their course. 

DEVELOPMENT 

Preparation of the Book Role of School Libraries in Quality Education— 

A Selective Reading 

A meeting of the editorial committee for the preparation of the book Role of School 

Libraries in Quality Education— A Select Reading was held from 7 to 8 September 

2010 at NIE, New Delhi. There are nine members in the editorial committee. 

Manuscript of the book is ready for publication. The themes of the book are as 

follows: Status of School Libraries in Indian States; Organisation and Development 

of School Libraries as Resource Centres; Role, Responsibility and Status of School 

Librarians; Reading Habits and Best Practices in School Libraries: Case Studies. 

Development of a Library Manual for SCERTs/SIEs/DIETs and school 

librarians 

An expert committee meeting for preparation and finalisation of training modules 

was held from 7 to 9 March 2011. The meeting was inaugurated by Professor G. 

Ravindra, I/c Director, NCERT. The experts interacted with him in detail and 

expressed their views that it is a hard task to prepare the manual for the target 

group. The Director expressed his views that the manual should be developed in 

a qualitative manner. The manual comprises the following themes: Library as a 

Learning Resource Centre; School Library Governance; Information Resources 

Management; Information Services and Products; and Applications in SIET, DIET 

and School Libraries. 

EXTENSION 

Meeting of Professional Library Staff of NIE and its Constituent Libraries 

A meeting of professional library staff of NIE, New Delhi and its Constituent 

libraries was held at RIE, Ajmer on 5-6 October 2010 to share the ideas, expertise, 

innovations, new techniques and methods used in the different constituents of 

NCERT. The meeting was organised with the objectives to: 

� provide a forum for library professionals to exchange comprehensive views 

on the recent developments; 

� ascertain the existing state of library automation/computerisation in NIE 

and its constituents libraries; 

� what extent do the current services of the NIE libraries fulfill user’s 

expectations; and 



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� identify new roles to be taken by NIE libraries in the context of emerging 

information environment. 

Book Exhibition 

A book exhibition on the subject ‘Adolescence Education’ was held at on 

23 November 2010 at DLDI, NIE, New Delhi. Various book distributors came to 

exhibit their books on the subject. The books were selected by the Director, 

NCERT, Professor Saroj Yadav, Head and Coordinator NPET, Ms. Geeta 

Narayanan from UNFPA and other faculty members of NCERT. Finally the 

recommended books were selected and finalised for acquiring for DLDI. 

Information Literacy Programme 

DLDI organised a lecture on ‘Developing Education Curriculum using Aggregated 

Resources’ by EBSCO Publisher on 26 November 2010 at NIE, New Delhi. EBSCO 

is a full text database in the field of education and other related subjects via 

internet. It is the world’s largest online database of full text in education journals 

from early childhood to higher education and all educational specialised such 

as multilingual, education, health education and testing. EBSCO is the database 

which provides indexing and abstracts for more than 2200 journals as well as 

full text for more than 1300 journals, nearly 550 books and monographs and 

reference papers etc. Faculty and research scholars attended the lecture. The 

faculty of NCERT was of the view to subscribe the database as it contains the 

current as well as archival data. 

Adolescence Education Resource Centre 

As part of Adolescence Education Programme (AEP), a resource centre has been 

developed at DLDI known as Adolescence Education Resource Centre. The 

objectives of AERC are to: 

� acquire / procure print and non-print material; 

� digitise the materials on Adolescence Education; 

� have linkage with the national and international agencies working on 

Adolescence Education; 

� disseminate the materials and make facilities available to different target 

groups as per their needs; 

� create the e-forum for discussion on Adolescence Education; 

� disseminate information through networking; and http:// ncert.nic.in/ncert/ 

dldi/aerc.html 

AERC will serve as a forum for exchange of information / materials / ideas 

nationwide to organisations and individuals through the active participation and 

cooperation of several agencies. It will serve as an agency for documentation and 

dissemination of information related to the adolescence education with specific 

reference to universalisation of the adolescence education. The target group will 

include the key national organisations working in school education, teacher 

education and open learning system. 


20. Publication Department 

The NCERT continues with the publication of school 

textbooks, workbooks, supplementary readers, teachers’ 

guides, laboratory manuals, source books on assessment, 

exemplar problems in mathematics, research reports/ 

monographs and educational journals. The NCERT 

textbooks are freely adopted by States under their 

nationalised textbooks programme. They are also used 

widely in schools affiliated to the Central Board of Secondary 

Education, Kendriya Vidyalayas, Jawahar Navodaya 

Vidyalayas, Tibentan Schools and several public schools 

in all the States. 

Grant of Copyright for Adoption/Adaptation/Translation to various 

States/UTs 

The NCERT granted copyright of its textbooks to the under mentioned states, based 

on their request, for adoption/adaptation/translation during the year 2010-11. 

Goa Board of Secondary and Higher Secondary 

Education, Alto Betim, Goa 

Classes IX to XII 

SCERT, Goa Classes I- VIII 

Board of School Education, Bhiwani, Haryana Classes VI – XII 

Elementary Education, Haryana, Chandigarh Classes I-V 

Government of Sikkim, Human Resource Development 

Department, Gangtok 

Classes IX – XII 

Bihar State Textbook Publishing Corporation, Patna Classes IX – XII 

School Education, Government of Uttarakhand, Dehradun Classes VI – XII 

Jharkhand Education Project Council, Jharkhand, Ranchi Classes I – VIII 

Secondary Education, Human Resource Development Classes IX – XII 

Department, Government of Jharkhand, Ranchi 

H.P. Board of School Education, Dharamshala, Classes VI – XII 

Delhi Bureau of Textbooks, NCT Delhi, Delhi Government Classes I – VIII 

NIVH, Dehradun Classes I – XII 

Board of Secondary Education, Rajasthan, Ajmer Class IX and XI 



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136 

All the above states have taken copyright for NCERT textbooks published 

under NCF-2005 constituting a significant portion of the student community. 

During the year under report 436 publications were released. The details of 

publications are given in Appendix – IV. The number of journals brought out 

during 2010-11 is as follows: 

Quarterly Journals 

� Journal of Indian Education 

� School Science 

� The Primary Teacher 

� Prathmik Shikshak 

� Bhartiya Adhunik Shiksha 

Half yearly Journals 

� Indian Educational Review 

The distribution of the NCERT textbooks was undertaken through a network of 

over 337 wholesale agents all over India. The Urdu publications were distributed/ 

sold through Urdu Academy, Government of NCT of Delhi. 

The NCERT has also started empanelling other wholesale agents exclusively 

for promotion and sale of its general publications (non-textbooks) which include 

supplementary reading materials, books on vocational education, research 

reports and monographs etc. So far thirteen such outlets have been empanelled. 

The Publication Department continued entertaining orders directly from schools 

and individuals for supply of NCERT textbooks and non-textual material. Several 

titles published during 2010-11 were mailed as per approved mailing list. The 

net receipt from the sale of the publication was Rs. 132.79 crores (approx.). 

Demands for the unpriced publications, received from a sizeable number of 

institutions and researchers, were also met. 

The Regional Production-cum-Distribution Centres at Panihati, Kolkata, 

Bengaluru, Ahmedabad and Guwahati entertained orders received in their 

respective regions, viz. Eastern, Southern, Western and North-Eastern. The 

requirements of the Northern Region were met by the NCERT headquarters at 

New Delhi. As a part of the work related to dissemination of information, the 

Publication Department participated in the following book fairs on the dates 

shown against each. A special discount @ 10% was offered to customers on all 

the purchases during the under mentioned fairs. Our publications were in great 

demand. 

Public Relations Activities 

Publication Department participated actively in various book fairs during 2010- 

11 with the Public Relations unit carrying out publicity campaign in the print 

media. The stall of NCERT at the Book fair saw a huge rush of visitors evincing 

keen interest in NCERT’s publications. Wide publicity was given to it by the 

National media for the 37th Jawaharlal Nehru National Science Exhibition for 

Children (JNNSEC) held at Jaipur. Campaign was also launched by the PR Unit 

for disseminating information about the New Releases (publications) of NCERT. 

The PR Unit is rendering active assistance and coordinating with the concerned 

authorities in the timely publication of NCERT News Letter. 


Details of Book Fairs in which Publication Department participated 

during the year 2010-11 

S.No. Name of the Book Fair Place Duration 

1. Kendriya Vidyalaya Book Fair Guwahati 6 to 9 September 2010 

2. RPDC, NCERT Book Fair, RPDC, 3 to 7 November 2010 

Bengaluru Bengaluru 

3. 37th Science Exhibition, 

Jaipur-2010 

Jaipur 25 to 30 November 2010 

4. Rajdhani Book Fair-2010 Bhubaneswar 1 to 12 December 2010 

5. 12th North-East Book Fair Guwahati 10 to 21 December 2010 

6. 18th State Level Science 

Congress 

Mysore 10 to 12 December 2010 

7. 4th Thiruvananthapuram Thiruvanan- 18 to 26 December 2010 

Book Fair thapuram 

8. 16th Delhi Book Fair Pragati Maidan, 25 December 2010 to 

New Delhi 2 January 2011 

9. Kolkata Book Fair Kolkata 26 January to 

6 February 2011 




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138 

21. Hindi Cell 

The Hindi Cell of NCERT ensures compliance of the orders, 

instructions from time to time regarding Official Language 

Rules issued by the Government of India and the use of 

Hindi in administrative as well as academic work of the 

Council. In fact, the cell plays a significant role in providing 

administrative help, training and facilities for translation to 

all the departments of the Council. 

With the enforcement of the Constitution on 26 January 1950, Hindi became the 

Official Language of the Union of India according to article 343 of the Constitution. 

Government of India was entrusted the responsibility of promoting the status of 

Hindi. Subsequently, the Official Language Act, 1963 came into existence. Since 

then Ministry of Home Affairs continuously issues orders for the use of Hindi as 

Official Language. After the formulation of Hindi as Official Language (use for 

Official purposes of the Union) Rule 1976 was enacted. 

The NCERT is making all efforts to follow the orders, rules and resolutions 

passed by the Department of Official Language of Ministry of Home Affairs for 

the promotion of Hindi language. For this purpose Hindi Cell was created in 

NCERT to ensure the maximum use of Hindi in the official work. 

The Hindi Cell of NCERT ensures compliance of the orders, instructions from 

time to time regarding Official Language Rules issued by the Government of 

India and the use of Hindi in administrative as well as academic work of the 

Council. In fact, the cell plays a significant role in providing administrative help, 

training and facilities for translation to all the departments/constituents etc. of 

the Council. 


Official Language Implementation Committee Meetings 

To promote the use of Hindi in the Council, to ensure the proper implementation 

of the Official Language and to review and discuss the progress of Hindi during 

the quarter, the meetings of Official Language Implementation Committee were 

held on 30 June 2010, 19 October 2010 and 4 March 2011. During these 

meetings decisions and follow up actions of the last meetings were discussed 


under the chairmanship of Director, NCERT. The quarterly progress reports of 

the progressive use of Hindi during the previous quarters were also reviewed in 

these meetings. Similar meetings were also organised in the Regional Institutes 

of Education. 

Hindi Fortnight Celebration 

Hindi Fortnight was organised in the Council from 14-30 September 2010. 

The following competitions were held under this programme: 

� Hindi Noting and Drafting 

� Hindi Essay 

� Hindi Writing 

� Hindi Translation 

� Hindi Typing 

� Hindi Debate 

� Hindi Poetry 

A winner being awarded by Professor G. Ravindra, Director (in-charge), NCERT 

The employees of the council took part in the above competitions with great 

enthusiasm. The winners were awarded the cash prizes and commendation 

certificates by Professor G. Ravindra, the I/c Director of the Council, 

Organisation of Hindi Workshop and Inspection 

To promote the use of Hindi and to develop skill and proficiency in Hindi, workshops 

were organised for Administrative staff of the Council on 18 June 2010; for Assistant 

Programme Coordinators and Accountants on 30 November 2010; workshop for 

the staff of the Regional Institute of Education, Mysore on 22 March 2011 was also 

organised. Some official language inspections were also carried out for different 

departments/sections and constituents of the Council. During inspections the 

officers/employees of different departments and sections were briefed about their 

shortcomings and suggestions were made to improve them. 




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140 

Hindi Typing and Stenographic Assistance 

Hindi Cell provided Hindi typing facility and Hindi Stenographic Assistance to 

the Sections/Departments/Divisions of the Council Headquarters where these 

facilities are not available. 

Hindi Translation 

Hindi Cell translated the English documents, circulars and letters received from all 

the sections/departments etc. of NCERT into Hindi alongwith the documents which 

come under the provisions of article 3(3) of the Official Language Act 1963, viz. 

office orders, memorandum, circulars, press notes, reports related to accounts and 

administration, agenda and minutes of different committees, etc. of the Council. 

The Quarterly Progress Reports 

The data of progress regarding the use of Hindi in administrative work of all the 

Departments/Sections/RIEs of the council were collected and compiled every 

quarter. The final quarterly progress Reports were sent to the Ministry of Human 

Resource Development and Department of Regional Implementation Office (Delhi), 

Department of Official Language, Ministry of Home Affairs, Government of India 

in a consolidated form. 


22. Central Institute of 

Educational Technology 

Central Institute of Educational Technology is a premier 

institute which contributes significantly to the field of 

educational technology by conducting research, organising 

training and developing academic resources. CIET is 

exploring new ICTs to enhance quality of school education. 

CIET is involved in developing ICT Policy for School 

Education, assisting MHRD in developing scheme for 

national awards for teachers using ICTs in their teachinglearning 

process. It is developing linkages with national 

and international level organisations working in the field of 

Educational Technology. CIET is guiding and strengthening 

State Institutes of Educational Technologies in creating econtent, 

training Instructional Designers for e-content, etc. 

The Central Institute of Educational Technology, a constituent of the NCERT, is 

a premier institute in the field of educational technology. It aims at utilisation of 

technologies of education, especially information and communication 

technologies (ICT), to enhance realisation of educational goals. Other important 

technologies employed are educational audio-video media, conferencing through 

EDUSAT and other cyber media to extend reach and improve quality of 

educational messages. The institute is experimenting with technologies viz., 

mobile phones, multimodal usage of computers, online learning, and 

familiarisation with web 2.0 tools, etc. 

The institute undertakes research and evaluation studies to assess needs, 

prepare profiles of target groups, monitoring programmes to improve their 

effectiveness; design and develop materials with emphasis on development of 

educational audio-video programmes and learning objects. It plays an important 



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role in capacity building of teachers and educators and those involved in 

production of software for them. In addition, the institute has the responsibility 

of coordinating the activities and undertaking capacity building of the personnel 

of six State Institutes of Educational Technology (SIETs) across the country. The 

institute carries out dissemination of its products through telecast/broadcast 

and simulcast (through various channels) of its programmes on Doordarshan, 

DD Bharati, Gyan Darshan and Gyan Vani Channels and through distribution 

of CDs, organisation and participation in festivals of media programmes, 

exhibitions etc. It utilises the EDUSAT network of 100 Satellite Interactive 

Terminals (SITs) with independent Hub for training, conferencing and live telecast 

to extend its reach to large number of functionaries and children. Moreover, it 

collaborates with several national and international organisations to share 

experiences, products and expertise to promote usage of educational 

technologies. 


RESEARCH 

Comparative Study of Various Mode of Training of Teachers/Educators 

on Action Research in Educational Technology 

The study was undertaken to measure the effect of different mode of training of 

teacher-educators. The purpose of this study was to provide teacher educators 

with the knowledge and skills to integrate Action Research as a teaching and 

problem solving methodology. Under the study three modes of training viz., faceto-face, 

videoconferencing and online course were used. A face-to-face training 

programme was organised from 26 to 29 July 2010 at NIE, New Delhi. In all, 

24 participants from different SCERTs attended the training. 

The second mode of training viz. an online course of six-week duration and 

of two credits was also launched. Twenty two teacher educators from various 

states participated in the programme. The primary goal of the programme was 

to present a conceptual framework within which participants may define 

operationally, acquire the knowledge and skills to successfully use action research 

in the classroom. Each participant planned an action research project and 

submitted the report. Each module was designed for one week (about 2 hours 

per week). A new module was uploaded every week. There was one hour 

synchronous communication as well. Two virtual meetings were organised during 

this period. First virtual meeting was held on 11 December 2010 from 

7 to 8 p.m. Professor Vasudha Kamat, JD, CIET, interacted with the participants 

on Educational Technology. The second virtual meeting was organised with 

Professor Robert Dick, University of Brisbane, Australia, on 18 December 2010 

from 10 a.m. to 12.30 p.m. In both the virtual meetings the trainees participated 

in synchronous communication mode. 

The third mode was a workshop-cum-orientation programme through 

videoconferencing organised at CIET from 27 to 30 January 2011. Two hundred 

teacher-educators attended the programme at 12 EDUSAT centres located in 

10 states across India. These centres were at nine SCERTs – Madhya Pradesh, 

Bihar, Chhattisgarh, Delhi, Haryana, Maharashtra, Punjab Uttarakhand, 

Rajasthan, CBSE — Allahabad, Kendriya Vidyalaya at Lucknow and Jabalpur. 

In all the modes the participants prepared the proposals on various areas of 

Action Research in Educational Technology. 


Comparative Study of ICT Curricula in States and UTs 

The research study was initiated with the objectives to finalise the ICT curriculum 

for schools (Grade VI to XII). During the meeting held in March 2010 state 

representatives had suggested that the curriculum be finalised at the central 

level by the core team and then the draft be sent to all the states for their comments 

and suggestions. The draft curriculum has been prepared. 

Feedback Study of Educational Audio and Video Programmes produced 

by CIET 

The major objectives of the study were to assess the strengths and weaknesses of 

the audio and video programmes produced by CIET and to collect children’s 

feedback and comments for future production of audio-video programmes. The 

programmes were selected on different themes so that the children can enjoy 

variety during field testing visits. In each month, two video and two audio 

programmes each were filed tested. Thus in a year, 48 educational programmes 

(24 audio and 24 video programmes each) were field tested. A book as a token 

gift was given to each children who were included in the sample and had provided 

feedback on CIET programmes played back with them. The report of the study 

is being prepared. 

DEVELOPMENT 

Development and Transmission of (Recorded and Live) Video Support 

Materials on Curricular Areas and other Themes Pertaining to Different 

Stages of Education 

In all, 219 ETV programmes were produced during 2010-11. The major 

programme series that were produced include, ‘dance a way of expression’, ‘yoga 

for children’, ‘video manual for upper primary Mathematics kit’, ‘illustrated stories 

from textbooks’, ‘animated stories for children’, ‘Low Cost Teaching Aids (LCTAs)’, 

‘science toys’, ‘Origami’, ‘media literacy’, ‘child psychology’, ‘English language 

teaching and learning’, ‘interviews and programmes on great personalities like 

Shri Adoor Gopalakrishnan—renowned film maker’, ‘Pandit Debu Chaudhury— 

Sitar Maestro’, ‘Ms. Sonal Mansingh-classical dancer’, ‘Ms. Jayshree Ishwarrenowned 

Bharatnatyam dancer’, ‘Professor Aparna Basu—a women rights 

activist’, ‘Polar woman Dr. Devyani Borole’, ‘writer Krishna Sobti and Shri Agyeya’, 

etc. As usual transmission slots were fed on, Channel DD-1, Gyan Darshan and 

DD Bharati. Capsules for transmission were prepared 23 per month for primary, 

31 per month for secondary and senior secondary level and 31 per month for 

teachers on DD-I. Also, 178 capsules per month were prepared for 4-hour slot a 

day on Gyan Darshan channel. Educational activities held at NCERT and outside 

NCERT were also covered by CIET under the programme. 

Examination Helpline 

Live discussions on various subjects for Classes X and XII were taken up before 

school board examinations. Students asked questions through telephones, 

emails, FAX and mobile messaging services (SMS) to which experts responded 

promptly from CIET studios. 

Live Telecast 

Live phone-in programmes were telecast on Gyan Darshan channel from 

3.00 p.m. to 4.00 p.m. during the summer vacations as part of Bal Utsav 




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144 

celebration in May-June 2010 and before school board examination as examination 

help line in December 2010 to February 2011. CIET planned a live telecast on 

every Monday, Wednesday and Thursday from 3.00-4.00 p.m. on Gyan Darshan 

channel from 10 May to 30 June 2010. The idea behind the live telecast was to 

engage students actively with television and learn different concepts. Through this 

students got an opportunity to interact with experts from various fields. The live 

telecast also provided them a forum to express themselves and share their thought 

with others. Some children also participated in the live shows along with the experts. 

They created a good interactive atmosphere during each presentation. This interactive 

programme was planned on the following topics: 

�� Do it yourself (Monday) 

The programme was intended to enhance creativity of children and promote 

learning. The topics related to creative arts were taken up in the live shows 

included puppet making, creation of children’s newspaper, science model 

making, painting, paper craft, etc. They not only learnt the art of making 

things but also interacted with the experts through a toll free telephone. 

�� Creative expressions (Wednesday) 

Children learnt the art of expressing their feelings and thoughts through 

music, dance and theatre, etc. Experts like Pandit Debu Chaudhary, Malini 

Awasthi, Ashish Ghosh, Subhash Kant, Dr Pratik Chaudhary interacted with 

the students and shared their rich experiences. 

�� Computer Pathshala (Thursday) 

The series created awareness on usage of open source software and sensitised 

students on various educational, ethical issues related to computers and 

networking. 

Bal Utsav 

A series of workshops on six themes were conducted for the wards of NCERT 

employees during the summer vacations. These were of 5 to 10 days duration 

and included, making and manipulation of puppets, computer pathshala, 

Bal Utsav 2010 young trainees shooting educational ETV Programmes 

during workshop on video production at Bal Utsav 2011 


introduction to TV programme production, introduction to audio programme 

production, feedback on CIET’s video and audio programmes and grass root 

comics: a way of expression. 128 children participated in these workshops. 

Development of Scripts for Audio and Video programmes 

Preparation of educational audio and video scripts for production is a major 

function of CIET. The emphasis of the scripts was on enrichment and hard spots 

related to various curricular areas. In all 179 scripts were developed during the 

year 2010-11. The major series of scripts developed were: Vatayan Series under 

the Sanskrit subject; Yoga, Dance, Quiz; Jnanpeeth Awardees; Pattron ke Uttar; 

Famous Personalities; Interview based programmes; Series on Folk tales; Upper 

Primary Science Kit for Teachers; Art Education; General Awareness; etc. 

Production and Digitisation of Audio/Radio Programmes 

Fifty three audio programmes were produced during the year. Important series 

produced were eminent personalities (4 programmes) such as Mirza Ghalib, 

Dr Sam Pitroda, JRD Tata, Dhiru Bhai Ambani, Marie Gold— English Language 

Textbook (5 programmes), Bahuroop Gandhi (4 programmes), Indian Folk Tales 

(4 programmes), Songs on children based on various issues like environment, 

day to day crisis of life etc, (10 Programmes), programmes on children’s creative 

writing (18 Programmes), programmes based on the scripts developed by teachers 

(8 programmes) and media studies (8 programmes). Besides, 85 chapters of 

NCERT textbooks for Classes IX and X were recorded and uploaded on CIET 

website as a part of development of audio books. One thousand radio 

programmes were digitised during the year. 

i- Radio of CIET on World Wide Web (UMANG on WWW) 

The CIET started a WWW radio on 4 June 2010. Prior to the launching of iradio, 

a workshop was organised from 31 May to 4 June 2010 in collaboration 

with Commonwealth Media Centre for Asia (CEMCA), Commonwealth of Learning 

(CoL) and Open University of Malaysia (OUM). 

CIET e-Newsletter 

The CIET started publishing its quarterly e-newsletter since April-June 2009, 

under the project ‘Dissemination of Information about CIET Activities and 

Educational Technology Initiatives’ through e-Newsletter was done. The institute 

continued to publish e-Newsletter on CIET website. During 2010-11 four issues 

of quarterly e-Newsletter were published in the months of June, September, 

December and March. 

Designing and Development of Learning Objects in Science, Geography 

and Mathematics for the Secondary Stage of Education 

The programme focused on e-content development. Eighty learning objects, 41 

in Science and 39 in Geography for Grade IX and X have been developed. These 

will be available on the CIET website and sale counter for wider dissemination. 

Development of a Resource Manual for Educational Games in Different 

Curricular Areas at Primary Stage for a Video Series of Quiz Programmes 

A manual of educational games in different curricular areas for a series of video 

programmes has been developed. The manual is a rich content and pedagogic 

resource for primary teachers. Based on the manual of educational games, 




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146 

55 video scripts were developed under the series Prashnottry Khelon Wali. 

Children from schools of Delhi administration and MCD schools participated in 

the series. 

Exemplar Experiments and Investigations in the Secondary and Senior 

Secondary Stage Biology Utilising the ICT 

Five scripts for video programmes on various themes of the senior secondary 

classes have been researched and written under the project. The themes/titles 

developed were: 

(i) DNA-Archive of Life’s Secrets 

(ii) Sufi Shayar Bulle Shah 

(iii) How Firefly Glows 

(iv) Acharya Jagdish Chandra Bose 

(v) Rajasthan ki Rajat Boonde 

(vi) Venkataraman Ramakrishnan 

(vii) Discovery of Brain Cells: Santiago Ramanycajal and Camillo Golgi 

(viii) Charlie Chaplin: King of Comedy 

(ix) Vishwa Ajuba: Taj Mahal 

(x) Watt Disney: who showed the power of drams 

(xi) Thomas Alva Edison: The Story of Gramophone 

(xii) Charles Darwin: Epic Voyage in Board HMS Beagle 

(xiii) Chromatography for Separation of Pigments of Variegated Leaves 

Development of Media Studies Book (Class XII) and Media Studies 

manual 

A textbook on media studies was developed for Class XII along with manual on 

media studies. The textbook and manual is under publication. 

TRAINING 

Orientation of Teachers and Teacher Educators through EDUSAT 

Teleconferencing on Various Aspects of Educational Technology and 

other Content Areas 

Two orientation programmes were organised for the trained graduate teachers 

of Mathematics from KVs, JNVs, CBSE affiliated schools and state board schools 

from 12 to 14 January 2011 and 3 to 5 February 2011. The objective of the 

programme was to teach various topics in Mathematics at different levels, to 

acquaint the participants about Continuous and Comprehensive Evaluation and 

to demonstrate the use of teaching aids for teaching various topics of Mathematics. 

For the first time the teachers of state board schools were orientated through 

EDUSAT video conferencing. Seven hundred fifty teachers were invited at 

30 centres under NCERT-EDUSAT network, both from Hindi speaking states 

and non- Hindi speaking states. An e-group (yahoo group) was created and 

participating teachers were invited to join and contribute. The programmes 

contained interaction with subject experts including textbook authors and also 

hands-on activities with all participating teachers. The instructions for the 


off-line group work and reading material including powerpoint presentations 

and other enrichment material were sent to all teachers through the yahoo group. 

Resource persons from SCERT Haryana, Delhi University, CBSE subject 

committee, DESM (NCERT) discussed on topics of Mathematics of the Classes VI 

to XII. The use of teaching aids and models were also demonstrated. The findings 

of the study shows that all the modes of training used for experiment were found 

to be significantly effective at post-test level. The mean differences of pre-test and 

post-test scores were found to be 4.88, 7.16 and 7.19 respectively. While 

comparing the three modes of training online course was rated to be most effective 

(mean score 5.38) followed by face to face mode (mean score 4.85) and video 

conferencing (mean score 1.85) was rated as least effective among the three modes. 

Training of Mentor-Coordinators and Mentors in the Use of ICT for 

Teaching-learning Process in Schools 

The programme was conducted to train Mentor-Coordinators for training the 

mentors in integrating ICT in schools, to initiate cooperative and collaborative 

learning process through the use of ICT tools among Mentor-Coordinators and 

to help Mentor-Coordinators to create and disseminate learning resources 

through face-to-face mode and EDUSAT network. 

In phase I, a five-day orientation programme on use of ICT for teachinglearning 

process in schools was held at SCERT, Tripura from 20 to 24 December 

2010. The programme focused on awareness, creation, sharing and dissemination 

of ICT resources for effective teaching and learning in schools. Besides, the 

participants were trained to use Web2.0 tools for collaborative and cooperative 

learning purposes. The participants during the hands-on sessions created blogs, 

joined yahoo group and worked on wikispace to facilitate creation and sharing 

of resources among themselves. The practical sessions on various ICT tools were 

organised at Kendriya Vidyalaya No.1, Kunjaban, Agartala (Tripura). Resource 

support for this training programme was provided by CIET, NCERT. Twenty 

seven faculty from SCERT, DIETs and teachers of secondary schools of Tripura 

participated in the programme. 

In phase II, live video conferencing was organised from CIET studio from 

3 to 8 January 2011. One hundred and eighty participants from SCERTs, DIETs 

and secondary schools from nine states/UTs namely, Assam, Andhra Pradesh, 

Chandigarh, Kerala, Madhya Pradesh, Punjab, Puducherry, Gujarat and 

Maharashtra participated in the programme. The 6-day programme focused on 

awareness, creation, sharing and dissemination of ICT resources for effective 

teaching and learning in schools. Besides, the participants were trained to use 

Web2.0 tools for collaborative and cooperative learning purposes. The participants 

during the hands-on sessions created blogs, joined yahoo groups and worked 

on wikispace to facilitate creation and sharing of resources among themselves. 

The practical off-line sessions on various ICT tools were organised at respective 

EDUSAT centers with the help of the local academic and technical coordinators. 

Resource support for this training programme was provided by CIET NCERT. 

In phase III, a programme of five days duration was organised from 

7 to 11 March 2011 at Port Blair in collaboration with the State Institute of 

Education (SIE), Andaman and Nicobar Islands. Twenty participants from SIE, 

and secondary schools from Andaman and Nicobar Islands participated in the 

programme. The five-day programme focused on awareness, creation, sharing 

and dissemination of ICT resources for effective teaching and learning in schools. 




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Besides, the participants were trained to use Web2.0 tools for collaborative and 

cooperative learning. The participants created blogs, joined yahoo groups and 

worked on wikispace to facilitate creation and sharing of resources among 

themselves. Also the participants worked on Google Earth and created e-content 

using free and open source softwares i.e., eXe and the participants prepared 

unit plans using web tools. Resource support for the training programme was 

provided by the institute. E-groups (Yahoo) were created and training resources 

uploaded on these groups. The participants are now continuously interacting 

through these groups. 

Training of Teachers in Media Studies 

The media construct and circulate information and organise perception through 

sound, screen and print form which help to shape our sense of self and our 

relationship with the society. Students now a day are surrounded by media 

messages. These messages not only entertain them but they learn a lot through 

this constant flow of messages in their life. Teachers who acknowledge this reality 

have the opportunity to connect with their students in new and meaningful ways. 

Taking cognizance of the fact that teaching in media saturated environment poses 

a great challenge as well as enormous opportunities, the institute organised a 

training programme on Media Studies for Kendriya Vidyalaya teachers in two 

phases. Four training programmes were organised to train teachers in Media 

Studies. The first two training programme were organised from 25 to 27 August 

2010 and from 7 to 9 September 2010 for public school teachers of Delhi. The 

third phase programme was organised from 23 to 25 November 2010 and the 

second programme from 1 to 3 December 2010. The training programmes focused 

on the topics: creating media messages; integration of media with school subjects; 

exploring new media; and introduction to media clubs. Post Graduate Teachers 

of languages and social sciences were invited to attend the training programme. 

Participants were introduced to make use of new media tools like wikieducator, 

blogs, Yahoo and Google groups, Skype, blogs, picasa etc. Teachers created their 

own blogs and joined groups which were created for them. Teachers also wrote 

scripts on various topics like impact of media on children, integrating media 

with languages, global warming, understanding advertising, students and social 

media, role of a teacher, career counselling, etc. They also developed scripts related 

to their own subject under the guidance of experts. A blog on media in schools 

was created wherein teachers share their experiences. 

Workshop-cum-Training Programme on Video Production for M.Ed. 

Students of RIEs 

Two workshop-cum-training programmes of five days each on video production 

for M.Ed. students were conducted at RIE, Ajmer from 28 February to 4 March 

2011 and at RIE, Bhopal from 7 to 11 March 2011. During these workshops, 

M.Ed. students were made aware of the various themes i.e., steps of ETV 

programme production, school telecast by CIET, script writing and appreciation 

of educational television programmes. Nine scripts were finalised for shooting 

and shooting on all nine scripts were done during the workshop. Four video 

programmes were edited at RIE, Ajmer since Adobe Premier Editing software 

was available there. Other five programmes have been edited at CIET and edited 

programmes have been provided to RIEs as well. Twenty nine students of RIE, 

Ajmer and twenty seven students of RIE, Bhopal participated in the workshops. 


EXTENSION 

16th All India Children’s Educational Audio-Video Festival-2011 

The 16th All India Children’s Educational Audio-Video Festival-2011 was 

organised at NIE, New Delhi from 18 to 21 January 2011. A pre-festival workshop 

on Virtual Studio and Chroma Key Techniques was organised on the first day of 

the programme. Thirty media personnel including producers, cameramen and 

engineering staff from CIET and SIETs attended the workshop. The festival was 

inaugurated on 19 January 2011 by renowned film personality Padma 

Vibhushan Shri Adoor Gopalakrishnan. The festival also celebrated the Indian 

and International Panorama which was inaugurated by Shri Parsuraman, 

Director, UNESCO, India on the same day. 

On the occasion of the 16th All India Education 

Festival, Shri Adoor Gopalkrishnan releasing a 

set of Audio CDs 


Shri Rajat Sharma, Chairman India TV, 

releasing a Video CD, ‘Bharat Ke Mahan 

Vibhutian’ 

One hundred and nineteen audio-video entries from the categories of preprimary, 

primary, upper primary, secondary and senior secondary, teachers, 

student production, puppet and animation were previewed in 12 sessions from 

19 to 21 January 2011 by the participants of this festival. Each session was 

chaired by eminent educationist and media expert. Shri Rajat Sharma, Chairman 

of India TV, was the chief guest of valedictory ceremony. He also distributed the 

prizes to the winners in best audio and video productions. 

Promoting Visual Communication and Creative Expression 

among Children 

To promote visual communication and 

creative expression among children, CIET 

organised All India Photography Contest for 

Children. The contest was open to all 

students/candidates of ages 12-18 years from 

formal, non-formal, private and government 

schools from all states and Union Territories 

of the country. Six hundred and eighty entries 

were received from all states and UTs of India. 

A jury of experts selected 25 photographs for 

each theme, totaling 100 photographs. The 

results were announced on the CIET website. 

The certificates of commendation have been 

given to the winning contestants. 

Gilli Danda 

A photo by B. Amar Singh, KV, Kanchanbagh, 

Hyderabad is judged one of the best 



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150 

Games and Sports in India 

Mohit Kumar Gautam, KV, Sector 

31 D, Chandigarh 

Three other photographs from the contest 

Save trees otherwise there is deforestation 

Mitanshee Srivastava, KV, Jabalpur 

Go Green Grow Green 

Isham Verma, Modern School, New Delhi 

Developments of Catalogues, Brochures and Dissemination of 

Educational Media Programmes 

The project aims at disseminating CIET products (educational audio, video and 

multimedia programmes) through sales. The sale counter at CIET is strengthened 

through the project. In addition to this outlet, CIET displayed its products and 

activities at World Book Fair, Delhi Book Fair, World DIDAC-2010 at Bombay 

Exhibition Centre, Mumbai and at Jawaharlal Nehru National Science Exhibition 

for Children held at Jaipur. About sixty thousand CDs containing educational 

audio, video and multimedia programmes were disseminated in the year 2010- 

11 through sales mechanism and as complementary copies to individual users, 

schools, governmental and non-governmental organisations. 

A workshop was organised for the vetting of CIET’s media programmes for 

their dissemination through sale in the subject areas— Arts and Aesthetics, 

Science, and Hindi Language. Vetting of 125 programmes i.e., 46 audio and 

79 video programmes were done during the meeting. The division organised 

regular visits of D.Ed., B.Ed., M.Ed. and ET students of various teacher education 

institutes. More than 500 students and their faculty visited CIET. In addition to 

this the participants of International Diploma Course of NUEPA and International 

Institute of Educational Planning, UNESCO, Paris also visited CIET and interacted 

with faculty. 

Maintenance of CIET website 

Under the programme CIET kept its website updated. A special website was 

created for the 16th All India Children’s Educational Audio-Video Festival which 

provided information on the rules and regulations of festival as well as programme 

and awards. Similarly webcast of all live programmes conducted during the 

Bal Utsav (May-June) as well as Examination Helpline (December 2010 to March 


2011) done on CIET website. Website also provides information about the 

catalogue of audio-video programmes available for sale, e-Newsletter and about 

the programmes (workshops, training seminars, etc.) to the stakeholders. The 

inaugural lecture of NCERT Golden Jubilee Educational Technology Lecture 

series delivered by Dr Sam Pitroda was webcast live on CIET website on 29 March 

2011. Being an interactive website, clientele groups were provided opportunity 

to send their nominations online for various training programmes. 

CIET Educational Technology Lecture Series 

As a part of celebration of NCERT Golden Jubilee Year, CIET organised Educational 

Technology Lecture Series. The inaugural lecture was delivered at NIE, New Delhi 

on 29 March 2011 on ‘Open Educational Resources (OER) for School Education’ 

by Padma Bhushan, Dr Sam Pitroda, Adviser to Prime Minister on Public 

Information Infrastructure and Innovations. About 250 academics from various 

field and organisations (Faculty from NCERT, NUEPA, JNU, GGIP University, JMI, 

CCS University, DU, principals and teachers of neighbouring schools of Delhi) 

participated in the programme. The programme was also simulcast (through various 

channels) live on Gyan Darshan, webcast on CIET website and telecast on 

100 Satellite Interactive Terminals (SITs) under the EDUSAT network of CIET- 

NCERT located in 30 states and UTs. The interactive session at the end of the lecture 

provided a platform for academics to interact with the speaker. 


Dr Sam Pitroda delivering a Lecture on Open Educational Resources 

during the Golden Jubilee Year celebration of NCERT 

Computerisation of CIET Technical Store 

CIET has been involved in the activities of media programme production and 

transmission, content distribution/sale in the form of CDs/DVDs. In the process 

of programme production, transmission and content distribution, CIET technical 

store plays a major role for procurement of technical equipment and providing 

the facilities required for programme production, etc. The automation/digitisation 

of technical store has been completed. Now the store is more user friendly and 

modern as well. 

CIET-SIETs Coordination Meetings 

CIET organises meetings at regular intervals to advise and coordinate academic 

and technical programmes of six State Institutes of Educational Technology. 



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The objective of these meetings is to offer guidance for implementation of various 

programmes and policies related to ET and ICT. A coordination meeting was 

organised from 22 to 24 November 2010 at NIE, New Delhi. Forty one participants 

including Director, Deputy Production in-charge and Engineering in-charge of 

SIETs, representatives from MHRD, faculty members and engineering staff of 

CIET attended the programme. The issues discussed in the meetings were: 

organisation of coordination committee meetings at regular intervals; planning 

of academic programmes of SIETs; replacing obsolete items/equipment of SIETs 

with new equipment; development of SIET’s websites and its maintenance on 

regular intervals; issues related to telecast and broadcast of audio-video 

programmes produced by SIETs; and development of multimedia learning 

programmes and launching of a 24 × 7 ETV channel. 

The SIETs were advised to plan their academic programmes and get them 

approved from the concerned state committees. Thereafter, the plans could be 

sent to MHRD for obtaining necessary financial grants for production of ETV, 

educational radio and multimedia programmes. Besides that, a major focus was 

on ICT at Schools scheme implemented by MHRD and all the SIETs were asked 

to initiate necessary action in this regard. Action taken reports on issues raised 

in the previous meetings were also discussed and suggestions were given for 

further necessary action. It was also stressed in the meeting to strengthen the 

audio and video production and contribute for the upcoming 24 × 7 ETV channel 

planned by the CIET. SIETs were also advised to disseminate their products 

among the stakeholders and generate revenue for their institutes. 

Collaboration with NCERT Constituents and other Agencies (e.g. SCERT, 

SIE, University and NGO etc): 

� CIET in collaboration with HP established a Lab-in-box, a computer lab in 

the container, inaugurated by Shri Kapil Sibal, Hon’ble Minister of Human 

Resource Development, Government of India, on 2 February 2011. The Lab 

is placed on the lawns of CIET. 

� A ten-day training workshop was organised for children on Video Programme 

Production at National Bal Bhawan from 8 to 18 June 2010. The academic 

and technical staff of CIET oriented the children on various aspects of video 

programme production. The participating children produced 5 video 

programmes under the guidance of the CIET academic and production team. 

� Based on the demand from SCERT, Kerala, CIET organised a five-day 

workshop on instructional design on development of multimedia programme 

for teacher educators of Kerala from 13 to 17 December 2010 at SCERT 

Thiruvananthapuram. 

� SCERT, Tripura and SIE, Andaman and Nicobar Islands collaborated with 

CIET for organisation of training programme for mentor coordinators in use 

of ICT for teacher learning in schools from 20 to 24 December 2010 and 

7 to 11 March 2011 respectively. 

� In collaboration with Commonwealth Educational Media Centre for Asia 

(CEMCA) organised a two-day workshop for SIETs on Quality Assurance 

for Multimedia Learning Material (QAMLM) at SIET, Pune from 21 to 22 

October 2010. Twenty participants from six SIETs and CIET attended 



Visitors to CIET 

In all 1123 visitors from various universities, colleges, schools, institutions, nongovernment 

organisations from different part of the country and abroad visited 

CIET. Apart from their orientation on multifarious activities of CIET, select audiovideo, 

multimedia programmes were played back to the participant and a visit to 

technical areas was arranged for hands-on in audio-video studies and EDUSAT 

facilities. 


Educational visit of cadets of Airforce to the studios at CIET 


� A Study of Infrastructural Facilities for the ICTs and use of ICTs in Education 

at DIETs in Tribal Districts of India. 

� Development of Puppets Exhibition Centre. 



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NCERT 

23. Pandit Sunderlal Sharma 

Central Institute of 

Vocational Education, Bhopal 

Pandit Sunderlal Sharma Central Institute of Vocational 

Education (PSSCIVE), Bhopal, a constituent unit of the 

NCERT, is an apex level research and development institute 

in the field of vocational education in the country. It provides 

academic and technical support to a variety of vocational 

programmes and advises and assists the Central and State 

Governments and Union Territory Administration on the 

implementation of vocational education policies and 

programmes. 

Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE), 

Bhopal, a constituent unit of the NCERT, is an apex research and development 

institute in the field of vocational education in the country. It provides academic 

and technical support to a variety of vocational programmes and advises and 

assists the central and state governments and Union Territories on the 

implementation of vocational education policies and programmes. 

The PSSCIVE, Bhopal is engaged in multifarious activities which may be 

broadly categorised into development, training, research and evaluation, 

extension and dissemination in the field of vocational education. It is also a centre 

of UNESCO’s International Project on Technical and Vocational Education 

(UNEVOC) in India. It provides academic and technical support for the realisation 

of the national goal of vocational education in fulfilling the human resource 

requirement for national development and the social requirements of employment. 

The specific functions of the Institute are to: 

� ensure the uniformity of patterns in the context of national system of vocational 

education; 

� maintain quality and standards (including those of teaching profession at all 

levels);

� study and monitor the educational requirements of the country as a whole in 

regard to preparing human resource for development, catering to the needs 

of research and other studies in the related and supportive areas; 

� look after the international aspects of vocational education and human 

resource development; 

� promote excellence at all levels of various types of vocational education 

programme, both formal and non-formal throughout the country; 

� undertake, guide and coordinate curriculum development, training, 

orientation, dissemination, extension, research and monitoring and 

evaluation relating to vocational education; 

� offer consultancy to state governments and other institutions in the areas of 

work experience and vocational education, both formal and non-formal; 

� advise and assist the Ministry of Human Resource Development, Government 

of India, State Governments, and UT administrations on the implementation 

of vocational education programmes; 

� function as the technical wing of the Joint Council of Vocational Education 

and the MHRD in all matters relating to vocational education and work 

experience; 

� promote, supervise and guide the establishment of a comprehensive 

management system for vocational education at different levels, i.e. national, 

state, district and institutional; 

� function as an overall national resource institution in the area of work 

experience and vocational education programme, both formal and non-formal; 

and 

� establish equivalence of certificates and accredit vocational institutions 

keeping the quality parameters in view. 


RESEARCH 

A Study of Effect of Intervention on Career Awareness among Vocational 

Students 

The objectives of the programme were to study the level of awareness among the 

vocational students about the career options available in different areas; introduce 

different interventions to generate awareness about different career options among 

students; measure the effect of interventions on the level of awareness among the 

vocational students; and to compile career information for vocational students. 

The study was conducted on vocational students in the selected vocational schools 

of Bhopal district. The information collected from the students was analysed to 

determine the type of information students need to know in their vocational area/ 

course. On the basis of the findings of the pre-test, the intervention in the form of 

delivery of career talks, project work, group/panel discussion, case study etc. in 

different areas/courses related to vocational education was introduced. The effect 

of this orientation was assessed on the students through a post-test. A working 

group meeting was organised from 28 to 30 June 2010. The experts reviewed 

the research design and identified the roles and responsibilities of vocational 




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156 

teachers and the centre coordinator. Career guidance activities were organised 

in five schools running vocational courses at +2 levels. Vocational students of 

Class XI and XII and the vocational teachers from vocational areas of Home 

Science, Business and Commerce and Engineering and Technology participated 

in the programme. post-test was administered to the participants to assess 

enhancement in the knowledge level of students regarding opportunities after 

passing Class XII. 

Review of Class VIII Social Science Textbooks of NCERT with the Point 

of View to Integrate the Concept of Work-centered Education 

The objective of the programme was to review and finalise the work done in 

phase I. Experts from various institutions imparting WCE and teachers of Social 

Studies subject in schools attended the meeting organised from 23 to 27 August 

2010. Four books of Social Science subject of Class VIII were reviewed. In total, 

28 chapters on productive work/ activities were reviewed and finalised chapterwise 

for integration in Social Science textbooks of NCERT. This will have an impact 

on the improvement in teaching-learning of Social Science and replacing rote 

learning to some extent. 

Evaluation of Vocational Education in the State of Kerala 

The objectives of the programme were to collect first hand information from state 

officials, principals, teachers and students regarding various aspects of 

implementation; to ascertain whether the courses being offered are beneficial to 

the students in accordance to the emerging trends of challenging global job 

market; to study whether the courses need any modification/ improvements in 

curricula; and to analyse the problems and weakness if any, in the 

implementation of VEP. Two teams of three experts each visited various 

institutions offering vocational courses in the state from 23 November to 

7 December 2010 in order to collect necessary information. Four different 

questionnaires were used to gather the required information from officials of 

Directorate of VHSE, principals, teachers and students. In Kerala there are 

248 Government Vocational Higher Secondary Schools and 127 Private-aided 

Vocational Higher Secondary Schools. A total of 375 schools are functioning to 

offer vocational courses at +2 levels. A total number of 39 institutions were visited 

by the team. 

DEVELOPMENT 

Design and Development of PSSCIVE Website 

The objective of the programme was to design and develop PSSCIVE website. 

The website was developed and tested. The content of the website was audited 

for threats and vulnerability by an IT empanelled organisation for hosting on the 

NIC web server. After obtaining certificate of auditing, the content will be hosted 

on the NIC web server by replacing content of the website. 

Development of Teachers’ Resource Book — Common Diseases that Affect 

School Age Children: their Prevention, Detection and Management 

A working group meeting was organised for the development of the book from 

16 to 18 November 2010 at PSSCIVE, Bhopal. The objective of the programme 

was to develop the teachers resource book Teachers Guide for School Health 

Promotion. The resource persons were assigned different themes to write for the 


esource book. The book will contain material on management of diseases of 

school children, so that school management can make progress towards 

developing health promoting schools. 

Finalisation of In-service Pedagogy Training for Vocational Teachers 

Guidelines for Trainers 

The objectives of the programme were to review the draft guidelines developed 

by PSSCIVE for in-service pedagogy training for vocational teachers; to finalise 

the guidelines; and to discuss the strategies for the development of the content of 

the guidelines. The Institute developed a draft document titled ‘In-service 

Pedagogy Training Package for Vocational Teachers-Guidelines for Trainers’ to 

be used during the teachers’ training programmes. The working group meeting 

was organised from 22 to 26 November, 2010 and modifications suggested by 

the experts were incorporated in the guidelines. 

Development of Instructional Manual for Fish Culture Vocational Modular 

Curricula 

The instructional material contains five modules viz., Seaweed Culture, 

Freshwater Fish Culture, Brackish-water Fish Culture, Ornamental Fish Culture 

and Prawn Culture. The draft instructional materials are being reviewed by the 

experts. 

TRAINING 

Teachers Training Programme in Computer Technique 

The teachers’ training programme in computer technique was organised for the 

states of Goa, Karnataka and Maharashtra from 22 June to 1 July 2010 at 

Padre Conceicao College of Engineering (PCCE), Goa. The objectives of the 

programme were to impart content-cum-skill training in the newly framed 

syllabus of computer technique vocational course. The main topics which were 

included in the training were: Visual Basic, PHP, MySQL and Linux. Twenty nine 

teachers from the state of Goa, Karnataka and Maharashtra attended the 

programme. The sub-topics covered in the programme include: Networking 

concepts; TCP/IP Protocol; Network Topologies; Network Operating System– 

Linux; Networking in Linux; Installation and configuration of Linux and various 

Network Servers; Programming concepts; Java Script; Java; RDBMS–MySQL, 

PHP; Flash and Photoshop. 

Teachers Training Programme in the Area of Marketing and 

Salesmanship Vocational Course 

A teachers' training programme in the area of marketing and salesmanship was 

organised to impart content-cum-methodology training to the vocational teachers 

vocational course of marketing and salesmanship. It was held from 28 July to 

11 August 2010 at BSNL Training Centre, Kaimanam, Thiruvananthapuram. 

Twenty seven vocational teachers from the states of Andhra Pradesh, Kerala and 

Maharashtra participated in the programme. During the 15 days, the vocational 

teachers learned the core aspects related to marketing concepts, concepts of 

salesmanship, total quality management, case method of teaching in marketing, 

channels of distribution, sales management, marketing functions, motivations 

in marketing and salesmanship, modern advertising, sales organisation, stock 




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158 

marketing, etc. Field visits to Big Bazaar, Handicraft Exhibition, Ramachandran 

Textiles, Karal kadi Traditional Textiles and Beepapally Market for collection of 

sales data, to assess the marketing/ business environment, and to identify the 

product brands, etc. were arranged. Projects were allotted to each group. The 

participants collected the relevant data from different sources and submitted 

their project reports. Visit to Vocational Higher Secondary School for Girls, 

Thiruvallom, TVS-Mahindra Showroom and Service Station, Karimanam, Milma 

Milk Dairy, Thiruvallom and Techno Park were also arranged during the 

programme. 

Short Term Vocational Teacher Training Programme in Accounting and 

Auditing for Southern Region 

A teachers’ training programme in Accountancy and Auditing for the vocational 

teachers of Southern Region was held at the Department of Commerce, Annamalai 

University, Annamalai Nagar, Tamil Nadu from 9 to 23 August 2010. Twenty 

two teachers from the states of Andhra Pradesh, Karnataka, Tamil Nadu and 

Puducherry participated in the programme. The training programme had the 

component of Accounting, Auditing, Computer Training. Subject experts, 

industrialists and employers were involved in imparting training to the 

22 participants. For the field visit, participants were taken to the auditors offices 

and Anglo-French Textiles, Puducherry. 

Teachers Training Programme in the Area of Crèche and Pre-school 

Management 

The training programme in the area of Crèche and Pre-School Management was 

conducted from 1 to 15 September 2010 at PSSCIVE, Bhopal for the states of 

Maharashtra, Andhra Pradesh and Karnataka. The objectives of the programme 

were to provide content-cum-skill training in the identified areas of the vocational 

course; train teachers to design and develop activities for reading, writing and 

number readiness, play material designing and use of language and cognitive 

games for children. There were lectures on programme planning in ECCE, latest 

brain research in child development, identification of early science of special 

learning disability, behaviour modification in children, emergent literacy, basic 

elements of nutrition and food groups, nutrition from 0-6 years and food practices, 

nutrition for vulnerable groups, management of childhood diseases, multiple 

intelligence in children, and guidance and parent education. The hands-on-skill 

sessions were taken for designing cognitive and language games and activities 

and worksheets. Another session was held on puppet designing and developing 

stories. A theme party was organised by the participants for 20 children. Placement 

was done in pre-schools for two days for tryout of the material developed and for 

implementing the lesson plans. The participants filled-up an evaluation form of 

the training. 

Training on Entrepreneurship Development for the Vocational Teachers 

of Maharashtra and Punjab 

The objectives of the programme were: providing training on Entrepreneurship 

skills; learning the ways to develop entrepreneurial capabilities; and preparing 

teachers to develop the self employment tendency among school children. The 

training programme was organised from 3 to 10 September 2010 at Mumbai. 

The programme was attended by 29 vocational teachers. The topics like 


entrepreneurship values, entrepreneurship tendency, entrepreneurship 

orientation, entrepreneurship skills and business management were discussed. 

During the programme information on establishing industry was given by the 

organisations related to industries. Assistant Director and Trainers from Training 

Board, Maharashtra discussed issues related to trainers. Participants prepared 

posters and charts related to entrepreneurship guidance. Work groups prepared 

action plans for better implementation of entrepreneurship programme. 

Skill Training Workshop for SUPW Teachers of Southern State 

The objective of the programme was to provide experiential learning and skills 

training to the teachers of SUPW on activities related to work education. A fiveday 

training programme was organised at Madurai from 20 to 24 December 

2010. Various SUPW activities related to art, handicraft, food and nutrition, 

agriculture, health and paramedical, humanities and science were carried out. 

A visit was also made to make the participants aware of history. 

Teachers Training Programme in the area of Crop Production for 

Vocational Teachers 

The major objective of the programme, conducted for vocational teachers of 

Maharashtra, was to orient teachers with the latest methods and techniques in 

Crop Production. A ten-day training programme was organised from 15 to 24 

November 2010 at Dapoli, Maharashtra Thirty six vocational teachers/instructors 

attended the programme. Field visit to university farm, botanical garden, 

horticulture garden, poly-house, landscape garden, etc. were made for 

demonstration and hands-on-experience, to bring-out the awareness about the 

need and importance of VET in the states. Lectures were also taken on Competency 

based Training and Evaluation, School-Industry Linkage (SIL), On the Job 

Training (OJT) and establishment of Production-cum-Training Centre (PTC) in 

the schools. During the programme, discussions were made with teachers about 

the difficulties concerning VET in the states. 

Training Programme in Vocational Guidance for the Vocational Teachers 

from Minority Groups 

The major objective of the programme was to develop competencies in teachers 

rendering guidance services at the school level and to develop action plan for 

implementation of school guidance programme. The five-day training programme 

was organised from 11 to 15 January 2011 at PSSCIVE, Bhopal. The programme 

was attended by 83 participants belonging to minority groups from the states of 

Goa, Kerala, Punjab and Orissa. In the academic sessions resource persons 

discussed the topics related to vocational education and training, the need and 

importance of guidance and counselling, career information service, placement 

service, self- employment opportunities for vocational pass-outs, etc. The 

participants were given individual/ group assignments, such as preparation of 

career talks, charts, posters and school-wise action plan. Each participant 

presented career talk. 

Competency Based Skill Training Programme for Teachers of Agriculture 

Based Vocational Courses 

The objectives of the programme were to impart pedagogical skills training to the 

teachers in teaching agriculture based vocational courses and to impart 




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knowledge and skills in some basic competencies for improving their technical 

skills. The training programme was organised from 1 to 4 February 2011 at 

Hissar, Haryana. It was attended by 26 vocational teachers teaching agriculturebased 

vocational courses at Andhra Pradesh, Maharashtra, Jharkhand and Bihar. 

Lectures were also taken on Competency-based training, SIL establishment of 

PTC in the schools and difficulties concerning implementation of VET in the states. 

Visit has been arranged to provide exposure about different agriculture based 

vocational activities. 

Teachers Training Programme in the Area of Insurance Vocational 

Course 

The objectives of the programme were to impart methodology training in the area of 

insurance. A ten-day programme in the area of insurance vocational course was 

held at Seminar Hall, New Zealand Hostel, Aarey Colony, Goregaon (E), Mumbai 

from 8 to 17 March 2011. Twenty six vocational teachers and instructors from six 

regions of Maharashtra participated in the programme. During the ten-day period, 

discussions were held on the core aspects of implementation of VEP. Apart from the 

lecture-cum-discussions the participants visited Max New York Life Insurance 

Corporation, Birla Sun Life Insurance Corporation, Life Insurance Corporation of 

India and General Insurance Training Centre at Mumbai. 

Teachers Training Programme on Automobile Technology Trade 

With the objectives to orient the teachers about new development in the field of 

automobile technology and to develop the skills in repair and maintenance of 

automobile technology equipment, etc. a training programme was conducted at 

M/s Hero Honda Area Office learning centre from 21 to 23 March 2011. The 

programme was organised for the vocational teachers from Punjab, Madhya 

Pradesh and Chhattisgarh. The topics covered during the programme were repair 

and maintenance of two wheelers (motorcycle), engine and its component, CDI 

technology, carburetor setting, MF battery, F1 ignition, break, etc. Practical 

exercise was also conducted by the firm. Ten teachers from Punjab, 

Madhya Pradesh and Chhattisgarh participated in the programme. 

Workshop on Evaluation Techniques for the Teachers of Engineering 

and Technology based Vocational Courses 

A three-day workshop was organised with the objectives to familiarise vocational 

teachers with the parameters concerned with evaluation techniques and 

assessment in the area of engineering and technology. The programme was 

conducted from 28 to 30 March 2011 for the vocational teachers teaching 

engineering and technology based vocational courses at Kerala Institute of Local 

Administration (KILA), Thrissur. Important topics of evaluation such as evaluation 

technique, development of question bank, process of evaluation, grading system 

were discussed in the programme. Group work on development of question 

preparation was also done. 

Training of Vocational Teachers in Entrepreneurship Development 

The objectives of the training programme were: to provide training on 

entrepreneurship skills; learning the ways to develop entrepreneurial capabilities; 

and preparing teachers to develop the self-employment tendency among school 

children. The programme was organised for the teachers of Karnataka, Andhra 

Pradesh and Madhya Pradesh from 22 to 28 March 2011 at Pune. Topics like 


entrepreneurship values, entrepreneurship tendency, entrepreneurship 

orientation, entrepreneurship skills and business management etc. were 

discussed. During the programme information on how to establish an industry 

was given. Information on various financial plans was given by Credit Counsellor 

of Bank of Maharashtra. A discussion with Shri GNY More of More Modular 

Homes Pvt. Ltd. was also conducted to acquaint the teachers about the features 

of successful entrepreneurs. Work groups prepared action plan for better 

implementation of entrepreneurship programme. 

Minority-run-Institutions Teachers’ Training Programme on VET 

A three-day training programme was organised from 17 to 19 February 2011 at 

PSSCIVE, Bhopal. The objectives of the programme were to acquaint participants 

with the importance of VET for students of Minority institutions. Each participant 

developed an action plan for their institutions to run VET programme. Report of 

the programme will be sent to Minority Cell, NCERT for the feedback and 

suggestions for organising programmes in future. 

Minority Institution Teachers' Training Programme on Vocational Education and 

Training at PSSCIVE, Bhopal 

Capacity Building Programme on Vocational Education for the Key 

Functionaries of Puducherry 

The programme was initiated with the major objectives to develop strategies and 

action plan on vocational education programme and suggestions for introduction 

of vocational courses at Yanam and Mahe regions of Puducherry. A visit for 

identifying the initial requirements of Yanam and Mahe regions was organised 

from 26 to 27 August 2010 and 8-9 September 2010. In these visits, four types 

of structured schedules were prepared for collecting primary information from 

industrialists, Heads of the Institutions of Higher Secondary schools of respective 

regions. Secondary information from different departments such as Regional 

Administrative Office, Education, Agriculture, Fisheries, Animal Husbandry, 

Statistics, Employment, Industries Departments, etc. was collected. A capacity 

building programme on vocational education for the key functionaries of 

Puducherry was organised from 23 to 27 November 2010 at the Directorate of 

School Education, Puducherry. The key functionaries were Vice-principals, Head 




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Masters, Lecturers and Teachers. The participants learnt about VEP in India, 

vocational education at different stages of education, School Industry Linkages, 

On-the-Job Training, Self-Employment Schemes for Vocational Passouts, 

implementation of VEP at school level, guidance and counselling, student support 

system, implementation of VEP at district level. In this programme, a field visit 

was arranged to Kannagi Government Higher Secondary School, Villanur, 

Government Horticulture Farm, Madgadipet, K.K. Government Higher Secondary 

School, Kalitheertha Kuppam and Kamban Government Higher Secondary 

School, Nettapakkam. 

Orientation Programme on Performance Evaluation 

The orientation programme for the state of Goa was organised from 10 to 12 

November 2010 at Goa Board of Secondary and Higher Secondary Education, 

Goa. It was attended by 36 teachers from different vocational areas. Sessions 

were held on need of vocational education and training in India, different 

dimensions of VEP, Bloom’s taxonomy of educational objectives, continuous and 

comprehensive evaluation (CCE) and tools and techniques of evaluation. 

Participants were divided into four groups according to their vocational areas. 

The first group work deliberated on the format of CCE developed for VEP in the 

state. In another group work, different tools i.e., a rating scale, and a checklist 

was developed by the participants which was general in nature and could be 

used for all vocational subjects. Group work was presented by the groups and 

suitable modifications were made as per the suggestions given by the participants. 

Capacity Building of Teachers Working for VET 

To highlight the role and functions of various stake holders in overall 

implementation of vocational education and training programme and to acquaint 

teachers on skill-training and certification, a capacity building programme was 

organised from 22 to 24 December, 2010 at PSSCIVE, Bhopal. Vocational 

teachers/instructors working for vocational education and training in Madhya 

Pradesh and Chhattisgarh states attended the programme. 

Orientation of Madarsa Key Functionaries of Madhya Pradesh to 

Implement VET 

To develop strategies for creating awareness for vocational education and training 

(VET) in Madarsas of Madhya Pradesh an orientation programme was organised 

from 18 to 20 January 2011 at PSSCIVE, Bhopal. It was attended by 42 Madarsa 

key functionaries. The participants were acquainted with the importance of VET 

for Madarsa students. Presentations and lectures on different aspects of VET 

were delivered by PSSCIVE faculty. Each participant developed action plan for 

their Madarsa to run VET programme. E-mail accounts of participants were 

opened, besides creating awareness on the use of internet. 

Orientation for the Commerce based Vocational Teachers 

An orientation programme for the Commerce based vocational teachers from the 

state of Andhra Pradesh was held at Hyderabad from 27 to 31 January 2011. In 

this programme 34 vocational junior lecturers from three regions of Andhra 

Pradesh participated. The topics covered in the programme include VEP in India, 

Stages in Vocational Education, Development of Vocational Curricula and 

Instructional Material, School-Industry Linkages and On Job-Training, 

Opportunities in Commerce based courses, Role of Industry Sector in 


Implementation of Vocational Education, Production-cum-Training Centres and 

Apprenticeship Training, Entrepreneurship Development Programme, 

Distribution System in APSEB and Developments in Accounting. Field visits to 

IDBI Baserbag branch, Andhra Pradesh Cooperative Bank, National Council of 

Rural Institutions and Probel Vocational Junior College, Hyderabad were also 

arranged. 

Capacity Building of Key Functionaries Working for VET of ST Community 

The capacity building programme of key functionaries working for VET of ST 

community was conducted from 14 to 16 February 2011 at PSSCIVE, Bhopal. 

programme was attended by 28 vocational teachers/ principals working for ST 

community of Chhattisgarh and Jharkhand. Lecture-cum- discussion were held 

to bring about awareness on the need and importance of VET for ST in the states. 

Lectures were also taken on importance of vocational education, role of guidance 

and counselling in vocational education, School-Industry Linkage (SIL), 

Production-cum-Training Centre (PTC), On-the-Job Training (OJT), Role of Banks 

and Financial Schemes for Vocational Passouts, Empowerment of ST Community 

through Vocational Education, etc. 

Orientation on Vocational Education for PWDs 

The programme was focused on orienting the key functionaries who are involved 

in welfare/ training of PWDs to the issues related to conduct of vocational courses. 

An orientation- cum-training programme was held at PSSCIVE, Bhopal from 15 

to 17 March 2011 and twenty two resource persons from Andhra Pradesh, 

Himachal Pradesh, Jharkhand, Orissa, Madhya Pradesh and Chhattisgarh 

attended the programme. Each participant identified a few vocational courses 

that could be implemented in their own state/institution/ NGO, for persons with 

disability. Curricula were given to the participants and they were explained how 

the curriculum could be modified where ever necessary (e.g. for deaf, mute) to 

suit the particular target group. 

Orientation of Vocational Teachers of Scheduled Caste Community 

An orientation programme for vocational teachers of Scheduled Caste community 

was organised from 22 to 25 February 2011 at PSSCIVE, Bhopal. The programme 

was attended by 23 vocational teachers/instructors of Scheduled Caste category 

from different states. Lectures were delivered on different aspects of vocational 

education. A visit was arranged to Bhagwan Kala Kendra, RUDSET Institute 

and Munshi Husain Khan Institute, Bhopal. 

EXTENSION 

Organisation of Popularisation Camp for Home Science Vocational 

Education for High School Students and their Parents 

The objectives of the programme were: to acquaint the participants in Home 

Science vocational education as one of the career opportunity; to acquaint the 

participants about vast employment opportunities in the area of Home Science; 

to popularise the material of Home Science vocational education developed by 

PSSCIVE; and to provide information of self-employment to the participants. 

The first programme was organised on 17 September 2010 at Excellence 

Government Boys Subhash School, Bhopal and the second programme was 




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organised on 18 September 2010 at the Auditorium of NITTTR, Bhopal. In both 

the programmes technical sessions were arranged in which lecture-cumdiscussions 

were organised on Why Vocational Education?, employment 

opportunities in the area of Home Science; different employment schemes in the 

area of Home Science, and Role of Home Science Education in the present scenario. 

A total of 358 participants from different schools of Bhopal and their parents 

and teachers participated in the programme. 

National Seminar on Status and Prospects of Home Science Vocational 

Education 

The objectives were: to assess the present status of Home Science vocational 

education programme; to determine future prospects of Home Science Vocational 

Education; and to identify difficulties inimplementation of Home Science 

vocational courses. The national seminar was organised from 14 to 16 December 

2010 at Hotel Nisarga, Bhopal. In the technical sessions, status reports were 

presented by the representatives of the State Directorates of Education. Papers 

on identified themes were presented by the academicians. NGOs and 

representatives of other organisations also made presentations. 

Development of Positive Thinking among Teachers, Principals and 

Officers for Qualitative Implementation of Vocational Education 

The objectives of the programme organised for the state of Assam were: building 

positive thinking among teachers, principals and officials of vocational education; 

providing information for qualitative implementation of vocational education; 

and developing one-year plan for qualitative implementation of vocational 

education at school level. The programme was organised on 8-9 December, 2010 

at Guwahati. The programme was inaugurated by Chairman, Assam Higher 

Secondary Board Council. The programme was attended by 83 vocational 

teachers and principals from all the districts of Assam. Papers were presented by 

teachers as well as principals from different schools and the present status of 

vocational education in Assam was discussed. Action plans were developed by 

the work groups and were presented before the Chairman, Assam Higher 

Secondary Board Council, Guwahati. 

Career Orientation Camp on Entrepreneurship for Senior Secondary 

Students 

Two entrepreneurship orientation camp were organised for the students, teachers 

and principals to encourage them for active participation for eradication of unemployment. 

Students were motivated for selecting entrepreneurship (selfemployment) 

as career option and change their attitude regarding 

entrepreneurship. The programme was organised at Pune on 23 December 2010 

and at Mumbai on 15 March 2011. Topics related to entrepreneurship such as 

career, career planning, etc were discussed. Industry persons provided information 

related to career opportunities in different vocations and on supporting agencies 

for entrepreneurship development. Experts from Board of Apprenticeship provided 

detailed information regarding apprenticeship scheme and placement. In the 

programmes many teachers and principals promised that they will conduct these 

types of activities for promoting entrepreneurial culture amongst vocational 

students and many students gave their feedback in the valedictory session that 

they will make their career as an entrepreneur. 


National Meeting on Providing Vertical Linkage to +2 Home Science 

Vocational Passouts 

A meeting was organised on 11-12 January 2011 at PSSCIVE, Bhopal. It was 

attended by 19 Home Science experts and principals of Home Science colleges 

from Maharashtra, Punjab, Haryana, Madhya Pradesh, and Tamil Nadu. The 

Vice Chancellor of Barkatullah University, Bhopal inaugurated the meeting. 

Sessions were held on vocational education at +2 level, courses offered at 

+2 levels and the scheme of examination. Discussions were held with the experts 

on the arrangements that could be made for providing vertical mobility to 

+ 2 vocational passouts of Home Science. 

Academic Enrichment Lecture Series 

The Enrichment Lecture Series programme was organised on 17 January 2011 

at PSSCIVE Bhopal. Professor A.K. Sacheti, former in-charge Joint Director of 

PSSCIVE, presently working as a Project Advisor, UNDP, RMoL delivered a lecture 

on ‘A Non formal Model of Skill Training for Unemployed Youth as Practiced in 

Rajasthan.’ About 70 participants including faculty and staff members of 

PSSCIVE, RIE and vocational lecturers of Bhopal attended the programme. 

NCERT Awards-2009 for Excellence in Vocational Education 

The NCERT Awards 2009 function was organised at the auditorium of the 

National Institute of Technical Teachers Training and Research (NITTTR), Bhopal 

on 21 December 2010. Professor G.Ravindra, Director, NCERT was the Chief 

Guest and Professor Vijay Kumar Agrawal, Director, NITTTR, Bhopal was the 

Guest of Honour. Professor K.B. Subramaniam, Joint Director (in-charge) presided 

over the function. 


Awardees of Excellence in Vocational 

Education—2009 with the Guest of Honour 

The awards were presented in four categories: (i) Best Student Achiever Award, 

(ii) Best Vocational Teacher Award, (iii) Best Vocational Institution Award, and 

(iv) Best School-Industry Linkage Award. A total of 73 awardees from 15 States/ 

UTs viz., Andaman and Nicobar Islands, Andhra Pradesh, Assam, Daman and 

Diu, Delhi, Goa, Gujarat, Haryana, Jharkhand, Karnataka, Kerala, 



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Madhya Pradesh, Mizoram, Orissa, and Puducherry were selected for the awards. 

In the category of Best Student Achiever, awards were presented to a meritorious 

student for each State/UT in the area of Agriculture, Business and Commerce, 

Engineering and Technology, Health and Paramedical, Home Science, and 

Humanities. A booklet on the profile of the awardees of NCERT Award 2009 was 

released on the occasion. 

Hindi Pakhwara 

To promote the use of Hindi and to encourage the staff on using Hindi in their 

routine work, Hindi Pakhwarawas organised from 14 to 28 September 2011. 

Competitions on Hindi hand-writing, essay writing, noting and drafting, 

translation from English to Hindi, typing, debate and poem recital were organised 

during the pakhwara. Noted Hindi experts were invited as judges in the 

competitions. Certificates and cash prizes were given away to the winners. 

Publications 

� Indian Journal of Vocational Education (bi-annual journal) 

� Quarterly Bulletin on Vocational Education 

� Profile of NCERT Awardees 2009 


� Review of Social Science Book of NCERT of Class X for Integration of Concept 

of Work Centered Education 

� Development of Curriculum for B.Ed. Vocational Course 

� Development of Guidelines on Competency Based Education and Training 

� Orientation of Key Functionaries of Mizoram State on Need and Importance 

of Vocational Education 

� NCERT Awards for Excellence in Vocational Education 2010 

� Development of Competency Based Curricula in Floriculture 

� Short term Teachers Training in the Area of Dairying. 


24. Regional Institutes of 

Education 

The Regional Institutes of Education at Ajmer, Bhopal, 

Bhubaneswar, Mysore and Shillong have been functioning 

as Regional Resource Centres for School and Teacher 

Education and striving for academic excellence, innovation, 

professional competence, commitment and the sharing of 

experiences and expertise to improve the quality of 

education in the country. 

The Regional Institutes of Education at Ajmer, Bhopal, Bhubaneswar, Mysore 

and Shillong have been functioning as Regional Resource Centres for school and 

teacher education and striving for academic excellence, innovation, professional 

competence, commitment and the sharing of experiences and expertise to improve 

the quality of education in the country. While the RIEs at Ajmer, Bhopal, 

Bhubaneswar and Mysore cater to both the pre-service and in-service teacher 

education needs of the States, NERIE, Shillong caters to only the in-service 

education needs of the North-Eastern States. 

Major Academic Functions 

� Designing and implementing innovative pre-service teacher training 

programmes. 

� Conducting continuing education/in-service training programmes for 

capacity-building of the staff of DIETs, CTEs, IASEs and SCERTs and other 

educational functionaries of the States/Union Territories in the region. 

� Carrying out research and development activities in various areas of concern 

of school education and teacher education. 

� Offering consultancy on matters related to school education as-well as teacher 

education. 

� Providing academic support in school education and teacher education to 

States and Union Territories in the region. 

� Assisting in the implementation, monitoring and evaluation of centrally 

sponsored schemes in the region. 



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� Assisting the States in the development, field testing and evaluation of 

curriculum materials, textbooks and instructional materials. 

Pre-service Teacher Education Programmes 

One of the major concerns of NCERT is the development and operationalisation of 

innovative pre-service teacher education courses, viz. four-year integrated B.A. B.Ed. 

course in Social Science and Humanities Education, B.Sc. B.Ed./B.Sc.Ed. courses 

in Science Education, two-year B.Ed. (secondary) course in Science and Humanities, 

one-year M.Ed. course in Elementary Education and one-year Post-Graduate 

Diploma in Guidance and Counselling (PGDGC) in RIEs at Ajmer, Bhopal, 

Bhubaneswar and Mysore. The RIEs also have the facilities for Ph.D. programme. 

The main emphasis of the four-year integrated B.A. B.Ed and B.Sc., B.Ed./B.Sc.Ed. 

course is on quality, i.e. producing good teachers well-versed in content, process, 

pedagogy and co-curricular activities. The one-year M.Ed. Elementary Education 

course in teacher education gives adequate emphasis on issues and concerns in 

elementary education and research based inputs. The pupil-teachers of the course 

conduct research studies in different priority areas of elementary education. The 

two-year B.Ed. (Secondary) course in Science and Humanities is an experimental 

course based on the guidelines of NCTE. The course-wise enrolment and results 

are given in the following tables. RIE, Mysore started two new courses B.A.Ed. and 

B.El.Ed. and RIE, Bhopal has started a new course, viz., B.A. B.Ed. 

Course-wise Students’ Enrolment during the Session 2010-11 

S.No. Course Ajmer Bhopal Bhubaneswar Mysore 

1. B.Sc. B.Ed. 

I Year 123 125 126 55 

II Year 103 93 116 64 

III Year 78 56 100 62 

IV Year 70 51 84 72 

2. B.Ed.(Secondary) 

I Year 80 85 124 _ 

II Year 82 83 108 _ 

3. B.A. B.Ed./ B.A. Ed. 

I Year _ 38 51 40 

II Year _ 34 _ 11 

4. B.El. Ed. 

II Year _ _ _ 3 

III Year _ _ _ 4 

4. M.Ed. (Ele. Edu.) 31 32 32 39 

5. IDGC 35 28 13 32 

6. M.Sc. Ed. 

I Year _ _ _ 28 

II Year _ _ _ 27 

III Year _ _ _ 29 

Total 602 625 754 466 


RIE Students’ Performance in 2009-10 University Examinations 

S.No. Course Ajmer Bhopal Bhubaneswar Mysore 

No. of Pass No. of Pass No. of Pass No. of Pass 

students % students % students % students % 

Appeared/ Appeared/ Appeared/ Appeared/ 

Passed Passed Passed Passed 

1. B.Sc.B.Ed./ 

B.Sc.Ed. 

I Year 

Appeared 102 93 92 94.6 126 94.4 64 84.3 

Passed 95 87 119 54 

II Year 

Appeared 78 96 67 83.6 102 95.1 79 88.6 

Passed 75 56 99 70 

III Year 

Appeared 69 100 50 98 86 98.8 76 98.6 

Passed 69 49 85 75 

IV Year 

Appeared 77 100 57 100 84 98.8 75 85.3 

Passed 77 57 83 64 

2. B.Ed. 

I Year 

Appeared 87 94 75 89.3 107 100 No new — 

Passed 82 67 107 admission 

II Year 

Appeared 62 100 49 97.9 106 98.11 39 100 

Passed 62 48 104 39 

3. B.A., B.Ed. 

I Year — — 31 

30 

96.7 — — — — 

4. B.EI..Ed. 

Appeared — — — — — — 4 100 

Passed 4 

5. M.Ed. 

*(Ele. Edu.) 

Appeared 26 100 23 52 32 100 46 97.8 

Passed 26 12 32 45 

5. M.Sc. Ed. 

Appeared — — — — — — 30 78.3 

Passed 22 

7. IDGC 

Appeared 17 17.64 26 92.31 13 100 36 92.2 

Passed 3 24 13 35 

* Ele. Edu.-Elementary Education 




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Demonstration Multipurpose Schools 

The Demonstration Multipurpose Schools are an integral part of the RIEs and 

act as laboratories for trying out innovative practices in school education and 

teacher education. The Demonstration Multipurpose Schools are affiliated to the 

Central Board of Secondary Education (CBSE), New Delhi and imparts education 

from Classes I–XII through English and Hindi medium. The enrolment of students 

is shown below. 

Students Enrolment in Demonstration Multipurpose Schools for the 

Session 2010-11 

S. No. Class Ajmer Bhopal Bhubaneswar Mysore 

1. I 35 61 65 65 

2. II 33 69 66 70 

3. III 35 67 62 68 

4. IV 36 69 63 68 

5. V 34 73 59 66 

6. VI 67 67 102 70 

7. VII 65 68 103 67 

8. VIII 68 70 89 69 

9. IX 67 68 99 67 

10. X 67 67 89 64 

11. XI 94 76 56 40 

12. XII 91 75 58 59 

Total 727 911 911 773 


Regional Institute of Education 

Ajmer 

Role and Functions of the Institute 

Regional College of Education, Ajmer was set up in the year 1963. Later, it was 

renamed as Regional Institute of Education (RIE), Ajmer in the year 1995. It 

caters to the educational needs of Northern Region comprising the states of 

Haryana, Himachal Pradesh, Jammu and Kashmir, Punjab, Rajasthan, 

Uttarakhand, Uttar Pradesh, Delhi and the Union Territory of Chandigarh. 

� As an advanced and pioneering institute of education it tries out innovative 

pre-service courses and promotes research, develops instructional material 

and imparts training to in-service teachers in various school subjects and 

the related pedagogy. 

� As regional resource institution on school education and teacher education, 

it offers a support system to the clientele states and also documents and 

disseminates information concerning up to date approaches, practices and 

patterns of education to the state level agencies. 

� As a regional center of the NCERT, it advises the State departments of 

education on policies and programmes related to all aspects of school 

education and extend help in the implementation of national level policies, 

programmes and centrally sponsored schemes of MHRD. 

� The Institute aims primarily at capacity building of the State and district 

level teacher education institutes like SCERTs, DIETs, IASEs, CTEs etc., by 

undertaking specific projects in the areas of research, development and 

training. 


RESEARCH 

A Study of Medium of Instruction on Conceptual Understanding of Subject 

Content at the Primary Level 

The research project was conducted by a team of six faculty members. A workshop 

was held to develop and finalise the research tools which consists Classroom 

Observation; the EVS/Math Teacher; Semi-structured Interview Schedule for 

Teacher; Interview Schedule for Parents/Students; and Assessment Sheet of EVS/ 

Maths. In order to administer the tools three English medium and seven Hindi 

medium primary schools from both rural and urban areas were identified in 

Ajmer district of Rajasthan. The team administered the research tools and 



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observed the classroom transaction of the content of the subject. They also took 

interview of the teacher. After the data collection, analysis was made through 

both qualitative and quantitative approaches/methods. It was found that the 

students by and large are not comfortable in English and their conceptual 

understanding is not encouraging especially in the rural schools. On the other 

hand, in urban and rural Hindi medium schools, most of the students are from 

very ordinary socio-economic background and as a result despite their being 

comfortable in Hindi medium, their performance is average. It was also found 

that the infrastructure facilities are more often than not poor in Hindi medium 

government schools as compared to English medium schools. In conceptual 

understanding of subject content the impact of the socio-economic status of the 

children’s parents was quite explicit. But one thing emerged prominently that 

most of the parents have a very strong desire and aspiration for sending their 

wards in English medium schools irrespective of urban and rural backgrounds. 

However, the fact remains that the conceptual understanding of children in 

subject content is better if their regional language/mother tongue is used as 

medium of classroom transaction as it was evident from the performance of 

assessment sheet in Environmental Studies and Mathematics. 

DEVELOPMENT 

Environmental Education Theme Park for Strengthening School 

Education Programmes and Training of School Children for Generating 

Environmental Awareness 

The programme was jointly organised by Regional Institute of Education, Ajmer 

and Centre for Environment Education, Ahmedabad. The objective of this event 

was to strengthen environmental education and to bring school children, youth 

and teachers together in an interactive forum to promote environmental 

awareness. The programme was aimed at involving the network of eco-clubs 

from thirteen states under the National Green Corps Programme of Ministry of 

Environment and Forest, Government of India. Students and teachers from 13 

states, namely Jammu and Kashmir, Punjab, Uttarakhand, Himachal Pradesh, 

Madhya Pradesh, Haryana, Uttar Pradesh, Bihar, Chhattisgarh, Chandigarh, 

New Delhi, Rajasthan and Gujarat participated in different events. The Prakriti 

Mela-2011 was inaugurated on 1 February 2011. Professor Madhu Menon 

delivered lecture on Being close to nature and understanding the Ecosystem. 

Two different quiz, one for “Low Carbon Lifestyle” for the students of RIE and the 

second quiz ‘Paryavaran Mitra’ quiz for the visiting states was also conducted. 

Next day wetland’s bird watching at Anasagar Lake, on account of Wetlands day 

was organised. Professor Madhu Menon guided teams of students and teachers 

and helped in understand more about the Wetland Birds. Professor K.B. Rath, 

Principal, RIE, Ajmer inaugurated the exhibition at Theme Park. Students exhibit 

their stalls, and showcased their projects relating to 5 themes of Paryavaran. 

There were exciting games like Environment Education related activities, Face 

Painting, Drawing competition for visiting schools. Professor Farhad Contractor, 

a water expert delivered a lecture and took the students and teachers through a 

photographic journey of the water conservation tradition in the desert areas of 

Rajasthan. The Bird Watching in the campus was followed by the Poster Making 

competition for the teachers. Around 25 teachers showed up in the competition 

and the theme was “What is Paryavaran Mitra”. Simultaneously, Collage 


competitions were held for the students. Finals of ‘Low carbon Lifestyle’ conducted 

for the finalists of RIE students and the finals of ‘Paryavaran Mitra Quiz’ conducted 

for the top 5 finalists of 5 different states. St. Mary School of New Delhi became 

the Paryavaran Mitra Quiz Champion 2011. 250 participants benefited directly 

from the programme and 1500 visitors from local schools and others took part 

in different activities. 

TRAINING 

Training of KRPs in Teaching of Urdu at the Secondary Stage for the 

State of Jammu and Kashmir 

The programme organised from 7 to 11 March 2011was specially designed for 

the teachers who teach Urdu at the secondary level. The major objectives of the 

programme were to develop the ability to teach Urdu language skills effectively. 

The programme was attended by thirteen teachers. The following topics were 

covered during the programme: Elementary knowledge of Urdu scripts, Teaching 

of alphabets by using different methods and techniques, Developing language 

skills in teaching of Urdu i.e. listening, speaking, reading and writing, Teaching 

of pronunciation skills with emphasis on the organs of speech, phonetic system, 

standard sounds of Urdu, vowels and consonants sounds and importance of 

stress and intonation in language teaching, Teaching of prose, poetry, vocabulary, 

grammar and composition etc. and Developing skills of questioning and different 

techniques of evaluation. Concept of inclusive education, role of regular teachers 

in inclusive settings, factors affecting successful implementation of inclusive 

education and timely strategies and approaches generally used in inclusive 

classrooms were also discussed. Evaluation in language and tool and techniques 

of continuous and comprehensive evaluation were also discussed. 

Training of KRPs in Teaching of English at the Elementary Level 

A five-day training of KRPs in teaching of English at the elementary level was 

organised from 8 to 12 November 2010 in which 35 teachers and teacher 

educators from Jammu and Kashmir, Punjab and Rajasthan participated. During 

the five-day training the eminent subject experts discussed and deliberated about 

the NCF-2005 and English Language Education, Teaching Language through 

Literature, Listening, Speaking, Reading, Writing, Vocabulary, Using a Dictionary, 

Constructivism and English Language Education, Communicative Approach to 

ELT, Assessment in English Language, Phonetic Symbols, Stress, Intonation, 

Language games, Innovative Practices, Teaching Poetry, Teaching Language 

through Drama and Short Stories. The approach was participatory and most of 

the participants took keen interest in group works and the activities assigned to 

them. 

Training of KRPs in Teaching of English at the Secondary Level 

Training of KRPs in teaching of English at the secondary level was organised 

from 28 February to 04 March 2011 in which 15 KRPs from Uttarakhand and 

Punjab participated. The objectives of this training programme were to help the 

KRPs in promoting the basic skills (LSRW) of English language with an emphasis 

on pronunciation and communication skills besides teaching language through 

literature (poetry, drama, short story etc.) along with continuous and 

comprehensive evaluation in English language. The methodology adopted during 




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the programme included demonstration, discussion, group work, interactive, 

communicative and constructivist approaches. The major course contents which 

were duly discussed and deliberated with the KRPs included NCF-2005 and 

English Language Education, Phonetic Symbols, Stress and Intonation, 

Functional Grammar, Listening, Speaking, Reading and Writing Skills, Effective 

Communication Skills, Communicative approach to ELT, Assessment in English 

and Integrated Language Skills. The emphasis was laid on activity-based learnercentre 

approaches which were highly interesting and all the participants 

participated actively in role playing, dramatising, language games, riddles and 

puzzles, debating and discussing issues related to English language. 

Training of KRPs in Teaching of English at the Secondary Level 

A five-day training of KRPs in teaching of English with special emphasis on 

pronunciation and spoken English at the primary level for the states of 

Uttarakhand and Haryana was organised from 7 to 11 February 2011. Eighteen 

teachers and teacher-educators participated. The major topics discussed and 

deliberated during the programme include NCF- 2005 and English Language 

Education; Brain and Language; Language Acquisition and Language Learning; 

Phonetic symbols; Stress and Intonation; Functional Grammar; Listening Skills; 

Speaking Skills; Reading Skills; Writing Skills; Teaching Integrated Skills; Spoken 

English in India: The Question of a Model; The Problem of English Spelling; 

Effective Communication Skills; Communicative Approach to ELT; Teaching 

Language through Literature; Assessment of Oral Skills; Promoting 

Communication Skills through Drama and Theatre. Programme was interactive 

and participatory by the use of group work, pair work, communicative taskbased 

and constructivist approaches which helped to a great extent. 

Training of KRPs of Hindi at the Secondary Level 

The programme was organised from 3 to 7 January 2011 at RIE Ajmer for the 

state of Jammu and Kashmir. The main objectives of the programme were: 

Language Teaching at secondary level according to five guidelines mentioned in 

NCF-2005; Solution of problems related to language teaching (Prose, Poetry) at 

Secondary level; standard spelling and pronunciation; and examples, panel 

discussion and to gain knowledge by ones own abilities. The problems of 

participants related to teaching of language (Prose and Poetry) were underlined 

and solved in a desirable manner. 

Orientation Programme of Teacher Trainers in Hindi at the Primary Level 

The programme was organised from 20 to 24 September 2010 at State Institute 

of Education, Chandigarh. The main objectives of the programme were: Language 

Teaching according to NCF-2005; Solution of problems related to Hindi language 

teaching at primary level; use and exercises related to standard spelling and 

pronunciation; and introduction to examples, panel discussion and gains related 

to language. The problems related to language teaching of participating teachers 

were solved and they were provided with required suggestions. 

Training on Teaching of Social Sciences at the Secondary Level 

Training on teaching of Social Sciences at secondary level was organised from 

14 to 18 March 2011. KRPs from Jammu and Kashmir attended the training. 

Four resource persons from different disciplines such as Geography, History 


and Political Sciences from various institutions from the northern region were 

invited to deliver lectures. The main objective of this training was to “develop the 

outlook of the citizen” as per NCF-2005, thus, proper input of the content as 

well as methodology was provided by the RPs. In the content areas like Mountain 

Building Process, Climatic Characteristics, Map Making and Reading, 

Independence Struggle and its Impact on Society, Fundamental Rights and Duties 

were some of the important ones. In methodological aspect field work, concept 

based approach, etc. were dealt. Besides, half a day trip to the National Museum, 

Ajmer was also conducted to make them understand the importance of field visit 

in Social Science learning. 

Training of KRPs in Teaching of Environmental Science at the 

Elementary Level 

The programme was organised for the teachers of Punjab from 21 to 25 February 

2011. During the programme the participants were oriented and equipped to 

perform a few exemplar activities related to concepts. Discussions were held to 

shun misconceptions. Response on the part of the participants was overwhelming. 

Since they had first hand experience of learning environment phenomena in nature 

such as wetland ecosystem (Anasagar) and desert ecosystem (Pushkar). 

Training of KRPs in Teaching of Mathematics at the Upper Primary 

Stage with Special Reference to Mental Skills in Mathematics 

A five-day training programme was held from 18 to 22 October 2010. Activity 

based method of teaching and demonstration methods were used during this 

training programme. KRPs from Punjab and Himachal Pradesh participated in 


Training of KRPs in Teaching of Science at the Secondary Level 

A training programme for teachers and teacher educators from Punjab, 

Chandigarh and Jammu and Kashmir was held from 25 to 29 October 2010. 

The objective of the programme was to train the participants in teaching of science 

at secondary level. Lectures on various topics were delivered by the eminent 

subject experts, The major topics discussed include importance of logical thinking 

and experimentation in teaching of science and NCF–2005. The use of ICT in the 

development of teaching and understanding of topics of science, which are 

considered as hard spots, were also discussed. The approach was participating 

and participants took very keen interest in practical session and activities being 

assigned to them from time to time. 

Training KRPs in Chemistry on the Use of Microscale Chemistry Kits 

The programme was held from 18 to 22 October 2010 for the KRPs of Himachal 

Pradesh. The objective of the programme was to train the participants in chemistry 

practical using Microscale Chemistry kit of at the senior secondary level. The kit 

has been designed by NCERT to fulfil the needs of the chemistry practical at the 

senior secondary level. The objectives to conduct the training programme were 

reduction in the use of chemicals promoting waste reduction at the source, better 

air quality in the laboratory, least exposure to toxic gases, no fire and health hazards, 

no spills and accidents, reduction in the cost of laboratory chemicals/glassware, 

reducing experimentation time, saving on storage space, improvement in laboratory 

skills and understanding of the subject and creating sense of Green Chemistry. 




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Training of KRPs in Content-cum-Methodology of Teaching Science for 

Non-science Teachers at the Upper Primary Level 

A large number of non-science teachers have been assigned the job of teaching 

science at the upper primary level in UP due to non-availability of trained science 

teachers. In view of this non-science teachers need to be trained in content as 

well as methodology of teaching science at upper primary level. The aim of the 

teaching science at the upper primary level is focused in problem solving and 

decision-making through the learning of key concepts, which cut across all the 

science disciplines. The objectives of the programme organised for the teachers 

from UP were to enrich the non-science teachers with appropriate content; to 

develop pedagogical skills in non-science teachers at the upper primary level. 

The training was organised in two phases (10 days duration each). The phase-I 

of the workshop was held from 29 November to 8 December 2010. The phase-II 

was held from 21 February to 2 March 2011. The following chapters were 

discussed: Mixture and Compound, Safety in Science Laboratories, Light, 

Measurement, Food Adulteration, Out Environment, Micro-Organisms, The 

Living Organisms and their Surroundings, The World of Plants, Changes Around 

Us, Computer Fundamentals, Ecosystem, Mushrooms, Carbon and its 

Compounds, Chemical Transformation of Substances, Reproduction, Acids, 

Bases and Salts and Hemoglobin. 

Training of KRPs in Environmental Science at the Secondary Level 

The programme held from 17 to 21 January 2011 for the KRPs of Punjab. The 

objective of the programme was to enrich the KRPs with content as well as new 

and innovative pedagogic skills of transacting content in environmental science. 

In five days training programme various aspects of environment such as 

Radioactive wastes, Ground Water Management, Role of Plant Tissue Culture in 

conservation of Biodiversity, Ozone Depletion in stratosphere, Environmental 

Education, Sustainable Development were discussed. Activities to increase 

environmental awareness and field trip in which various problems related to 

biodiversity was also organised. 

Training of KRPs in Designing Biology Projects at the Senior Secondary 

Level 

The programme was held from 7 to 11 February 2011 for the teachers from 

Rajasthan. Following were the objectives of the programme: to provide suitable 

strategy to teach new introduced and hard topics, to conduct the new included 

and difficult to perform practicals, develop process skills-experimental, 

KRPs at training in Designing Biology Projects at the Senior Secondary Level 


observational, manipulative, decision-making, investigatory etc in the learners 

and to train KRPs in designing/conducting biology projects in the light of 

NCF-2005. How an investigatory project may be prepared and how it is beneficial 

to increase awareness to the learner was discussed. ICT resources and its 

pedagogical applications in teaching were also deliberated. KRPs were also given 

an opportunity to present investigatory project, which they had prepared during 

five days training program. 

Content-cum-Pedagogy Enrichment Programme in Physics for KRPs at 

the Senior Secondary Level 

The programme was held from 17 to 21 January 2011 for the KRPs of Haryana 

and Rajasthan. The objectives of the programme were; to carry out content 

analysis of Classes XI and XII books of Physics and identify difficult/new concepts; 

to develop write-up/resource material on identified concepts/topics of physics; 

to train KRPs in content-cum-pedagogy enrichment and designing of physics 

projects in the light of NCF-2005. Deliberations were made with the participants 

to create awareness regarding environmental education. Visit of environmental 

education theme park of the institute was also organised. Laboratory sessions 

were also conducted to realise the importance of practical work at the senior 

secondary level. Salient features of NCF-2005 and science curriculum have been 

highlighted. A discussion on pedagogy, project designing and ICT integration in 

teaching of physics was held during the five-day training programme. Discussion 

was also held about misconceptions and processes of physics. Each participant 

was given an opportunity to develop at least two physics projects/activities for 

better understanding and strengthening of concepts. Each participant was given 

an exposure to give one presentation on topics like Newton’s law of cooling, brain 

storming method, computer based training, discussion method, project method, 

performance aids/job aids, demonstration method, discovery method, group 

exercises and case study. 

Orientation of KRPs on Teaching of Environmental Studies at the Primary 

Level 

The motivation for responsible action and commitment to protect and conserve 

environment comes from the teachers who teach the subject in the school. Hence, 

there is a need to train the primary level teachers in content as well as methodology 

of transacting EVS. A five-day teaching workshops for the primary teachers/ 

resource persons of UT of Chandigarh from 4 to 8 October 2010 was organised 

with the objectives mentioned above. 

Training of KRPs in Content-cum-Methodology of Teaching Mathematics 

for Non-mathematics Teachers at the Upper Primary Level 

A 20-day training programme entitled, “Training of KRPs in content-cummethodology 

of teaching Mathematics for Non-mathematics teachers at upper 

primary level for the state of U.P.” was held in two spells of 10-days each at RIE, 

Ajmer. The Ist spell held from 21 to 30 September 2010. In the II spell, held from 

7 to 16 December 2010, only 4 participants attended the programme. 

Training of KRPs in Development of Mathematics Laboratory at the 

Secondary Level 

A five-day training programme ‘Training of KRPs from Uttarakhand and Jammu 

and Kashmir in development of Mathematics Laboratory at Secondary level’ was 




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held from 14 to 18 February 2011 at RIE, Ajmer. In this programme a total of 

40 participants, 20 from Uttarakhand and 20 from Jammu and Kashmir were 

invited. A total of twenty six participants attended the programme. 

Orientation Programme for KRPs in Teaching of Science at the 

Elementary Level 

Orientation programme for KRPs in Teaching of Science at Elementary level for 

the state of Jammu and Kashmir was organised at RIE Ajmer from 20 to 24 

December 2010. The contents of the programme were: Integration of ICT in 

Teaching of Science, Inclusive Education, Metals and Non-metals, Air and Air 

Pollution, Water and Water Pollution, Fiber to Fabric, Physical and Chemical 

Changes, Acid Base and Salts, Reproduction in Plant, Our Environment, Forest, 

Sound, Force and Inertia/Motion, Proton Conduction, Environmental 

Management and Motion and Measurement of Distances. In addition, laboratory 

sessions were also organised in chemistry, physics and biology laboratories to 

realise the importance of practicals in science. The objectives of the programme 

were: to design and develop activities/experiments for teaching science concepts; 

to train the participants in new and innovative strategy of transacting the content; 

to enrich the KRPs with recent advances related to content; and to explore 

integration of informal non-classroom based concepts. Besides the identified topics 

deliberations were also made to create awareness among participants regarding 

environmental education. The visit of environmental education theme park of 

the institute was also organised. 

Training of KRPs in Inclusive Education of Children with Special 

Educational Needs at the Elementary Level 

The programme was organised from 6 to 9 December 2010. The KRPs represented 

teachers, teacher educators of different DIETs and SIERT of Rajasthan state. 

The resource persons discussed in detail about various aspects related to needs 

of the learners, children with special educational needs (CWSENs) and 

approaches/strategies, assessment and evaluation for inclusive schools. Some 

of the key issues discussed during the training programme were as follows: new 

thinking emerged in the education of CWSENs; needs of the learners; NCF-2005 

and Inclusive Education; About Inclusive Education; concrete measures required 

to be taken in Inclusive Schools; various approaches/strategies required in 

inclusive schools; assessment, and evaluation in inclusive settings; guidance 

and counselling and emotional intelligence; and various aids and appliances 

used by CWSENs in inclusive schools. 

Training of KRPs for recognising Children with Specific Learning 

Disabilities 

The programme was organised from 22 to 26 March 2011 for the KRPs from 

Punjab. The KRPs represented teachers, teacher educators of different DIETs 

and Education Department of Punjab State. The resource persons discussed 

about various aspects related to needs of the learners, children with specific 

learning disabilities, role of arts education for the all round development of the 

child, language; its components (listening, speaking, reading and writing) and 

importance, ICT, guidance and counselling, emotional intelligence, multiple 

intelligence, evaluation assessment of LD etc. Major objectives of the training 

programme were: to orient the KRPs about the new thinking emerged in the 


education of CWSWNs; to sensitise the KRPs about the concept and different 

types of specific learning disabilities; to train the KRPs in measures to equip the 

teachers to identify specific learning disabilities, and to train the KRPs in various 

approaches/strategies required to handle SLD in regular classrooms at the 

elementary level in inclusive settings. Group and lab work and discussions were 

also conducted in which participants raised issues and problems related to 

education and assessment of SWSENs and SLD in their respective areas. 

Training of Pupil-Teachers for B.Ed. I Year Students (Secondary) 

The programme was organised from 18 to 28 February 2011 at RIE, Ajmer. Field 

work with community was organised at Pushkar and Pisangan Panchayat Samiti 

of Ajmer district, viz. Chawandia and Tilora villages. The specific objectives of the 

programme were: to acquaint the pupil-teachers with the factors of working with 

community and the real life; problems of the community; and to develop meaningful 

relationship between education and community. This also gave the students 

experience of decentralised management system and skills relating to the 

organisation of educational programmes with the community. In all, 62 pupil 

teachers participated in the programme. The participatory approach was followed 

in training programme and survey of ten households as per prescribed performa of 

SSA was undertaken. Members of School Development and Management Committee 

(SDMC) were interviewed to understand problems and issues, contribution and 

achievements of SDMC. Study of self-help groups activated for women 

empowerment was done to understand organisational, motivational and financial 

problems. Activities organised by Kishori Manch, Swayam Sahayata Samooh, 

Anganwari Centres were also observed. Apart from these activities pupil-teachers 

organised cultural activities in the evening in each village, such as Nukkar Natak, 

Group dance, songs etc. to develop skills to convey message to community on various 

problems related to socio-economic and educational aspects of the community. 

One Year Pre-primary Education (ECCE) Programme 

One year pre-primary Education (ECCE) programme started on 1 July 2010 in 

the primary section of Demonstration Multipurpose School, Ajmer. Before that 

the infrastructure like indoor, outdoor and 5 rooms (i.e. 2 classroom, Library, 

Activity room, Dining/rest room) arrangement settled according to ECCE 

specifications by internal and external expert. In outdoor, the playground and 

garden was developed with different types of play equipments etc. for proper 

physical growth of the children. Meanwhile, two teachers, two helpers and one 

project staff were appointed. Simultaneously, total 35 students were admitted in 

two sections of preprimary school. At preparatory phase, ECCE curriculum which 

is based on thematic approach, monthly and annual plan and progress report 

were developed in workshop mode with the help of ECCE personals and primary 

teachers of DMS. For the professional growth of pre-primary teacher as well as 

helpers, a series of orientation/training/workshops/EDUSAT Programmes were 

conducted during the session. 

Training of KRPs in Career Counselling and Guidance for School Going 

Children at the Secondary Level 

A five-day training programme was organised to train teachers in career 

counselling and guidance attended by participants belonging to the States of 

Rajasthan and Uttarakhand from 13 to 17 December 2010. The participants 

were familiarised with concepts of career guidance and counselling and their 




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importance in the present school scenario. Information regarding role of 

psychological assessment, qualities of a career counsellor and skills required for 

a successful career counselling process was imparted followed by reflection on 

the part of participants about the effectiveness of the same. Career information, 

its sources, classification and filing, and its dissemination through various 

guidance methods were imparted and required techniques were actively taught. 

Training of KRPs on Project Based Learning at the Secondary Level 

The programme was organised for the KRPs of Himachal Pradesh from 

20 to 24 September 2010. The training programme comprised individual work, 

group work, group discussion, lectures, demonstration, fieldwork and reflective 

practices. The outcomes achieved by them are: Developed understanding level by 

which they can implement project based learning in their respective areas; Level of 

understanding the objective of guiding principles of NCF-2005; and the effectiveness 

of teaching the students directly/indirectly and prepare them to lead better healthier 

life as this process extract something from their real life experiences. 

International Diploma Course in Guidance and Counselling through 

Distance/On-line Mode 

During the second trimester of Phase-I distance mode, Modules 8 to 14 were 

disseminated to thirty-four enrolled candidates of the programme during April- 

June 2010. Feedback sessions and tutorial sessions (face- to-face) were organised 

for the candidates from 25 to 30 June 2010. The assignments were evaluated by 

competent resource persons. 

The face-to-face programme (Phase-II) was scheduled for ninety days from 

1 July to 30 September 2010. Candidates were sensitised with concepts of 

guidance and counselling, its role and importance along with the role and qualities 

of a counsellor and skills required for a successful guidance and couselling 

process in present scenario, contextualising the diverse areas. Training was 

imparted followed by ample chances to monitor, act, and reflect as well as to 

provide and get feedback on the part of their learning regarding the set objectives 

of the course. Psychological tests, books, journals, and practice material were 

made available to the candidates. Audio-visual aids were used as well as made 

available to the candidates along with computer and Internet facilities. School 

visits were organised at six different schools along with conduction of tour and 

exhibition as required by the course. 

During the third phase in October-December 2010 internship, trainees were 

guided to select the appropriate topic as well as a supervisor in their locality for 

their internship. Ample feedback and support was provided to the trainees for 

the accomplishment of their internship. As the advertisement for the fresh batch 

(IDCGC-2011) was published by NCERT, proper communication to the Joint 

Commissioner of Kendriya Vidyalaya (KV) and Director of Navodaya Vidyalaya 

(NV) along with the Directorates of Elementary Education, Secondary Education, 

SCERTs, DIETs of Jammu and Kashmir, Himachal Pradesh, Haryana, Punjab, 

Chandigarh, Uttarakhand, Rajasthan, Uttar Pradesh was forwarded well in time 

regarding the sponsoring of suitable candidate (teachers, teacher-educators, 

education administrators etc.) from their respective departments. 

During January-March (2011) entrance exam along with the interview was 

conducted for the fresh batch of IDCGC-2011. Total forty-two numbers of eligible 

candidates were called for entrance exam out of which twenty-four candidates 

(thirteen government deputed candidates and eleven private candidates) got 


enrolled in the course. Orientation programme for these candidates was organised 

regarding the purpose, objective and mode of dissemination of the course. 

Instructional material (Modules 1 to 8) along with course guide was sent to 

candidates. Assignments related to each module were sent to each candidate. 

Training of Librarians for the Effective Management of Libraries 

Associated with School Education 

The Objectives of the programme were: to develop essential professional skills 

and competencies in school librarians for modernising their libraries; to train the 

school librarians for inculcating reading habits among students and teachers; to 

identify new roles to be taken by school librarians in the context of emerging 

information environment. Twenty Librarians / In charge Librarians of SCERTs / 

DIETs and other Institutions of School Education from the state of Uttarakhand 

were invited for training. The five-day training programme was organised for the 

librarians of Uttarakhand from 25 to 29 October 2010 at Central Building 

Research Institute (CBRI), Roorkee. Content of the course were: Role of library in 

school education, Library activities, Acquisition Policy, Acquisition Procedure, 

Library classification, Cataloguing, Library Automation, Circulation system, 

Collection maintenance, Stock Verification, Library services, Reading habits, 

Information Literacy, IT based information services, ICT and automation. 

Training of KRPs for Library Automation of SCERT, SIEs, DIETs and 

other Institutions of School Education 

Training of KRPs for Library Automation of SCERT, SIEs, DIETs and other 

Institutions of School Education for the state of Jammu and Kashmir and 

Himachal Pradesh was organised from 13 to 17 September 2010 at Himachal 

Institute of Public Administration (HIPA), Shimla. . Objectives of the programme 

were: to develop essential professional skills and competencies in librarians for 

automating their libraries; to identify new roles to be taken by librarians in the 

context of emerging information environment. The programme was conducted 

in a phased manner in Shimla and Jammu respectively. The content of the course 

were ICT Tools and Techniques for Libraries, Hardware and System Software, 

MS Office: Word, Excel, MS Office: Power Point, OSS for Libraries, Stock 

Verification, Retrospective Conversion, E-Granthalaya. 

The second phase, Six-day training programme was organised from 

29 November to 4 December 2010 at State Institute of Education, Jammu. 

Content of the course were– ICT tools and tech. for Libraries, Hardware and 

system software, MS Office: Word, Excel, MS Office: Power Point, Digital libraries, 

Subject Gateways, OSS for Libraries, Evaluating web resources, Stock verification, 

Retrospective Conversion, E- Granthalaya. 

EXTENSION 

National Science Day 

National Science Day was celebrated on 28 February 2011. Programme was 

inaugurated by the chief guest Professor V.K. Farakya. He delivered lecture on 

‘Preparing for Excellence in Physics’. He highlighted the historical development 

of science and technology for the welfare of humanity and also appraised the 

contribution and discovery of Sir C.V. Raman. Dr S.K. Paradkar introduced the 

work and life of Sir C.V. Raman and showed some videos on the work of Indian 

Scientists. Ms. Rajni Balyan, a student of B.Sc B.Ed III year expressed views on 




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the contribution of Sir C.V. Raman. Competition of spot painting, teaching-learning 

materials (TLM) and Science Quiz were organised. Painting competition was 

organised on the theme “population explosion and Science. Exhibition on teaching 

learning materials was also organised. The Inter house quiz competition was 

held on different themes of Science and four students from each house namely 

Bhabha, Tagore, Visheswarya and Vivekananda participated in it. 

Golden Jubilee Year Celebrations 

The National Council of Educational Research and Training is celebrating its 

Golden Jubilee in 2010-11 year. The golden jubilee year celebration at RIE, 

Ajmer, was inaugurated on 1 September 2010. Professor Amrit Kaur was the 

chief guest and Professor V. G. Jadhao presided over the inaugural function. 

Professor K. B. Rath presented the list of activities going to be held in the golden 

jubilee year. On this occasion former employees of RIE, Ajmer shared their 

experiences and were honored by giving away mementos. 

Memorial Lecture Series 

In continuation of the Marjorie Sykes Memorial Lecture series, an eminent Hindi 

poet, critic and culture-activist Shri Ashok Vajpeyi delivered a lecture on 

23 August 2010. Shri Vajpeyi while speaking on the topic “Why literature?” 

emphasised that in this age of machine and consumerism when most of the 

people are busy in increasing material achievements, only literature can illumine 

and guide the human beings and lead them on the path of cultural and spiritual 

prosperity. Dr Rajesh Mishra, Head, DESSH, in his presidential address stated 

that it is a good sign that young people are showing their keen interest in reading 

literature, which will ultimately strengthen the literary sensibility of the society 

as a whole. 

Inclusive Education/ Education for Children with Special Educational 

Needs/ Education of Minorities 

The RIE Ajmer is actively involved and engaged in promoting the policy of Inclusive 

Education for the CWSENs as envisaged in NCF-2005, SSA and Comprehensive 

National Action Plan for Inclusion in Education of Children and Youth with 

Disabilities (IECYD). The institute provided consultancy to the states in the 

northern region of the country as and when required and also conducted 

programmes to train the KRPs in some of the measures required to be taken in 

inclusive settings. The following programmes were conducted: 

� Training of KRPs in Inclusive Education of Children with Special Education 

Needs at Elementary level for the state of Rajasthan. 

� Training of KRPs recognising children with Specific learning disabilities for 

the state of Punjab. 

Scholarships (specifying the scholarships for SC/ST candidates) 

Session - 2010-11 

S.No. Class SC ST 

Four-Year B.Sc.B.Ed. 

1. I Year B.Sc.B.Ed. 18 08 

2. II Year B.Sc.B.Ed. 10 03 


3. III Year B.Sc.B.Ed. 09 03 

4. IV Year B.Sc.B.Ed. 06 01 

Two-Year B.Ed. 

1. I Year B.Ed. 19 Nil 

2. II Year B.Ed. 15 Nil 

3. M.Ed. (Elementary Education) 04 02 

Awards and prizes won by students during the period 2010-11 

S. Name of Name of Awards/ 

No. Students Prizes 

1. Abhishek Garg BHABHA PRIZE For obtaining highest 

percentage of marks in 

B.Sc. B.Ed. IV year 

2. Miss Kimika Sankhla GOPAL KRISHAN For obtaining highest 

GOKHLE PRIZE percentage of marks in 

Two- year B.Ed. (Sec.) 

3. Vishwash ZAKIR HUSSAIN For obtaining highest 

PRIZE percentage of marks in 

of M.Ed. (Ele. Edu.) 

Internship Programmes 

The programme was initiated with one-day conference of Head Masters/Principals 

and teachers from cooperative schools. It was conducted in two phases, phase one 

was for Internship in teaching for B.Sc. B.Ed. fourth year and B.Ed.(Sec.) second 

year students in fourteen schools of Ajmer city and nearby places. The pre-internship 

programme for B.Ed. first year was organised in two phases. In phase I 

demonstrations lessons, peer group teaching and reflective practice were held and 

in phase II the internship for B.Ed. first year was organised in seven schools. 

Working with Community 

Training of pupil-teachers of B.Ed. (Secondary) part I on Field Work with Community 

was organised at Pushkar and Pisangan Panchayat Samiti of Ajmer district, viz. 

Chawandia and Tilora villages. The specific objectives of the programme were to 

acquaint the pupil-teachers with the factors of working with community and the 

real life problems of the community and to develop meaningful relationship between 

education and community. This also gave the students experience of decentralised 

management system and skills relating to the organisation of educational 

programmes with the community. In all, 62 pupil-teachers participated in the 

programme. The participatory approach was followed in training programme and 

survey of ten households as per prescribed performa of SSA was undertaken. 

Members of School Development and Management Committee (SDMC) were 

interviewed to understand problems and issues, contribution and achievements of 

SDMC. Study of self-help groups activated for women empowerment was done to 

understand organisational, motivational and financial problems. Activities organised 

by Kishori Manch, Swayam Sahayata Samooh, Anganwari Centres were also 

observed. Apart from these activities pupil-teachers organised cultural activities in 

the evening in each village, such as Nukkar Natak, Group dance, songs etc. to 




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develop skills to convey message to community on various problems related to 

socio-economic and educational aspects of the community. 

Sports and Co-curricular Activities 

Miss Sapana Yadav of B.Sc.B.Ed III year and Pooja Soni of B.Sc.B.Ed I year 

represented the MDS University, Ajmer in all India Inter University Cricket 

Tournament held at Jivaji University, Gwalior. 

Miss Sapana Yadav of B.Sc.B.Ed III year and Miss Kanchan Jha of B.Sc.B.Ed II 

year participated in the Ajmer District Badminton Championship and declared 

Runners in the women doubles section. 

Annual Athletic Meet-2010 was inaugurated by Shri D.R.Choudhury, 

Treasurer, Asian T.T. Union and Secretary General TTFI. Principal Professor K. 

B. Rath welcomed the Chief Guest and all the participants and encouraged them 

for a healthy spirit of the game. 

Kamlesh Kumar, B.Sc.B.Ed III year was declared best boy athlete and Anoop 

Yadav, B.Sc.B.Ed IV year was declared best girl athlete. 

Navneet memorial cricket tournament was held in September 2010. In the 

men section B.Sc.B.Ed. III year was the winner and B.Sc.B.Ed IV was the runner 

in the tournament. In women section, B.Sc.B.Ed II year was the winner and 

B.Sc.B.Ed III year was the runner. 

Independence Day Celebrations 

The Independence Day was celebrated with pomp and pleasure on 15 August 

2010 in the institute’s playground. Professor V. G. Jadhao, Principal hoisted the 

national flag and addressed the gathering. Students of institute and DM School 

performed march past followed by cultural programmes, patriotic songs and 

dance. NCC parade by students of institute and DM School was the main 

attraction of the programme. 

Republic Day Celebrations 

The 62nd Republic Day was celebrated with patriotic zest and pleasure on 

26 January, 2011. The principal, Professor K.B. Rath, hoisted the national flag 

and addressed the gathering. Professor Rath also inspected the march past and 

took the salute. As a part of the celebrations, Professor K. B. Rath gave away the 

appreciation certificates to four employees of the institute namely, Shri Bishamber 

Dass (UDC), Shri Nand Kishor Tak (UDC), Shri Bhupendra Singh (Class D) and 

Shri Kanhiya Lal (Security Guard), for their excellent services. The students of 

the institute including DM School performed march past followed by cultural 

programmes, including patriotic songs and dance. 

Teachers’ Day 

Teachers’ Day was celebrated in the institute on 5 September 2010. Students 

welcomed their teachers and paid rich tributes to Dr Sarvapalli Radhakrishan 

on this occasion. They also expressed their views on the present educational 

scenario of the country and the role of teacher in promoting quality education. 

Celebration of Hindi Week 

Hindi week was celebrated from 6 to 14 September 2010 in the Institute in order 

to enhance the use of Hindi in Government offices. In order to use Hindi effectively, 

different competitions were organised for all officers, staff and students of the 


Institute. The competitors who achieved first, second and third positions were 

awarded prices by the principal. The Hindi week came to its end with a vow to 

strengthen the use of Rajbhasha Hindi in day-to-day work. 

Demonstration Multipurpose School 

Demonstration Multipurpose School, Ajmer is an integral part of RIE and acts 

as laboratories for trying innovation practices. The school imparts education 

from Classes I to XII. The school follows evaluation scheme in which continuous 

assessment of children is done in all areas. 

One year pre-primary education (ECCE) programme was started on 1 July 

2010 in the primary section of DM School, Ajmer. For the professional growth of 

pre primary teacher as well as helpers, a series of orientation/training/ 

workshops/EDUSAT programmes were conducted during the session. 

MAJOR ACHIEVEMENTS OF THE SCHOOL 

Awards and Prizes won by student 

School students participated in various events at District Games and Sports 

tournaments in Ajmer and secured various positions. School won the district 

championship for boys in Basketball. 

Achievements in Sports and Co-curricular activities 

� Four students of the school selected in state level Basketball Tournament 

were Madhav Dutt, Jayant, Pushpendra and Karan of Class X. 

� Hindi exhibition was organised at DM School, Ajmer on 19 August 2010 

under the CCE programme. About thirty students participated in which very 

appreciable painting and charts were displayed. 

� About 172 students participated in science project exhibition in the school. 

Three models have been exhibited in J.L.Nehru National Science Exhibition 

at Jaipur organised by NCERT. 

� Population education week was celebrated from 21 to 24 September 2010 in 

which debate, poster and essay writing competition were organised. 

� Bhartiya Sanskriti Gyan Parikasha, Shantikunj, Haridwar was organised 

on 1 October 2010. 

� Literary and cultural week was celebrated at DM School, Ajmer from 6 to 11 

December 2010. 

Class Stream Appeared Passed Percentage 

X - 67 65 97.01% 

XII Science 29 26 89% 

XII Humanities 30 30 100% 

XII Commerce 32 28 87.5% 




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Bhopal 

Regional Institute of Education, Bhopal, since its inception in 1963, is working 

towards achieving goals in elevating, expanding, educating, providing training 

in innovative teaching techniques, facilitating learners in learning and allows 

pupils to construct the meaningful knowledge for themselves by using latest 

technology and imbibing values in education. It caters to the educational need 

(pre-service and in-service education) of teachers in the states and UTs of Western 

Region. These include Chhattisgarh, Goa, Gujarat, Madhya Pradesh, 

Maharashtra, Dadra and Nagar Haveli and Daman and Diu. It provides need 

based training, reviving, their literature, suggesting modification in their work 

and support in terms of capacity building, and joyful learning to school 

functionaries in Western Region of India. It also runs pre-service courses to provide 

quality teachers in Science and Social Sciences. It imparts M.Ed. and IDGC 

courses to eligible clientele and also functions as nodal centre for SSA. 


RESEARCH 

The institute is a recognised centre for undertaking Doctoral Research in 

Education. Research scholars work for their Ph. D degree under the guidance of 

institute faculty in various areas of education. A few candidates join research in 

content areas also. 

DEVELOPMENT 

Development of Print and Online Training Manual and Training of 

Secondary School Teachers in the Application of Free Open Source 

Software and Open Educational Resources in Education 

The project was conducted with the objectives 

� to develop training manual in print form for the applications of Free/Open Source 

Software (FOSS) and Open Education Resources (OER) in school education; 

� to develop an online manual and e-training platform for training the teachers 

in integrating Free/Libre Open Source Software (FLOSS) and Open 

Educational Resources in school education; and 

� to train the teachers through online and offline mode in integrating various 

Free/Open Source Software and Open Educational Resources in school 

education, etc.

Two workshops from 19 to 23 July 2010 and 4 to 8 October 2010 were 

conducted to develop the manual. The manual developed is hosted on the website 

at http://www.oss-oer4school.net. and has twelve modules on different aspects 

of FLOSS and OER. The training programme was conducted for FLOSS and 

OER integration at RIE Bhopal from 22 to 29 January 2011. Teachers from Goa 

and Maharashtra attended the training programme. During the workshop the 

participants in pair developed OER in different subjects using different FOSS. 

Every participant was provided with CD containing about 22 FOSS programmes. 

Development of Print and Online Training Manual for ICT (Web 2.0) 

Integration in School Education and Training of School Teachers in 

ICT Integration through Blended Approach 

The project was initiated with the objectives 

� to develop modules the training manual in print form for integrating 

Information and Communication Technology (ICT) in school education; 

� to review the progress made so far in implementing ICT integration by the 

trained teachers and to explore various new possibilities of ICT integration in 

school education ; and 

� to train the teachers through online and offline mode in integrating various 

information and communication technologies in school education. 

A workshop was conducted to develop the manual from 30 August to 

6 September 2010. The manual development is hosted on the website at http:// 

www.ictmanual.net.. and has twenty one modules on different Web 2.0 

technology. A five-day training programme was conducted on Web 2.0 integration 

in education at RIE, Bhopal from 13 to 17 December 2010. Teachers from Goa, 

Maharashtra and Daman and Diu attended the programme. 

TRAINING 

Training on Alternative Pedagogies for Primary Teachers Working in 

Tribal Schools 

In an attempt to reduce the existing achievement gap among tribal students and 

to enhance their learning propensity, the programme was organised for primary 

teachers working in tribal areas of Madhya Pradesh on Alternative Pedagogies 

from 21 to 23 March 2011. A workshop for the development of training material 

was organised from 21 to 23 February 2011. Material that was developed in the 

workshop was transacted effectively. Activities were conducted and hands-on 

experiences were given to the participants. 

Capacity Building of KRPs in Teaching of Biology at the Senior 


The programme was conducted for the states of Maharashtra and Chhattisgarh. 

A two-day workshop was organised at SCERT, Raipur to identify the hard spots/ 

concepts in biology. The training programme for KRPs of Maharashtra and 

Chhattisgarh was conducted at RIE, Bhopal from 17 to 21 January 2011. Twenty 

nine KRPs attended the programme. The topics ranged from the areas of 

immunology; physiology of plants and animals, genetic engineering, 

biotechnology, pollution, microbiology, evolution, biomolecules, etc. The main 

emphasis was given that how these topics can be transacted using constructivist 




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approach. A visit to Regional National History Museum, Arera colony, Bhopal 

was also organised during the training. 

Content Enrichment and Methodology of Teaching Political Science at 


A meeting was conducted on 25 June 2010 to find ways and modes for content 

enrichment of political science at senior secondary level for KRPs of Chhattisgarh. 

The training programme was organised from 17 to 21 January 2011 in which 

16 participants attended the programme. The topics covered in the programme 

were importance of geo politics, international terrorism and its impact on civil 

society, naxalite problems, caste and Indian foreign policies. Educational trip to 

state assembly of Madhya Pradesh and State Museum, Bhopal was also 

organised. 

Creative Writing in Gujarati Language for KRPs of DIETs 

The programme was conducted for the DIET faculty of Gujarat, Dadar and Nagar 

Haveli and Daman and Diu. The first phase was scheduled for 19 and 20 August 

2010. During the phase on 19-20 August 2010 the training strategies were 

developed for the writing of modules to be transacted during the training 

programme. The training programme was organised at DIET, Vadodara, from 

13 to 17 September 2010 in which thirty lecturers and KRPs from Gujarat and 

Union Territories of Dadra and Nagar Haveli and Daman and Diu attended the 

programme. 

Capacity Building of KRPs in Teaching of Mathematics at the Secondary 

Level 

The programme was planned for the KRPs of Madhya Pradesh and Chhattisgarh. 

In a planning meeting held from 6 to 9 September 2010 the training strategies 

were developed and specific areas were identified. The modules were developed 

by the Resource Persons in the identified topics. The capacity building programme 

organised from 31 January to 7 February 2011 was attended by nineteen KRPs. 

Training was transacted in activity mode and the KRPs were also involved in the 

activities of the Mathematics laboratory. 

Capacity Building of KRPs in Teaching of Physics at the Senior 


The programme was taken up for the KRPs of Chhattisgarh. The project team 

visited Raipur and schools of nearby districts-Dhamtari and Durg to find out 

hard spots in physics at secondary level. Six JNV, 7 KV, 2 Government schools, 

2 private schools and SCERT were visited to interact with teachers and students. 

A report was brought out and sent to different agencies having concern for better 

conceptualisation of different hard spots. 

Capacity Building of KRPs in Teaching of Chemistry at the Senior 


The training programme was conducted from 13 to 17 September 2010. KRPs 

from Chhattisgarh and Maharashtra participated in the programme. The objectives 

were: to enrich the participants in some common areas of the subject; to provide 

them knowledge regarding the latest development in the subject; to encourage 

the participants to adopt smart classroom system; to suggest constructivist 


approach in teaching Chemistry; and to help the trainees in designing some 

experiments and suggesting some new innovative experiments. 

Orientation of the Key Resource Persons on Gender Issues in Education 

The programme was organised from 26 to 30 July 2010 at RIE, Bhopal. The 

objectives were to understand gender as a socially constructed and 

institutionalised system of difference and dominance and various aspects of 

gender in education that influence curriculum, textbook and content. Teacher 

educators from Gujarat and Madhya Pradesh participated in the programme. 

Various themes like society, education, culture, curriculum, knowledge 

construction were discussed in the context of gender. Group discussions and 

features film analysis were organised for helping participants to understand 

grassroots realities of gendered practices. 

Training of Teacher Educators of DIETs about Inclusive Education 

The programme was conducted for the teacher educators of DIETs of Western 

Region with the objective to procure and develop training materials in inclusive 

setting to enable them to arrange training for school teachers under Sarva Shiksha 

Abhiyan related to Elementary Education. For this purpose resource persons 

from RIE, Ajmer, Composite Regional Centre for Disabled Persons, Bhopal, NGO 

working for mentally retarded children were involved. Participants from DIETs 

of Madhya Pradesh, Maharashtra and Gujarat, attended the programme. 

Integrated areas of the programme included: education scheme for the disabled 

children, persons with disability Act, 1995, National Curriculum Framework- 

2005 in the context of inclusive education and role of parents in Right to 

Education Act, and dealing the children with mental retardation. In all about 25 

participants were benefited with provision of participation and training sessions. 

They suggested that more programme on inclusive education need to be 

conducted by RIE, Bhopal for the faculty of DIETs, CIETs and administrators 

dealing with school education. The programme was organised from 

11 to 13 January 2011 at RIE, Bhopal. 

Training on Monitoring and Programme Evaluation for Educational 

Functionaries 

The major challenges of elementary education are enrolment, retention and 

participation. A five-day workshop was held at RIE, Bhopal from 29 November 

to 3 December 2010. Formats of academic monitoring on six quality dimensions, 

namely, classroom practices, remedial practices, teaching-learning material, 

school performance, teacher performance and evaluation practices, have been 

developed. Further, resource material on six themes of programme evaluation, 

namely, evaluation standards, evaluation framework, programme logic model, 

evaluation designs, types of programme evaluation and sampling procedures 

have also been developed. A five-day training programme on academic monitoring 

and programme evaluation was organised for the educational functionaries from 

Madhya Pradesh at RIE, Bhopal from 14 to 18 February 2011. 

Training in Use of ICT in School Library 

The programme was conducted on use of open source Library Automation 

software from 7 to 11 February 2011. Kendriya Vidyalaya Librarians from Madhya 

Pradesh, Chhattisgarh, Maharashtra and Gujarat attended the programme. The 




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main emphasis was on practical use of software in library. IT age belongs to 

open source therefore books, journals, software programmes, tools etc. are 

available free of cost in internet for every possible activity. So to avail the 

opportunity of using open software for library automation, there are a number 

of open source software available in interest for library automation. For the 

training programmes the open source softwares ‘KOHA’ OSS was selected. Some 

orientation lectures were also conducted on OSS and library automations. 

Participants were also involved in practical works. The participants were trained 

on the use of different work modules of the software like acquisition, cataloguing, 

serial control, circulation, system set-up etc. They were also provided training 

on use of LINUX, Apache, Perl etc. as a part of operating OSS. For web integration 

the participants practiced on another OSS ‘See monkey’. 

Orientation programme for KRPs of DIET on Examination Reforms 

The five-day orientation programme was organised on examination reforms from 

6 to 10 December 2010. It was specifically for the teachers belonging to SCs in 

the Western Region. The areas covered in the programme include: Reforms in 

Evaluation: Historical Perspective; The Need for Examination Reforms; Recent 

Trends and Innovative Practices in Evaluation; Role of ICT in Evaluation; Grading 

System; Educational Evaluation; Continuous and Comprehensive Evaluation; 

Evaluation in Constructivist Paradigm; and Evaluation of Higher Order Thinking 

Skills (HOTS), etc. 

Orientation of Key Resource Persons on Right to Education Act, 2009 

The three-day orientation programme on RTE Act, 2009 was held from 19 to 21 

December 2010. This programme was conducted for the Scheduled Caste teacher 

educators from the DIETs of Western Region. The objectives of the programme 

were to: develop understanding of rights based approach to education; develop 

critical understanding of the history of schooling form rights based perspective; 

discuss the provision of RTE, Act; and understand implications of RTE, Act to 

the children of various social categories, etc. 

Nurturance Programme for National Talent Search Awardees of Class IX 

The nurturance programme was first time conducted at RIE, Bhopal for the 

Western Region. The five-day programme was organised from 21 to 25 February 

2011. The National Talent Search (NTS) awardees of Class IX from the states of 

Madhya Pradesh, Gujarat and Chhattisgarh participated in the programme. Out 

of the 88 NTS awardees of western region, only 35 participated in the nurturance 

programme. Objectives of the nurturance programme were: to develop their 

intellectual potentialities in the best possible way to; to motivate the curiosity of 

awardees to stimulate their powers of creativity and research spirit; to develop 

understanding of the recent development in the subject of their interest; and to 

promote innovation, experimentation and research in the area of their interest; 

etc. The programme mainly focused on providing a good platform to determine 

their carrier prospects in the particular subject of their own interest. The awardees 

interacted with the eminent experts of various disciplines. This opportunity to 

the awardees will be of very high value for sustainable development in their 

academic carrier in future. Eminent academicians and scientists were invited for 

interactive sessions. The awardees also visited Indira Gandhi Rastriya Manav 

Sangrahalaya and Regional Science Centre, Bhopal. 


EXTENSION 


Working with community programme for the students of two-year B.Ed. was 

organised from 7 to 11 March 2011 at Mugispur, District Sehore (Madhya 

Pradesh). Approximately 135 students along with six faculty members 

participated in the programme. The programme for the students of B.Sc B.Ed IV 

semester and B.A. B.Ed. IV semester was organised from 15 to 19 March 2011 

at Thuna Kala, District Sehore (Madhya Pradesh). Approximately 122 students 

along with six faculty members participated in the programme. 

The programmes were conducted with the objectives: to provide first hand 

experience of working with community to students; to raise the awareness about 

the issues and problems of community among students; to organise awareness 

programme in the villages regarding various governmental schemes, social and 

health issues; to provide an opportunity to students to conduct community 

surveys; and to provide an opportunity to students to understand cultural 

practices of various communities. This programme has contributed for positive 

development of the students. This resulted in the: 

� Awareness and understanding regarding the economic condition of the 

villagers and their cultural practices. 

� Understanding the rural context of schooling. 

� Appreciating the value of dignity of labour. 

� Developing the community feeling through organising the community lunch. 

� Understanding the socio-political structure of village. 

Annual Staff Tournament 

The 26th NCERT Annual Staff Tournament was organised by RIE, Bhopal from 

27 to 31 December 2010. Contingent from different RIEs and other constituent 

of NCERT participated in the tournament. RIE, Bhubaneswar emerged as the 

overall champion. 

Sports and Co-Curricular Activities 

Kumari Durga of B.Sc B.Ed III Semester, an NCC cadet was selected to participate 

in the Republic Day Parade held on 26 January 2011 at Rajpath, New Delhi. 


Winners of sports events 2011 RIE, Bhopal 



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Kumari Preeti Singh of B.Ed III Semester won II prize in the inter-college 

debate competition held at Van Vihar during the Wild Life week on 

5 October 2010. 

Inter-college competitions were organised by the College of Excellence, Bhopal 

on 8 February 2011. The students of RIE, Bhopal won following prizes; 

� The team comprising of Kumari Hina Kauser, Kumari Jyoti Saraswat and 

Kumari Divya won first prize in quiz competition. 

� Kumari Pooja Pehal of B.Sc B.Ed IV year got second prize in debate 

competition. 

� Kumari Priti Maran, Kumari Prerna Singh and Kumari Shweta Saha 

performed a Chhattisgarhi Dance. 


� International Diploma in Guidance and Counselling through distance/online 

mode in collaboration with CoL 

Demonstration Multipurpose School, Bhopal 

Major Achievements of the School 

� Indira Tiwari won first prizes in Poster and Painting Competition titled “drug 

abuse” held by the Government Panchayat Department and in the Inter School 

Competition, Chacha Nehru Painting Competition. She won second prize in 

the Mrignaynee Art and Craft Expo in Inter School Competition. 

� Kaveri Paney of Class XI took part in state Level India Competition Conducted 

by classment organisation in Ahmedabad and won a prize. She also took 

part in debate competition organised by Central Pollution Controlling Board 

and won second prize of and a cash reward of ` 2000/-. 

� Wasil Mohd. Khan and Udit Parihar of Class IX won the Philately Quize 

Competition conducted by the Postal Service of India and grabbed a cash 

prize of ` 2500/- each. 

� Mayuri Pandey won the first prize in a dancing competition organised by 

Nayee Duniya 

� Master Harshit Singh Bisht has represented Madhya Pradesh at national 

level of Basket Ball championship in 2010 at Himachal Pradesh. 

� Master Brijendra Mesram an Master Himanshu Singh Bist represented Bhopal 

District. at the National Level in Basket Ball. 

� Master Shailender Gurung of Class IX represented the School in Indian Open 

International Taikwando Championship held at Vishakapatnam. 

Inter-Demonstration School Meet-2010 

The INDEM – 2010, was held from 26 to 29 October 2010 at DM School Bhopal. 

Teams from DM School, Ajmer, Bhopal, Bhubaneswar and Mysore participated 

in it. The programme was inaugurated by Professor Nisha Dubey, VC of 

Barkatullah University, Bhopal. Professor K.B. Shubramaniam, Principal, RIE, 

Bhopal, Presided the Function. 

During the INDEM, Games and Sports, Cultural, Literary and Painting 

activities were organised. The specialty of INDEM – 2010 was that all the activities 


were organised in healthy sport spirit. In Quiz competition all the students of 

demonstration were mixed in all the four teams, every group has a student of 

each DM School. That was an extraordinary experiment to foster, the spirit of 

integration among all the four DM School of Ajmer, Bhopal, Bhubaneswar and 

Mysore. 

Right from 7.00 a.m. morning to 10 p.m. in the night all the participants had 

taken part in all the activities with equal enthusiasm. This INDEM – 2010 had 

presented a beautiful show of unity in diversity. 

On 28 October 2010, all the participants of INDEM – 2010 visited the world 

Heritage sight of M.P. Sanchi. On 29 October 2010 valedictory function of INDEM– 

2010 was organised. Shri. Manoj Shrivastava, IAS, Commissioner Bhopal and 

Hoshangabad division and an ex-student of DM School, Bhopal was the Chief 

Guest. Shri. Akhilesh Singh, D.I.G. Bhopal was also present on this occasion, 

who is also one of the alumni of DM School, Bhopal. Certificates and mementos 

were given to all the participants and teams escorts. 


CBSE Board Examination Result – 2010 

Class Students Passed Percentage 

Appeared 

X 63 62 98.44 

XII Science 28 24 85.71% 

XII Commerce 31 22 70.97% 

XII Vocational 02 02 100% 



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Bhubaneswar 

Regional Institute of Education Bhubaneswar, a constituent unit of the National 

Council of Educational Research and Training (NCERT), New Delhi caters to the 

educational needs (pre-service and in-service education) of teachers of Eastern 

Region. It provides academic and technical support to the states of Orissa, Bihar, 

Jharkhand, West Bengal, Assam, Arunachal Pradesh, Manipur, Meghalaya, 

Mizoram, Nagaland, Sikkim, Tripura and Union Territory of Andaman and 

Nicobar Islands. The institute acts as Regional Resource Centre in all areas of 

education, especially school education. 

UNESCO, Bangkok has declared Regional Institute of Education, 

Bhubaneswar as a resource centre for ICT. The institute conducts in-service 

teacher training programme on ICT in education for the teacher educators of 

Eastern Region. 

The Population Education Cell (POPED Cell) carries out regularly various 

awareness programme for the students. The cell conducts orientation 

programmes regularly on Population/Development Education and Adolescent 

Education for the teachers and teacher educators at elementary and secondary 

level. The cell had undertaken projects to study the status of adolescent education 

in the textbooks of Orissa and West Bengal at secondary level and also AE concepts 

in B.Ed. syllabi at primary and secondary level in Eastern and North-Eastern 

State/Universities. The cell is also conducting a research study on Status of 

Awareness and Attitude of Students and Teachers of Sikkim and Nagaland States 

at Secondary Level towards Adolescent Reproductive Health. 


RESEARCH 

The institute has been recognised as a nodal centre for research in the field of 

education by the Utkal University and pre-Ph.D course has already been started 

in different areas of research in education. In the last few years about 25 students 

have been awarded Ph.D. in different subject areas. 

Study and Documentation of Educational Policies, Programmes and 

Activities for the State of Orissa 

The programme was undertaken with the objectives to study and document the 

educational policies and programmes for the state of Orissa, and to find out the 

educational activities being carried out by the state of Orissa. The programme 

was initiated with a planning meeting involving stake holders in school education

from the government of Orissa, researchers from the field of school education 

and faculty having experience in the area. Following a thorough discussion on 

the issues and concerns, guidelines were framed to prepare the document. Various 

information collected from a variety of published reports including media, 

interaction with stake holders and from the government website were categorised 

and put under different headings such as elementary education, secondary 

education, higher education, teacher education, vocational education, health 

education, SC & ST education, women and girls education, ICT policy in 

education, technical education and special education for information and use of 

planners and policy makers. 

DEVELOPMENT 

Package on Pedagogy Technology Integration for the Professional 

Development of Teacher Educators 

The learning materials are intended for the professional development of teachereducators 

who assist the pre-service and in-service teachers in creating pedagogy 

technology integration in constructivist learning environment. A workshop was 

conducted from 13 to 19 December 2010 at RIE, Bhubaneswar to identify the 

focus areas of the package. The second workshop was conducted from 

21 to 25 January 2011 to review and finalise the materials. This package consists 

of eight modules: Emerging Pedagogy; Emerging Technology, Pedagogy 

Integration: It’s Implication for Teacher Educators; Pedagogy Technology 

Integration for Curriculum Transaction; Pedagogy Technology Integration and 

Learner’s Assessment; Pedagogy Technology Integration and Learning 

Management; Pedagogy Technology Integration and Multiple Intelligence; and 

Pedagogy Technology Integration for Challenged Learners. These materials will 

support the professional learning and assist the teacher educators to explore 

innovative practices. These materials were transacted in a seven-day training 

programme held for the teacher educators of West Bengal and Orissa at RIE, 

Bhubaneswar from 18 to 24 February 2011. 

Environmental Concerns— A Resource Material for Secondary Teachers 

A resource material for secondary teachers is developed in environmental 

education based on the environmental education syllabi at the secondary level 

developed by NCERT. The material consists of seven environmental concerns: 

Understanding Ecosystem; Depletion of Resources; Waste Generation and 

Management; Environment Values and Ethics; Restoring Balance in Environment; 

Issues of Environment; and Striving for Better Environment. It was developed in 

various workshops held in the institute. Many resource persons, teachers and 

teacher educators drawn from different states, KVS, NVS, Ministry of Environment 

and Forest, Government of India, Utkal University and faculty of RIE, 

Bhubaneswar contributed in the development of the modules. These materials 

would serve to generate the necessary environmental awareness among the school 

community to protect/conserve the environment. 

Content-cum-Pedagogy Enrichment Programme for PGTs in Physics 

The programme for PGTs in Physics for Andaman and Nicobar Islands was 

organised at SIE, Shiksha Sadan, Port Blair from 25 to 29 November 2010. 

Twenty two PGTs participated in the programme. The objectives of the programme 

were to strengthen the participants understanding of the concept, scope, and 




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196 

application of constructivist pedagogy in classroom, to sensitise the participants 

to the common mistakes made by the students while answering physics 

questions, to identify hidden pitfalls in the textbook treatment of physics concepts, 

to explore alternative pathways to the derivation of specific formula or solution 

to a given problem, and to enable the participating teachers to guide the students 

to construct knowledge more effectively through conceptualisation, logical 

reasoning and problem solving. The focus of the programme was on numericals 

and derivations related to physics content at higher secondary level. For this 

purpose, topics from general physics, mechanics, heat and thermodynamics, 

electricity and magnetism, optics, semiconductors, electronics and 

communications were chosen for discussion. Besides, the participants were also 

exposed to the nuances of constructivism and the various aspects of the Right to 

Education Act to broaden their perspective. Report of the programme is being 

dispatched to the authorities for further use. 

Education for Sustainable Development: Training of Key Resource 

Persons on Eco-Club Activities at the Secondary Level 

The training programme was organised with the philosophy that Education for 

Sustainable Development (ESD) is different from environmental education as 

there is a shift from awareness and understanding to involvement, participation 

and problem solving. Besides ecological (environmental) dimensions, ESD looks 

into economic, social and political aspects with the objective of proposing the 

quality of life of people living on the planet. Seventeen Science supervisors from 

Orissa attended the programme. The types of activities being carried out under 

eco-club programmes at secondary schools under different educational circles 

of Orissa was collected through a questionnaire. Training package consists of 

different modules pertaining to various issues such as composting/vermin 

composting, rain water harvesting, water shed and its management, organic 

farming, integrated pest management, green manuring, plant propagation, etc. 

were developed. The training programme was organised from 23 to 26 November 

2010 in which experts shared their experiences and explained the skills/activities 

which can be demonstrated to students to promote green club activities in schools. 

During the training programme, participants visited certain institutes/ 

laboratories in and around Bhubaneswar to get first hand knowledge in the 

area. 

Orientation Programme of Secondary School Teachers in Teaching 

Mathematics 

The training programme was conducted at RIE, Bhubaneswar from 21 to 25 

February 2011 for the state of Bihar. Secondary school teachers of the concerned 

state attended the programme. Along with the content areas in Mathematics at 

secondary level, the methodologies and pedagogical process of learning and 

teaching were emphasised. The report of the programme includes cooperative 

learning, use of ICT in Mathematics, different experiments in Mathematics, 

Mathematical modeling, and starling of proofs in Mathematics and different 

content areas of secondary syllabus. 

Training Programme on Action Research for Teachers of Minority-run- 

Schools of Orissa and West Bengal 

The training programme was organised to orient teachers from minority-run- 


schools on salient features and steps involved in the action research and to 

empower the teachers to undertake action research in different areas of school 

education at the institute from 21 to 25 February 2011. Altogether, 

30 participants from minority-run-institutions of West Bengal and Orissa 


International Diploma Course in Guidance and Counselling 

There were altogether 7 assignments covering 14 modules which the trainees 

had to complete during the 6 months (January to June) of distance/online mode. 

The practicum papers which were done during the 3 months (July to September), 

face-to-face mode include GC-115 (Group Guidance Practicum), 

GC-116 (Psychological Assessment), GC-117 (Collection, Management, 

Dissemination of Information), GC-118 (Practicum in Career Development), GC- 

119 (Counselling Practicum). Portfolios also were submitted by all the trainees. 

At the end of the 3 months contact programme, written and oral examinations 

were conducted, after which the IDGC trainers went for internship to their home 

town for a period of three months from October to December 2010. 

Content-cum-Pedagogy Enrichment Programme in Teaching Biology at 


The resource material for the programme was developed as per requirement of 

Andaman and Nicobar Island’s administration involving three External Resource 

Persons and three Internal Resource Persons in June, 2010. A five-day training 

programme was conducted at SIE, Port Blair from 26 to 30 October 2010. Twenty 

seven KRPs/PGTs in Biology participated in the training programme. The topics 

relating to cytology, genetics and biotechnology were discussed by integrating 

multimedia activities. The resource material was distributed to the participants. 

Training of Hindi Teachers for Teaching Hindi as a Third Language at 

the Secondary Stage 

The training programme was organised at RIE, Bhubaneswar from 

17 to 21 January 2011 with the objectives to update the knowledge of secondary 

school Hindi teachers and enhance their skill of teaching Hindi so that teachers 

could address the problems of students studying Hindi as a third language. A 

meeting was held on 2 July 2011 to discuss the modality of the programme and 

find out the hard spots. Various problems related to teaching Hindi as a third 

language were discussed in the programme. 

Content-cum-Pedagogy Enrichment Programme for TGTs in Mathematics 

The content-cum-pedagogy enrichment programme for TGTs in Mathematics 

was conducted at the request of educational authorities of Andaman and Nicobar 

Islands at Port Blair from 22 to 24 November 2010. Twenty PGTs from different 

schools of Andaman and Nicobar Islands participated in the programme. Difficult 

areas in Mathematics identified by the participants have been discussed in detail. 

Orientation of Secondary School Teachers for Establishment and 

Maintenance of Science Laboratory and Science Museum 

The specific objectives of the programme were to provide training to science 

teachers for establishing science laboratory and effective utilisation of scientific 

apparatus/instrument for classroom teaching. During the five-day orientation 




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programme various practical laboratory skills related to science learning in 

Physics, Chemistry, Zoology and Botany and technical skills related to extractions 

and examinations, establishment and maintenance of lab for secondary school 

science teachings were discussed. 

Capacity Building of Teachers and Teacher Educators in the 

Development of Low-cost Instructional Materials at the School Level 

A five-day orientation programme on the capacity building of teachers and teacher 

educators on Development of Low Coast and Zero Cost Instrumental- Materials 

at School Level was organised by the institute from 14 to 18 February 2011. The 

programme was designed by the institute at the request of the states of the Eastern 

Region. Teachers and teacher educators from the states of Bihar, West Bengal 

and Orissa attended the programme. A planning meeting was organised for the 

development of instructional materials. The expert members also prepared some 

training modules and low cost and zero cost instructional materials. A good 

number of instructional materials were designed out of locally available waste 

materials and raw materials. 

Orientation Programme on Content-cum-Pedagogy Enrichment in 

Geography 

The programme was conducted for the PGTs of Andaman and Nicobar Island at 

SIE, Port Blair from 7 to 11 February 2011. The objectives of the programmes 

were to enrich PGTs with new methodology of teaching as well as changing 

concepts in Geography. 

Training of Key Resource Persons on Action Research 

A training package has been developed through workshop and a seven-day 

training programme on Action Research was conducted at the institute from 

25 February to 3 March 2011 for the state level teacher educators/resource 

persons who can conduct multi-dimensional action research to meet the day-today 

classroom problems in the context of teaching-learning process. Teacher 

educators and resource persons from Jharkhand and Orissa participated in the 

training programme. Various topics on action research were discussed which 

will help to overcome various students’ problems. 

Training of Key Resource Persons on Inclusive Education for Challenged 

Group of Learners at the Elementary and Secondary Stage 

The training programme for the elementary and secondary school teachers of 

Andaman and Nicobar Island to sensitize the KRPs on the concept and need of 

inclusive education was held at Port Blair from 19 November to 3 December 

2010. Same programme was held at RIE, Bhubaneswar from 24 to 28 January 

2011for the states of Bihar and Jharkhand. The content which included in the 

programme were: Concept of Inclusive Education and Who are the Challenged 

Group of Learners; Need of Inclusive Education for the Challenged Group of 

Learners; Right to Education Act, 2009 with special reference to Inclusive 

Education for Challenged Group of Learners; International and National 

Legislations for Inclusive Education for the Challenged Group of Learners; 

Understanding Children with Hearing, Visual, Locomotor, Learning, Intellectual, 

Multiple, Impairment, Cerebral Palsy and Autism; Role of Teachers, Parents and 

Community in Inclusive Education for the Challenged Group of Learners; and 

Activities and Self-assessment for the Teachers. 


Training of KRPs in Various Aspects of Inclusive Education 

The training programme was conducted from 23 February to 1 March 2011 at 

RIE, Bhubaneswar. The objective of the training programme was to empower the 

KRPs in various aspects of inclusive education with the objective that the 

participants can act as resource persons for further dissemination and 

implementation of inclusive education. Altogether 33 participants attended the 

training programme from tribal secondary schools located at different districts 

of Orissa from 23 to 29 October 2009. The module consists of two broad areas of 

inclusive education and subject specific mode of transaction in an inclusive 

classroom. The participants visited Bhima Bhoi School for the blind and Bipin 

Bihari Choudhary School for the deaf located at unit-III, Bhubaneswar. 

Collaboration with State Agencies 

MHRD sponsored research study Impact of Teacher Training Programme on 

Classroom Transaction under SSA has been conducted in Bihar, Orissa and 

West Bengal in collaboration with the State Project Directors of these states. 

Internship in Teaching 

Internship in teaching programme for B.Ed. Part II student-teachers was 

conducted from 28 June to 28 August 2010. A total of 108 student teachers 

attended the programme. The programme was conducted at Bhubaneswar for 

63 student-teachers of Oriya and English medium and Jamshedpur for 

45 student teachers of Hindi medium. In total, students-teachers were placed in 

17 cooperating schools. Each student-teacher delivered 80 lessons (40 lessons 

in each method). Evaluation of each student-teachers’ performance in different 

activities including lessons was taken for 350 marks. Pre-internship conference 

and post-internship conference was also organised at RIE, Bhubaneswar. 

Internship-in-teaching programme of four-year integrated B.Sc. B.Ed. 

student- teachers was organised for a period of one month from 28 June to July 

31 2010. Prior to the programme a pre-internship conference was organised 

from 21 to 25 June 2010 to brief about the programme. During the pre-internship 

conference the student-teachers were appraised about their duties and 

responsibilities at the internship centres. The students were given opportunity 

to interact with their co-operating teachers and principals. The student- teachers 

were provided with a set of materials containing (i) Activity schedule (ii) Guidelines 

(iii) Lesson Plan Record (iv) Lesson note format, etc. During internship the 

evaluation was based on continuous and comprehensive method. The 

performance of student-teachers during internship was based on the assessment 

made by institute supervisors, co-operating schools teachers, principals and the 

peer group. The final grades were awarded after evaluating the overall performance 

of the students during the programme. After completion of the internship an 

exhibition of teaching aids was organised at RIE, Bhubaneswar on 

3 August 2010. The post-internship conference was organised to get students’ 

feedback for improvement of the programme. 

Multi-cultural School Experience Programme for B.Ed. Part I Students 

The multi-cultural school experience programme is a part of the course learning 

to function as a teaching in the two year B.Ed. programme, after learning about 

the different skills of teaching and practicing those in simulating conditions. In 

the first semester the pupil teachers are given the exposure to various schools 




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through the programme. The pupil-teachers take up various activities during 

their stay at school. They are; observe 10 lessons delivered by regular teachers 

with the help of observation schedule; observation of day-to-day activities and 

preparation of a comprehensive report highlighting working of the library, coscholastic 

activities, games and sports, functioning of laboratory, school morning 

assembly, etc; availing at least six substitute teaching appropriates in actual 

school situation; developing two lessons in each method and use of learning 

materials/ teaching aids; and understanding a case study. 

The multi-cultural placement was conducted in two clusters, Gaya in Bihar 

and Chandragiri in the Gajapati district of Orissa from 1 to 4 February 2011. 

A total of 117 students of B.Ed. Part-I participated in the programme. A preconference 

was conducted at RIE, Bhubaneswar in which the pupil-teachers, 

the practising teachers from the co-operating schools and the faculty members 

of the institute discussed the strategies to be adopted in the schools to accomplish 

the activities during the multi-cultural placement on 27-28 January 2011. Postconference 

was also conducted in the institute to get feed back of the programme. 


Fieldwork related to Working with Community Programme of B.Ed. Part-II 

student-teachers was organised to develop awareness among student-teachers 

on working with community and to plan and execute related activities. The 

programme for the session 2010-11 was organised at RIE, Bhubaneswar and 

Kaipadar, Jariput, Mali Sahi, Madhpur, Deultangi and adjacent villages in 

Khordha district from 27 November to 5 December 2010. A pre-conference was 

held on 26 November 2010 to acquaint the student-teachers with the mode of 

activities and time schedule of the programme. A feedback session was organised 

on 6 December 2010 to have reflection on the activities conducted during the 

10 days field work with community programme. 

Fieldwork Related to Working with Community for B.Sc. B.Ed. IV year 

It is an integral component of the four year B.Sc. B.Ed. Part-IV course. This year 

75 students participated in the programme held at a Shim near Dumuduma of 

Bhubaneswar. The students also gave Shramadan in the RIE Campus. The 

programme is conducted with the following objectives to acquaint the pupilteachers 

with the local community; to create awareness about the education 

issues, and societal needs; and to develop their personality through community 

service, etc. All the students did the surveys on health and hygiene of the 

community, adult education and guidance service to the community, population 

education awareness and gender equity, scheduled in danger and chicken gunia, 

malaria, and safe drinking water, etc. The students were exposed to a popular 

talk on Pot Chlorination by project officer of Regional Science Centre. Students 

organised cultural programme at the slum for the community. The students did 

cleaning of the campus. Ruchika Sansthan, Bhubaneswar explained them the 

live demonstration of rain water harvesting. The community work came to an 

end with a community lunch on last day of the programme at RIE Campus. 

Demonstration Multipurpose School, Bhubaneswar 

The Demonstration Multipurpose School is an integral part of RIE, Bhubaneswar 

and acts as laboratory for trying-out innovative practices in school education 

and teacher education. This school is affiliated to the CBSE, New Delhi and it 

imparts education from Classes I to XII in English medium. 


Achievements of Students of DM School 

� Inter Demonstration School Meet, 2010 was held at DM School, RIE, Bhopal 

in October 2010. D.M. School, Bhubaneswar was declared literary champion. 

� Master Prabhakar Pradhan of Class X participated as a badminton player in 

the 56th National School Games held at Chandigarh from 7 to 12 January 2011. 

� Master Preeyam Behera and Subhrajit Mallick of Class X presented a project 

Efficient Green Energy Production in Coastal Region in the National Science 

Exhibition organised by CBSE at Delhi. 

� Master Sarthak Mohapatra, Master Preeyam Behera and Master Vishal Gourav 

Mallick of Class X presented a project Determination of Refractive Index of Liquid 

Using Laser Light and they were selected for National Science Congress. 

� Master Anurag Sahoo and Master Chandan Samantaray of Class X presented 

a project on Prevention of Railway Accidents Using Ultrasound in the metals 

(e.g. iron) 

� Twenty eight students of the school were awarded medals for securing 

90 per cent and above marks in National Mathematics Olympiad, 2010. 

Master Somadutta Bhatta of Class X received a special shield for securing 

100 per cent marks in National Mathematics Olympiad. 

� Master Jyoti Ranjan Pagoda of Class VI secured 19th rank and Master Somadutta 

Bhatt of Class X secured 34th rank in International Level Mathematics Olympiad- 

2010 organised by Science Olympiad Foundation, Delhi. 

� Master Somadutta Bhatta of Class X won 1st prize in National Talent Test- 

2010 organised by Times Gurukul. 


Annual Day Function DMS, Bhubaneswar 

Results of Board Examination 2010 

Class Students Students Pass % 

Appeared Passed 

X 93 93 100 

XII Science 34 34 100 

XII Commerce 12 11 91.6 



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Mysore 

The RIE, Mysore has been functioning as a Regional Resource Centre for School 

and Teacher Education and striving for academic excellence, innovation, 

professional competence, commitment and sharing of experiences and expertise 

to improve the quality of education in the southern region. The major academic 

functions of the RIE, Mysore are: designing and implementing innovative preservice 

teacher training programmes; conducting continuing education/ inservice 

training programmes for capacity building of the staff of DIETs, CTEs, 

IASEs and SCERTs and other educational functionaries of the States/ Union 

Territories in the southern region; carrying out research and developmental 

activities in various areas of concern to school education and teacher education; 

and offering consultancy on matters related to school education as well as teacher 

education. 


RESEARCH 

The institute is a recognised centre for undertaking doctoral research in education. 

Several steps have been taken by the Research Co-ordination Cell of the institute 

to strengthen the research activities. A total 42 scholars, both full time and part 

time, are pursuing doctoral study under various guides of the institute. Six of 

them have been awarded Ph.D by the University of Mysore and six research 

scholars in Education and Science have submitted their Ph.D. Thesis during 

2010-11. 

Involvement of Local Self-Governments in Promoting Quality Education 

at the Elementary Level 

The programme was planned with the specific objectives to ascertain the 

involvement of local self-government in promoting quality education at elementary 

level. In consultation with state educational and local government functionaries, 

the initial planning was carried out. A workshop was conducted to develop tools 

from 16 to 20 August 2010. The case study was conducted and the report will 

be sent to SCERT, Thiruvananthapuram for information and necessary action 

at their end.

DEVELOPMENT 

Development of Training Package for KRPs to Train Teachers in 

Classroom Transactions in Mathematics for Classes VI to IX 

The programme was conducted to identify those content areas, which are difficult 

for teachers to transact in the classroom and to develop the training package for 

KRPs in transacting the identified content areas. A three-day workshop was 

organised to identify the difficult areas from 27 to 29 September 2010. This was 

followed by a workshop for development of material from 29 November to 3 

December 2010. The material developed was reviewed and finalised. In the training 

package the unit lesson plan, characteristics of a unit, example of a unit plan, 

need for lesson planning, advantages of planning, content categories in 

mathematics, concept analysis, concept map, elements of lesson plan, 

instructional objectives, teaching aids, prerequisite knowledge, planning of 

learning experience, structure of a lesson plan and examples of lesson plans are 

included. 

Development of Training Package for KRPs to Train Teachers in 

Classroom Transactions in Science for Classes VI to IX 

The programme was conducted to identify the content areas which are difficult 

for teachers to transact in the classroom and to develop the training package for 

KRPs in transacting the identified content areas. A three-day workshop was 

organised to identify the difficult areas, followed by a workshop for development 

of material from 29 November to 3 December 2010. The material developed was 

reviewed and finalised in a workshop held from 14 to 18 February 2011. 

Development of Training Package for Junior Lecturers in Enrichment 

of Content and Classroom Transaction in Mathematics 

The programme was planned with an objective of achieving the targets to raise 

the competence level of teachers by producing appropriate content enrichment 

materials along with relevant inputs for transaction mode. An expert group 

meeting was organised to identify topics and format of the material to be developed 

from 20 to 22 December 2010. A workshop was held from 25 to 28 January 

2011 with a group of experts and content enrichment material was developed on 

the identified topics. Exemplary material was also prepared. The final meeting of 

resource team was held to review and finalise the developed material from 21 to 

25 February 2011. 

Development of Training Package for Junior College Lecturers in 

Enrichment of Content and Classroom Transaction in Biology 

The programme aimed at improving and developing the competency level of junior 

college lecturers by producing appropriate content enrichment materials along 

with relevant transaction mode in Biology. A meeting of experts was held on 

27-28 December 2010 to identify topics and format of the materials to be 

developed. Resource material in Biology was developed in classroom transaction 

mode in a workshop held from on 31 January and 1 February 2011. The material 

developed was reviewed and finalised in a meeting of experts held from 21 to 25 





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International Diploma in Guidance and Counselling through Distance/ 

Online Mode 

The course is opertationalised in three phases of distance mode, face-to-face 

contact programme mode and internship of three months duration. The second 

batch of the course started in the month of January 2010. Forty nine students 

were admitted to the course. Distance phase of the course was carried out from 

January to June 2010. Face-to-face contact programme was carried out from 

July 2010 to September 2010. Thirty two trainees attended the contact 

programme. The contact programme was enriched with lectures, demonstrations, 

role play and field visits to guidance agencies. During the school attachment 

programme, students were involved in conducting class talks, career talks, group 

discussions, workshops, group counselling, administration of various 

psychological tests, and organising career conference-cum-exhibition in their 

respective schools. The students at the end of contact programme submitted the 

reports of each practicum. Internship was carried out in their respective schools 

during October-December 2010, which was supervised by local supervisors as 

well as RIE faculty from time to time. At the end of internship, trainees submitted 

a report. Admission test and interview was conducted for the third batch of IDGC 

(2011-12). On 11 December 2010, 39 Indian students and one foreign candidate 

were admitted. An orientation programme was organised on 22 January 2011 

for newly admitted students. During the orientation, students were provided 

with the details about the course and its structure, and the course materials 

were distributed. First tutorial for the 3rd batch of IDGC was organised from 18 

to 19 March 2011. Online tutoring is also being provided to the students to 

facilitate their learning through course module for the first half of the distance 

phase. 

Training Programme for Paper Setters on the Latest Trends, Issues 

and Practices in Evaluation at the Secondary Level 

The objectives of the programme was to review the awareness of the paper setters 

on changed scenario of assessment and the new approaches for evaluating the 

learners’ performance, to identify the areas for the professional development of 

paper setters based on their awareness and priorities on NCF-2005, to design 

and develop a training package based on the identified priorities and to provide 

training to the paper setters. A planning workshop for analysis of the question 

papers was held from 18 to 20 November 2010. Planning and preparation of 

training material was completed in a workshop held from 27 to 31 December 

2010. Training programme was conducted for the paper setters from 18 to 22 

January 2011. The training package was finalised in a workshop held from 25 

to 28 February 2011. 

Development of a Training Package on Communication Skills in English 

for High School Teachers (SUCCESS, Project Schools) in Andhra Pradesh 

The training package was prepared in a workshop held from 29 November to 3 

December 2010. The training package included the modules on Written 

Communication, Presentation Skills, and Communicative English for Facilitating 

Group Tasks, Study Skills, Communication and Grammar Competencies, Sound 

System of English, Role-play in Classroom, Using the Language Lab for Better 

Communication, Non-verbal Communication and Barriers in Communication. 

The package was tried out on 40 KRPs from 17 to 21 January 2011. On the 


asis of the feedback, modifications and additions were made. The Government 

of Andhra Pradesh and the SUCCESS School authorities will use the training 

package. The institute will provide academic support on the content enrichment 

in the concerned subjects as per requirement. 

Development of Enrichment Activities in Mathematics for the Elementary 

School Students of Tamil Nadu and Puducherry 

This programme was planned with the objective to develop a manual of enrichment 

activities for elementary schools of Tamil Nadu and Puducherry. A workshop 

was conducted from 31 August to 1 September 2010 to identify the content 

areas and activities to prepare the manual of enrichment activities. A five-day 

workshop was held from 27 to 31 December 2011 where participants were given 

training in preparing some model lessons and paper folding activities. The 

enrichment manual has been prepared. 

Planning and Executing Short Term Research Projects in School 

Education 

The objectives of the programme were to orient about the salient features of short 

term research project work, develop suitable guidelines and research proposal 

format, identify some of the educational research problem areas and prepare 

short term research project report. A meeting was held to discuss on the different 

approaches to carryout short term research projects from 17 to 18 August 2010. 

The modalities of the four-day workshop for development of short-term research 

manual were finalised. A workshop for developing suitable guidelines and formats 

for research proposals was held from 27 to 30 September 2010. In the workshop 

tasks were assigned to groups to develop materials on the specified areas. In 

consultation with resource persons a format was developed. An orientation 

programme was held from 22 to 27 November 2010. In the programme the 

participants were oriented about the manual, filling up of the formats and 

finalising the draft of the formats. Different types of research, qualitative research, 

introduction to STR format, lab area studies and multi centric studies as 

approaches for STR, report writing and writing of executive summary of the report 

were also discussed. 

TRAINING 

Empowerment of KRPs on Methodology of Qualitative Research through 

Project Mode 

A workshop was conducted to plan the activities of the programme, to identify 

the topics and resource persons and to prepare the trainer manual at SCERT, 

Thiruvananthapuram. Training modules were used to train the participants from 

DIETs of Kerala on Qualitative Research Methodology from 22 to 27 November 

2010. During the training programme, the participants identified several 

problems which could be studied by using the techniques they learnt during 

the workshop. A workshop for finalisation of tools and techniques was conducted 

again at SCERT Thiruvananthapuram from 28 to 30 December 2010. Three 

projects were selected by the participants to work in groups. They are: A Study 

on the Utilisation of Information and Communication Technology in Upper 

Primary Schools of Kerala; Analysis of the Usefulness of the Handbook in Social 

Science in Standard VII with special reference to History, Political Science, 




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Geography and Economics; and Analysis of Errors committed by Upper Primary 

School Students with Writing Difficulties in Malayalam. The participants as per 

their group requirement collected the data in their respective localities. Data 

analysis and writing preparation were done through workshop mode between 8 

and 12 February 2011 under the guidance of external and internal resource 

persons. 

Training of KRPs of Upper Primary Tribal Schools of Kerala State on 

Content Enrichment in English and Social Studies 

The programme was conducted to identify the areas in which the content 

enrichment is needed from the textbooks of English and Social Studies of the 

upper primary classes and to develop the instructional strategies on the identified 

areas in English and Social Studies. A field visit was undertaken to identify the 

areas in which content enrichment was required. The material was developed in 

a workshop held from 8 to 12 November 2010. Modules in History, Geography, 

Civics and Economics were prepared on selected topics. Modules were prepared 

on The Sound System of English, Contrastive Features of the Syntactic Structures 

of English and Malayalam, Style of Teaching English, Language Rich Environment 

in a Tribal Classroom, Scaffolding the Tribal School English Teacher, Computer 

Assisted Language Learning, Using the Language Lab in Tribal Schools and 

Role-Play in Classrooms. The package was finalised in a workshop conducted 

from 20 to 24 December 2010. 

Training of Pre-University KRPs of Karnataka in Planning for 

Undertaking Action Research 

The programme was undertaken to enable Pre-university KRPs of Karnataka in 

planning and undertaking research activities. The training programme was 

conducted from 19 to 23 October 2010. The participants were oriented on the 

preparation of proposals for action research. Several proposals were developed 

by the participants at training programme. The participants were guided to 

undertake the research activities in their respective institutes. 

Orientation of State Education Functionaries on Right to Education 

The training programme was organised with the objectives to develop an 

understanding of the need, significance and features of the Right to Education, 

to develop awareness towards the duties of parents, government and local 

authorities to identify the responsibilities of schools and teachers, to develop an 

understanding of protection of rights of children, and to understand the role of 

state functionaries in executing the ACE. Two planning meetings were held on 8 

and 9 August 2010. An activity for material preparation was held on 2-3 

September 2010. The education functionaries were oriented from 15 to 17 

September 2010. In the programme, the participants were familiarised with the 

Act and rights of the child. State-wise action plans were also prepared during 

the orientation programme. 

Training of KRPs of Andhra Pradesh, Karnataka and Tamil Nadu in 

Guidance and Counselling 

The training programme for the key resource persons was held from 29 November 

to 3 December 2010. The participants were trained on the concept of guidance 

and counselling, skills and competencies required for a guidance counsellor, 


techniques of counselling, career counselling and guidance activities to be 

conducted at secondary school level. An action plan to train the teachers in their 

respective states was also prepared and the participants were guided on carrying 

it out in their respective institutes. 

Capacity Building of State Education Functionaries of Southern States 

in the identification of Educational Needs 

The programme was planned to train the educational functionaries of Andhra 

Pradesh, Karnataka, Kerala and Tamil Nadu in bringing out guidelines for 

identification of educational needs and to organise a workshop for consolidation 

of the needs of the southern states. Workshop for consolidation of state needs 

was carried out from 25 to 27 October 2010. 

Orientation Programme on Continuous and Comprehensive Evaluation 

for the Teachers of Lakshadweep Islands at the Elementary Level 

The programme was planned with the objectives to revise the existing training 

materials on CCE keeping in mind the constructivist pedagogy, new textbooks 

and CBSE guidelines and to train the elementary school teachers of Lakshadweep 

Islands at elementary level, using the revised training package. The training 

material was finalised from 30 August to 1 September 2010. It included CCE in 

the context of constructivist pedagogy, formative and summative assessment, 

and identification of difficulties of learners and CCE in different subjects. The 

training programme was conducted on 24-25 November 2010. 

Training in Pedagogical Content Knowledge for Teaching Mathematics 

The programme was undertaken with the objectives to develop teachers’ 

competence related to the different components of pedagogical content knowledge 

in mathematics, to develop teachers’ ability to bridge content and pedagogy of 

mathematics, and to develop teachers’ ability to design and use activities based 

on constructivist approach to teaching. The training programme was held from 

8 to 12 November 2010. 

Workshop on Theatre, Art and Heritage, Craft Traditions 

The programme was conducted with the objectives to develop an awareness of 

various art forms among student-teachers, to develop creative ability and 

communication skills among student- teachers by using different art forms, to 

understand the cultural diversity existing in various heritage crafts and folk art 

forms, to develop the skills of organising different art and cultural activities. The 

workshops were conducted during the weekends to train the students in theatre, 

art, heritage and craft traditions. Activities like paper cutting, wood cutting, leaf 

printing and oil painting were conducted. Basic training in theatre art was given 

to them in small groups. They enacted skits on selected themes under the 

guidance of resource persons. The programme was organised during 

August-September 2010 and February-March 2011. 

EXTENSION 

National Seminar on Pedagogy for Schools 

The national seminar was planned with the objective to provide a platform for 

different stakeholders in school and teacher education to discuss about various 




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issues, concern and perspectives on pedagogy for schools. The three-day national 

seminar was organised from 2 to 4 March 2011. Eighty two delegates from all 

parts of the country participated in the seminar. The seminar deliberated on 

seven themes in separate sessions. Papers were presented on the theme ‘Single 

and Multiple Perspectives in Pedagogy’; ‘Generic and Subject Specific Pedagogies’; 

‘ICT-Pedagogy Integration for Curriculum Engagement’; ‘Contextualising 

Pedagogy to the Classroom Realities’; and ‘Pedagogical Concerns in Curricular 

Materials’. A panel discussion was held on Models of Leadership in Pedagogy for 

Schools, Models of Leadership in Pedagogy for schools’ and ‘Teacher Preparation 

and Professional Development for Implementing Pedagogical Perspectives in 

Schools’. Abstracts of the selected papers were distributed among the delegates. 

Science Camp 2010 

The Summer Science Camp 2010 was held at RIE, Mysore from 17 to 26 May 

2010. The camp was inaugurated by Professor K. Dorasami, Principal, RIE, 

Mysore. Students from different schools of Mysore along with students from DM 

School participated in the camp. Principal stressed the need to develop scientific 

temper among children and urged them to take active part in the activities of the 

camp. Sessions were arranged on science experiments with low cost materials, 

demonstration of science concepts with games and puzzles, reporting and 

maintenance of dairy on observations in science, food adulteration, film shows 

on alternate material instead of materials from animal origin, interesting 

experiments in science, visit to zoo, water investigation, rocks and minerals, clay 

modeling, nature walk, snake demonstration, sculpture art, visit to milk diary, 

origami, bird show, bird watch, food and nutrition, visit to natural history museum 

and yoga during the camp. 

Extension Lecturers 

The programme is conducted with a view to provide a special forum for both 

students and faculty for academic discussion with scholars in different areas of 

knowledge, to promote a healthy debate and interaction on various areas of 

contemporary concerns and interests and to generate interest and enthusiasm 

among students and faculty in various fields of knowledge. 

The following lectures were organised in the institute for the year 2010-11 

� Dr D. Khader Valli, an environmentalist from Mysore delivered a talk on 

‘Health, Food and Environment’ on 16 September 2010 in connection with 

World Ozone day: 

� Professor Shantha Sinha spoke on ‘Right to Education and Banning of 

Corporal Punishment’ in the 3rd Zakir Hussain memorial lecture held on 20 

September 2010. 

� Bramha Kumari Yogeshwari spoke on ‘Empowerment through Values and 

Spirituality and Clean the Mind and Green the Earth’ on 22 October 2010. 

� Professor Sheik Ali addressed the audience on ‘The Life and Work of Maulana 

Abul Kalam Azad’ during the National Education Day held on 11 November 

2010 to commemorate birth anniversary of Maulana Abul Kalam Azad. 

� Dr Madhav Chavan delivered the 4th Zakir Hussain Memorial Lecture on 

‘Changing Times: Demand Change in Education’ on 28 January 2011. 

� Dr Siddaramaiah spoke on ‘Nano Technology’ as a part of National Science 

Day celebration on 28 February 2011 


Internship in Teaching 

A four-day workshop on School Based Experiences and Supervision of Practice 

Teaching for Cooperating Teachers of B.Sc.Ed Internship Programme of RIE, 

Mysore from the four centres for Internship in Teaching from the Southern Region 

was organised from 21 to 25 June 2010. Cooperating Teachers and Headmasters 

of the selected schools from the southern states attended the conference. The 

internship centers were Hindupur in Andhra Pradesh, Shimoga in Karnataka, 

Kannur in Kerala and Coimbatore in Tamil Nadu. The internship was carried 

out from June 28 to 7 August 2010. The teachers of the cooperating schools as 

well as the institute faculty supervised internship. 

Mathematics Training and Talent Search Programme 2010 

It is a national level programme sponsored by National Board of Higher 

Mathematics, Department of Atomic Energy, Government of India. Around 120 

undergraduate and postgraduate students in Mathematics from all over India 

were selected to participate in the 27 days training programme. Their mathematical 

talents were identified and nurtured through innovative methods of teaching 

and learning. Renowned mathematicians/mathematics teachers from prestigious 

institutes and universities participate in this programme as resident faculty. It 

was held from 17 May to 12 June 2010. 

SSA Monitoring for Kanataka 

The SSA monitoring reports of Kolar, Mandya and Chikaballapur have been 

completed and submitted to MHRD through Ed.Cil. Currently, the monitoring 

works of three districts of Karnataka are going on. They include Mysore, Mandya 

and Hassan. As a nominee for the 13th Joint Review Mission, Professor C. G. 

Venkatesha Murthy visited Uttarakhand along with the World Bank specialist 

from Washington DC, USA, and submitted a report on the status of 

implementation of SSA in Uttarakhand to Government of India, MHRD. 

Students’ Placement 

The Placement Cell of the Institute has scheduled campus interview by 33 reputed 

schools from within and outside southern region. 16 schools have already 

conducted the interviews and offered jobs to most of our outgoing students. KVS 

has conducted campus interview at the Regional Institute of Education, Mysore 

for the first time for recruiting PRTs and TGTs in KVs. Thus the outgoing students 

of the Institute had excellent opportunities for placements in schools. 


� International Diploma Course in Guidance and Counselling through Distance 

and on Campus Mode in Collaboration with CoL, Canada 

� Early Childhood Care and Education (ECCE) Programme in DM School, RIE, 

Mysore 

� Workshop on School Based Experiences and Supervision of Practice Teaching 

for Cooperating Teachers of B.Sc.Ed. and M.Sc.Ed Internship Programmes 

� Workshop on Theatre, Art and Heritage, Craft Traditions 

� Summer Science Camp for Students of Rural Upper Primary Schools 

� Implementation of CCE in KV and NV Schools of the Southern Region 




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� National Seminar on Preparation and Professional Development of Teacher 

Educators 

� Development of Text Book on Assessment and Evaluation 

� Training of KRPs of SCERT and CTEs of Southern Region and Puducherry 

on Planning, Implementation and Monitoring of Continuous and 

Comprehensive Evaluation at Secondary School Level 

� Training Programme for Elementary Teacher Educators in Inclusive Education 

from Southern Region 

� Training on Emerging Pedagogies and Assessment Practices in Chemistry at 

Senior Secondary Level 

� Training on Emerging Pedagogies and Assessment Practices in Biology for 

Senior Secondary Teachers of four Regions KN, TN, AP & PU and LD 

� Training on Emerging Pedagogies and Assessment Practices in Mathematics 

at Senior Secondary Level 

� Training of KRP’s on IT Enabled Curriculum Transaction in Science at the 


� Training of DIET Faculty on Lab Area Activities for Improving Quality of 

Elementary Education in Andhra Pradesh 

� Training of DIET Faculties and Teachers on Mathematics Laboratory 

Approach to Teaching of Mathematics at the Upper Primary Level (Andhra 

Pradesh and Puducherry) 

� Training on Institutional and Instructional Strategies for Low Achievers at 

the Secondary School Level (Andhra Pradesh) 

� Training in Communication Skills for Teaching different School Subjects in 

English Medium Schools. 

� Training of Head Masters on Educational Leadership in Upper Primary 

Schools. 

� Training of Junior College Lecturers of Karnataka on Curriculum 

Development. 

� Development of the Training Package on Content Enrichment in General 

Science for Teachers of Secondary Stage of Ashram Model Residential Schools 

� Development of the Training Package on Content Enrichment in Mathematics 

for the Teachers of Secondary Stages of Ashram Model Residential Schools. 

� Training on Guidance and Counselling for the PGTs of UT of Lakshadweep 

� Training of DIET Faculty on Task Based Approach to Language Learning in 

Primary Schools 

� Effectiveness of Project Based Approach to Teaching of Science at Secondary 

School Level. 

Demonstration Multipurpose School, Mysore 

The Demonstration Multipurpose School has been functioning as an experimental 

wing of the institute. The teachers of the DM School extend their academic support 

to various in-service programmes of the institute. The school offers Guidance 

and Counselling facilities to its students as well as the parents. 


Achievement in Sports and Co-curricular Activities 

� Kalasangama-2010 a Cultural Fest was organised at the Institute from 11 to 

13 March 2011. An instrumental music programme “Nada Lahari’” was 

presented by Shri V. Krishna Murthy and Group a drama ‘Kindara Jogi’ was 

staged by JSS Kala Mantapa, Mysore and Bhushan Academy presented 

Vishishta Nritya 

� The Inter Teacher Training Institute Games Competitions was held in the 

Institute from 23 to 26 February 2011. In a well contested competition by 

ten institutes for each game, RIE, Mysore team emerged as winners in Volleyball 

(Men), Runners in Cricket and the Women’s team were runners in Throw 

Ball. 

� The DM School Mysore emerged as Champions in athletics in the Inter 

Demonstration School Meet held at RIE, Ajmer 

� Master Nageshwar of VIII Standard exhibited a model “Magic Tunnel” in the 

Jawaharlal Nehru Science Exhibition for Children 2010-11 held at Jaipur, 

Rajasthan. His model was highly appreciated and was selected to be 

represented at 98 Children’s Science Exhibition along with Shashank Belagli 

and Nagananda Nayak during Science Congress held at Chennai in January 

2011. 

Results of Board Examination 2010 

Class Students Students Pass % 

Appeared Passed 

X 68 65 96 

XII Science 

XII Commerce 

34 29 85 

& 

XII Humanities 

12 11 91.6 




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North-East Regional Institute 

of Education, Shillong 

The North-East Regional Institute of Education was set up at Shillong to cater to 

the educational needs of the North-Eastern States, viz. Assam, Arunachal 

Pradesh, Manipur, Meghalaya, Mizoram, Nagaland, Sikkim and Tripura. The 

institute aspires to emerge as a leader in the field of school education in the 

North-Eastern Region by playing the role of a pro-active organisation. 

The institute provides academic and technical support system to assist and 

advise the governments of the above mentioned states on policies and programmes 

on all aspects of school education and state curriculum. It primarily aims at 

capacity building of the state and district level resource institutions/teacher 

education institutions and state boards of secondary education and higher 

secondary education located in the region by undertaking research, development 

training and extension programmes. The institute engages itself in the promotion 

and support of the programmes of the Government of India and the NCERT, 

development of school education in the North-Eastern States, and development 

of a different kind of professional identity in the areas of language education, 

science and mathematics education in the light of NCF-2005, teachers professional 

development, research on sociological and cultural dimensions of education, 

etc. 

The programmes of the institutes focus on development of need-based 

interventions for the special problems of school education in the region such as 

the problems of under qualified and untrained teachers, high rates of school 

dropouts, low levels of pupil achievement, etc. The long term role of the NERIE 

would be to facilitate development of human resource in the region so that the 

States are able to provide quality inputs in all aspects of school education. 


RESEARCH 

Impact of Community Intervention on the Quality Education in NE India: 

A Case Study of Manipur 

The research focuses on educational system of two blocks of Manipur namely, 

Kakching and Wabagai of Thoubal district. It concerns the relationship between 

local governance, community participation, and school processes, and also seeks 

to inter-relate these aspects with quality education in these two blocks. The study 

reveals that there is a big gap between the community and school process in 

both the blocks. Under SSA, school is assumed to be owned and monitored by 

the community. Therefore, the government authorities withdraw from their

traditional responsibilities of monitoring school process. As communities are 

also not much aware of the role to be played by them, there is no monitoring of 

the school especially in the rural areas either by the government or by the 

community. In this backdrop private English medium schools are coming up in 

Manipur where more than 63% of children are enrolled in private English medium 

schools. 

A Status Study of Commerce Education in Higher Secondary Schools of 

North-Eastern States 

The study was carried out with the objectives of finding out the status of commerce 

education in states in terms of infrastructure, teachers, management and also 

the status of teachers in terms of training, gender, area, SES, qualification, etc. 

The study reveals that majority of the commerce higher secondary schools are 

government schools and some of the private schools which do run commerce 

stream had to shut down commerce stream due to low enrolment. The students 

prefer government schools because of the fee structure. The finding also shows 

that most of the schools do not have proper infrastructural facilities like classroom, 

playground, display board, drinking water facilities, library, and staffroom, etc. 

Further the number of male teachers teaching commerce education is higher 

when compared to female teachers. Most of the teachers teaching commerce 

subjects do not have a teaching degree and most of the teachers use lecture 

method in the classroom. There is no link between institutions and industries in 

this area. Education in any discipline has two inter-related and inter-linked 

complementary aspects-conceptual knowledge and practical knowledge. Both 

are complementary to each other and commerce education in North-Eastern 

Region is lacking in this aspect. Therefore, to improve the quality of this stream 

the classroom teaching methods should be reoriented more on practical approach. 

DEVELOPMENT 

Development of Material for Strengthening Existing School Curriculum 

and Syllabus for HIV/AIDS Education at the Higher Secondary Level 

A workshop for the development of material for strengthening existing school 

curriculum and syllabus for HIV/AIDS education at the higher secondary level 

was organised at NERIE, Shillong from 2 to 6 August 2010. Experts in the area of 

curriculum and textbooks from state Board of Higher Secondary Education and 

other experts from NACO, NGOs and universities contributed in the workshop. 

Training-cum-Workshop for the Development of Language Primers in 

Recognised Languages of Manipur with reference to NCF-2005 

The programme was held in two phases at Board of Secondary Education, 

Manipur from 9 to 13 November 2010 and 15 to 19 November 2010. The 

objectives of the programme was to develop language primers in minority 

languages of Manipur, namely, Tanghkul, Rongmei, Kom, Mao, Zou, Paite, Hmar, 

Thadou-kuki, Lushai, and Vaiphei and to promote language education in North- 

Eastern Region. The workshop charted out the contents of the primer. The 

workshop identified the teaching points, language goals and the accompanying 

pedagogy to develop the primer. The primer development process that was 

followed had a bearing with the principles of moving from known to unknown, 

from simple to complex and familiar to unfamiliar. It began with the following 

language teaching goals in respective primary classes. Listening to the language, 




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speaking, using the language to introduce one-self and a few logically arranged 

sentences, identification of alphabets, ability to follow simple commands, ability 

to sing or recite few songs, rhymes, formation of simple words, formation of simple 

sentences, numerals from 1-50, names of the days of the week, months in a year, 

capital, small letters, telling about something in a small paragraph. Twenty 

language experts from the respective literature societies participated in the 

programme. 

Development of Training Module for KRPs on Inclusive Education for 

North-Eastern Region 

The training module on inclusive education for North-Eastern Region was 

developed to cater to the needs of hearing impaired and mentally challenged 

children in mainstream schools. The objectives of the module are to suggest 

methodology and materials for building up inclusive classroom and to build the 

capacity of KRPs in initiating inclusive system of education in the schools. The 

training module highlights the importance as well as the methods for identification 

and assessment of children with impairment and the methods, strategies and 

approaches for teaching hearing impaired and mentally challenged children in 

subjects like language, social studies, mathematics, etc. 

Manual on Sign Language for Deaf Education at the Secondary Level 

The main objective of the programme is to develop a manual on Sign Languages 

of the North-Eastern Region with special reference to Indian sign language. In 

order to create an awareness of the linguistic status of sign languages and its 

significance in language education, this manual contains a description of the 

grammar of sign language particularly shilling sign language. Teacher educators 

of SCERTs/DIETs are the target groups for the programme. 

Development of a Self-instructional Package in History for Senior 

Secondary Teachers of North-Eastern Region to Handle New Textbook 

Developed by NCERT 

A workshop for the development of a self-instructional package in history for 

senior secondary classes was held at NERIE, Shillong from 6 to 10 December 

2010. Resource persons from NEHU, Shillong, Dibrugarh University, DM College 

of Teacher Education, etc. contributed in the programme. Issues related to the 

History of NE Region were also covered in the package. 

Development of a Self-instructional Package in Social Science (History) 

for Upper Primary Teachers Based on NCF-2005 and NCERT Textbooks 

for KVs, NVs and CBSE Affiliated Schools of North-Eastern Region 

A five-day workshop was organised at NERIE, Shillong from 25 to 29 October 

2010. The objectives of the programme were to: enrich the knowledge of History 

with reference to local, regional, national and global context; develop a package 

on methods, examples techniques, themes for helping the learners to acquire the 

knowledge and skill in social science (History) in North-Eastern perspective; and 

develop a package to promote creatively, aesthetic sense and critical 

understanding of the changes taking place in the society. The NCF-2005 has 

suggested new guidelines to make teaching learning, connecting knowledge to 

life outside the school, enriching the curriculum so that it goes beyond the 

textbooks and integrating local, regional, national and global knowledge. 


Therefore it is necessary to orient teachers and teacher educators by a package 

to handle new textbooks in history developed by NCERT in actual classroom 

situation, in designing and carrying out activities beyond textbooks and outside 

schools. 

Development of a Mini Gallery for the Depiction of Eco-friendly Tribal 

Life and Cultures of North East India and Subsequent Sensitisation 

Programme at NERIE 

Sample eco-friendly craft from different states of North East India viz, Arunachal 

Pradesh, Sikkim, Manipur, Tripura, Assam and Mizoram were collected and 

displayed in the gallery. These crafts reflect the sense of artistry and proficiency 

of the tribal people. Their aesthetic sense is amply reflected in the matching colour, 

arrangements of innumerable designs, such as coloured stripes and bonds, etc 

in their garments, ornaments, etc. Typical musical instruments, fishing 

implements, pottery, and basketry all depict the culture, traditions and the way 

of life of the indigenous tribal people of North East. This gallery will go a long way 

in the promotion and dissemination of culture and life of North East tribal people. 

Capacity Building for the Teachers of Arunachal Pradesh, Mizoram 

and Tripura on Action Research 

The programme was conducted at SCERT, Abhoynagar, Agartala from 17 to 21 

August 2010. Teacher educators, DRC functionaries, teachers from the schools 

of Arunachal Pradesh and Tripura participated in the programme. The main 

objectives of the programme were to aware and familiarise the participants with 

the relevance of action research in teaching profession, salient features and steps 

involved in action research, and to experience with the development of proposal. 

The programme course includes identification of research problem, writing, title 

and objectives and formulating hypothesis, concept of research design, 

development of tools for action research, data collection, analysis of data, testing 

of hypothesis and interpretation in action research in the context of school 

teachers. Feedback was collected in the form of individual assignment on 

development of proposal for action research in the selected areas. 

Short Term Training Programme for the Teachers of Meghalaya, 

Mizoram, and Tripura on Environmental Studies 

The programme organised at NERIE, Shillong from 1 to 5 January 2011 with 

the objectives to aware the teachers with the causes and factors for environmental 

degradation, need for conservation and restoration of environment, means and 

ways for integrating environmental education with other subjects and strategies 

of teaching in terms of exposure to immediate surroundings for real 

understanding and teaching through activities. Teachers from secondary and 

higher secondary Schools of Meghalaya participated in the programme. The 

content of the programme were status of Environmental Studies and shortcomings 

in school system, importance of language in teaching-learning of Environmental 

Studies, place of local knowledge in Environmental Studies teaching, global 

warming, climate change water quality and testing for quality, role of forest in 

maintaining ecological balance in general. The environmental problems of North- 

Eastern Region such as water pollution in Meghalaya, soil erosion, shifting 

cultivation and deforestation in the states of Meghalaya, Mizoram and Tripura 

were also discussed. Emphasis was also given on the curricular issues of EVS in 

the context of Meghalaya state. 




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Development of TLMs for the Selected Non-Schedule Language Speaking 

Students of Nagaland and Meghalaya 

The programmes for the development of TLMs were held in three phases at NERIE, 

Shillong on 22 to 23 July 2010, from 23 to 27 August 2010 and 28-29 October 

2010. The objectives of the programmes were to develop TLMs for the selected 

non schedule languages speaking students of Nagaland and Meghalaya at the 

upper primary level for Angami, Ao, Lotha, Yimchingre, Khasi and Garo. The 

first phase of the programme was a training on how to develop local specific 

TLMs, the possible resources and the ways of selecting the content. The developed 

materials include the local folk songs, folk tales, rhymes and the basic vocabulary, 

the proverbs and few topics on the culture of the language speakers. The lessons 

are organised in such a manner so as to make them interesting to the child and 

at the same time able to comprehend the text using local specific contents which 

are familiar to the child. At the same time the exercise of the text gives a scope for 

their creativity and development of analytical skills to the children. Language 

experts from the Directorate of School Education and teachers participated in 


TRAINING 

Training of Teachers of Manipur and Nagaland on New Methods and 

Techniques of Assessment and Evaluation of EVS at the Primary Level 

All the states and UTs have been advised to revise the curriculum and syllabus. 

As a result, all the states in North-Eastern India had revised the school curriculum 

and syllabus as per NCF-2005. The main objective of the development of new 

curriculum and new textbook is to bring a major shift in the classroom teaching, 

learning and assessment process. However, much change especially in the area 

of assessment is not seen. Keeping this objective in mind the programme was 

organised at BSEM, Imphal from 14 to 18 February 2011 to enable the 

participants to inform and aware about the new methods of assessment and 

evaluation, and also to equip themselves with new methods and techniques of 

assessment and evaluation. Altogether 47 master trainers participated in the 

programme. 

Stress Management for District and State Level Officers in the 

Educational Set Up 

The programme was held at NERIE, Shillong from 8 to 11 June 2010. The major 

objectives of the programme were to: equip the SCERT and DIET faculty and 

other officers to manage stress; and enable them to further hold such workshops 

for school teachers. Stresses in the workplace, personal lives in the educational 

set up were focused in the programme. Group work was done to identify the 

various sources of stress in professional as well as personal spheres. A session 

on stress and yoga was also included in the programme. Various scales were 

administered on the participants to enable them to learn their stress style and 

how certain personality traits predispose one towards stress. 

Orientation of Teacher Educators of North-Eastern Region on Teacher 

Professionalism 

The orientation programme was organised at NERIE, Shillong from 25 to 29 

October 2010. The objectives of the programme were to: create awareness about 


professional responsibilities of teachers, and teacher educators of North-Eastern 

States; develop understanding on new curriculum guidelines; impart knowledge 

about learners and their learning patterns; inform recent curriculum transaction 

skills; and discuss the curriculum changes in teacher education. The programme 

was intended to build the professional competence of teacher educators at SCERT, 

DIET, BTC, and other colleges of education. It was also designed to provide them 

an opportunity to discuss and understand the role alterations as well as equip 

them to deal with recent changes. Topics covered in the programme includes: 

Teaching as a Profession, Aims of Education, Recent Approaches for Teaching 

and Learning, Curriculum Changes in Teacher Education, Communication Skills 

for Teacher, Continuous and Comprehensive Evaluation, Teaching of Social 

Sciences, Inclusive Education, Social Responsibilities of Teacher, Integration of 

ICT in Teaching, and Ethics of Teaching Profession, etc. 

Training of KRPs on Sign Language in Promoting Inclusive Education 

An instructional material on Sign Language for Deaf Education with reference to 

Indian sign language at the primary level was developed in 2009. A training 

programme for teacher educators from SCERTs, DIETs and SIEs was conducted 

with the help of this material at NERIE, Shillong from 2 to 6 August 2010. 

Training of Teachers on Teaching Minority Languages of Nagaland 

and Tripura 

The training programme was conducted at NERIE, Shillong from 20 to 24 

September. The programme was organised with the objectives of orienting teachers 

with regard to minority languages and to train the teachers on new methods and 

techniques of teaching mother tongue. The training programme was attended 

by language officers and language teachers from the state of Nagaland. The 

programme focused on the issues of education in mother tongue, conditions of 

minority language teaching in the state, position paper on teaching of Indian 

languages, The concept of mother tongue, constitutional provisions and mother 

tongue education, multilingual education, different writing systems, the question 

of script, development of teaching learning material, community involvement and 

the use of multimedia in teaching of mother tongues, sign language as a minority 

language and the assessment and evaluation in languages. 

Gender Issues in Education for Teachers and Teacher Educators of 

North-Eastern States 

The programme was organised with the objectives to sensitise the teachers and 

teacher educators on gender issues in education, to train them to transact the 

textbooks in a gender neutral way in the classroom, and to discuss the different 

approaches of handling existing notions and stereotypes of gender discrimination 

in the schools at NERIE, Shillong from 9 to 13 August 2010. The programme 

was attended by 21 teachers and teacher educators from all the states of 

North-East India. The topics discussed in the programme were Introduction to 

Gender, Gender Identities and Socialisation, Mass Media and Its Implication, 

Politics and Reservation, Curriculum and Pedagogy, Gender and Education in 

North-East India, Achieving Equity Disability and Gender, Gender and Language, 

Gender and Environment, Gender Issues and School Textbooks, Women 

Education and Legal Issues, Gender and Science, etc. 




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Training of KRPs of North-Eastern States in Examination Reforms with 

Reference to Evaluation Techniques and Question Paper Setting for 

Social Sciences at the Secondary Level 

The training programme was held at NERIE, Shillong from 18 to 22 October 

2010. KRPs from Assam, Meghalaya, Mizoram, Nagaland, and Sikkim 

participated in the programme. The objectives of the training programme were: 

to sensitise the DIET faculty and secondary teachers of North-East States on the 

importance of making examination more flexible and integrated into classroom 

life as emphasised in NCF-2005, and to train the KRPs on the new methods of 

evaluation pattern and question paper setting with reference to the social science 

textbooks of secondary level developed by NCERT based on NCF-2005. The topics 

deliberated in the training programmes were: Tools and Techniques of Evaluation, 

Achievement Test, Evaluation in Social Study Teaching, Continuous and 

Comprehensive Evaluation, Model Question in Geography/ Economics/History, 

Diagnostic Tests: Purpose and Use, Testing Critical Thinking Skills, Continuous 

and Comprehensive Evaluation, Grading, etc. 

Training of Key Resource Persons of North-Eastern States on Child 

Rights and Child Protection 

The training programme was organised at NERIE, Shillong from the 13 to 

17 September 2010. KRPs from the states of Meghalaya, Mizoram, Assam and 

Sikkim participated in the programme. The main objectives of the programme 

were to raise awareness and sensitise teachers and teacher educators on protecting 

children from abuses, injustices, deprivation, etc. which is a severe violation of 

human rights. The training programme focused on the NCF-2005, Child Rights 

and Child Protection, The Right to Development-Education and health, Child 

Trafficking, Child Labour, Child Abuses, Role of the Teacher, Value Education, 

Psychological Effects in Children Arising from Abuses, The Differentlyabled Child, 

Socialisation and Gender Issues, and Protecting Children Environment. 

Participants realised the importance of setting up a child protection cell in their 

SCERTs and DIETs. 

Orientation of Secondary Teachers of Arunachal Pradesh on the Use of 

New Social Science Textbooks for Class X Developed by NCERT 

The orientation programme was organised at NERIE, Shillong from 2 to 6 August 

2010. This programme was conducted with the overall objective of helping the 

teachers to understand the philosophy and spirit of NCF-2005 so as to enable 

them to transact the social science textbooks in actual classroom situation based 

on the new approaches and strategies advocated by NCF-2005 curricular issues 

and pedagogic concerns. The topics included in the orientation programme, 

National Focus Group Position Paper on teaching of social sciences, critical 

pedagogy, the constructivist approaches to teaching and learning followed by 

demonstration classess by the resource persons for transacting the new Social 

Science textbooks for Class X in the light of NCF-2005 

Training Programme on Diagnostic Testing and Remedial Teaching for 

DIET Faculty, Coordinators and Key Functionaries for Nagaland and 

Meghalaya 

A five-day programme was organised at NERIE, Shillong from 8 to 12 November 

2010. Thirty three participants from the states of Nagaland and Meghalaya 


attended the programme. The objectives of the programme were: to orient the 

participant on the concepts and skills of diagnostic testing and remedial teaching 

in the light of NCF-2005; to develop diagnostic tests in language, mathematics 

and environmental studies of elementary level and their field trial, and to develop 

an understanding how to go about remediation based on diagnostic test results. 

Orientation of KRPs of North-Eastern States on the Use of NCERT 

Mathematics Textbooks at the Secondary Level 

The orientation programme of was held at NERIE, Shillong from 7 to 11 March 

2011. Sixteen KRPs from Arunachal Pradesh, Meghalaya and Mizoram participated 

in the programme. The topics discussed in the programme were characteristic of 

mathematics, reasoning in mathematics, inductive and deductive reasoning, 

mathematics kit for secondary level, pedagogy of mathematics, quadratic equations, 

concept of probability, ICT enabled teaching-learning of mathematics, geometry 

lessons in NCERT mathematics textbooks, numbers, etc. 

Capacity Building of the Secondary and Higher Secondary Teachers of 

North-Eastern States in Evaluation 

The training programme was organised to improve the evaluation strategies and 

to empower the teachers and teacher educators in paper setting in their respective 

schools at NERIE, Shillong from 23 to 27 August 2010 for the state of Assam, 

Meghalaya, and Tripura. The training programme was formulated with the 

objectives: to provide a platform to teachers and teacher educators to have 

discussion with the examination experts in the science and seek clarifications 

from them; to provide a background for necessary intervention wherever possible 

for enriching the quality of examination at secondary stage within science 

discipline; and to provide a platform to the key resource persons to share ideas 

with their fellow colleagues teaching the same subject and grade level so as to 

plan teaching and its evaluation in a renewed fashion. Sessions on school based 

evaluation and its relevance with respect to strategies for effective implementation 

of Continuous and Comprehensive Evaluation, and typology and analysis of 

question paper of different boards of previous years were taken up during the 

programme. Various components of evaluation techniques, tools, formation and 

usage of blue print, usage and merits of grading and analysis of board question 

paper, and formation of model question paper were also discussed. 

Orientation of Senior Secondary Teachers of CBSE and Affiliated Schools 

in Teaching Concepts of Biology 

The training programme was organised at NERIE, Shillong from 7 to 11 February 

2010 with the objectives to equip the teachers of CBSE and the affiliated schools 

of senior secondary level in teaching certain difficult concepts of biology; 

to facilitate teachers in removing hard spots of biology; and to provide teachers 

of biology of with a platform for interaction with the experts in the area along 

with their own fellow colleagues. Various components of biology teaching 

respiration, cancer, lifestyle diseases, impact of modern lifestyles on human 

physiology, etc. were discussed during the programme. 

Training of Higher Secondary Chemistry Teachers of the States of 

Meghalaya and Mizoram on the Use of Micro Scale Chemistry Laboratory 

The programme was organised at NERIE, Shillong from 5 to 9 July 2010. 

Higher secondary teachers from the states of Meghalaya and Mizoram participated 




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in the programme. The programme was organised with the focus on practical 

aspect of teaching chemistry at the higher secondary level keeping the fact that 

significant percentage of teachers are not having proper infra-structure in their 

schools for carrying out practical and most of the teachers are also not trained in 

the aspect. 

Training of the Secondary School Teachers of North-Eastern States on 

the Use of Free Software in School Education 

Training programmes on the use of free software in school education were 

organised for the states of Manipur and Nagaland at NERIE, Shillong from 28 

June to 7 July 2010 from 15 to 24 November 2010 and for the states of Arunachal 

Pradesh and Sikkim from 21 February to 2 March 2011. The participants learnt 

about the basics of computer, computer, hardware and software, free software, 

installation of free software, open office.org writer, open office.org calc, internet, 

browsing with free software browser, RSS feeds, computer aids in teaching, etc. 

Teachers were also trained on the basics of computing and free software, to install 

Ubuntu and how to use spreadsheets, word-processing software and graphic 

software, how to use internet as per their professional needs, Google Earth, etc. 

Orientation of KRPs on Climate Change in the Context of North-East 

The orientation programme was held at NERIE, Shillong from 22 to 26 November 

2010 in which eleven KRPs from Anrunachal Pradesh, Assam and Meghalaya 

participated. The topics related to climate change such as climate change and its 

impacts on water resources in general and in North East Region in particular, 

climate change and chemical safety, climate change and biodiversity, history of 

global negotiations on climate change and sustainable development, traditional 

knowledge and climate change, climate change and energy, climate change and 

north eastern hills of India, climate change and its implications on human security 

of Himalayas and climate change and solid waste and management were 

discussed in the programme. 

Orientation Programme for the Key Functionaries of Assam, Arunachal 

Pradesh, Sikkim and Tripura on Inclusive Education 

The programme was organised at NERIE, Shillong from 17 to 21 January 2011 

with the objectives to sensitise the key functionaries on inclusive education, 

government provisions for disabled children, curricular issues and practices 

required for inclusive classroom. The programme includes topics such as 

importance and concept of inclusive education, necessary steps and role and 

functions of stakeholders at different levels, school factors and role of teachers in 

implementing inclusive education and development of inclusive schools. There 

was a session on importance and need for community participation, and role of 

NGOs, educational and financial provisions for disabled children along with the 

mobilisation of resources in the happening of real inclusive education. 

Orientation on Constructivism and Critical Pedagogy for the DIETs of 

Mizoram and Nagaland 

The programme was organised with the overall objective of helping the DIET 

faculty to understand the constructivist approach to teaching and learning and 

critical pedagogy at NERIE, Shillong from 22 to 26 November, 2010. The sessions 

of the programme revolved around the concerns and significance of NCF-2005 


with special emphasis on constructivist approach to teaching and learning and 

critical pedagogy and how these principles can be applied in teaching of various 

subjects in actual classroom situation. 

EXTENSION 

National Seminar on Problem and Prospects of Environmental Education 

in Schools of North-Eastern Region 

The seminar was held from 7 to 9 February 2011, at NERIE, Shillong. Seventeen 

papers were presented in this seminar covering different aspects of environmental 

studies and education with special reference to the situation in North-East India. 

The themes and sub-themes of the seminar are stated below 

� The State of environmental education in the region-It covered issues such as 

status of environmental education at various levels in the region, habitat and 

learning, sensitisation, curriculum, pedagogy, teaching-learning materials, 

textbooks, classroom transaction, NCF, 2005, etc. 

� Environmental Issues of the region-Sustainable development, traditional 

knowledge and its inclusion in the EE, water resource, rain water harvesting, 

water management, sanitation and health, Jhoom cultivation, environmental 

degradation, physical environment of schools, etc. 

� Role of language in environmental education 

� Gender and environment 

� Disaster management and school education 

� Climate change and North East region 

� Role of NGOs and civil society groups in environmental education 

� ICT and Environment Education—Role of ICT in environmental education. 

National Seminar on Right to Education Act, 2009: Its Prospects and 

Challenges 

The seminar was held at NERIE, Shillong from 7 to 9 March 2011. The government 

of India has passed the historic Act known as Right to Free and Compulsory 

Education Act-2009, which emphasised education as the fundamental right for 

every child in the country. However, the success or failure of this Act would largely 

depend upon how effectively the Act is implemented. Lots of challenges are also 

observed in process of Universalisation of Primary Education. These challenges are 

inequality, rigid social norm, poverty, terrorism, violence, conflict, gender, 

geographical difficulties, etc. The region also has more than 50 per cent of untrained 

teachers, while the national average is below 20 per cent. In this situation the quality 

of education that a child is receiving from our government schools is questionable 

today. Therefore, the successful implementation of this Act will again depend upon 

how the particular state can effectively control over those challenges. Therefore, it is 

highly important to understand different challenges specific to different social, 

cultural, ethnic and geographical groups living in the country. It is in this view that 

the seminar was organised to provide a platform where we can share and discus on 

various issues related to this Act. This step will help the educational planners, 

administrators and teachers to take their activities in proper direction. Altogether 

43 papers were presented in the seminar. 




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Art Fair-cum-Sensitisation Programme on Art Education 

The programme was held at Srimanta Sankardev Kalashetra, Guwahati from 4 

to 8 October 2010. Students from the states of Assam, Arunachal Pradesh, 

Manipur, Meghalaya, Mizoram, Sikkim and Tripura participated in the 

programme. The specific objectives of the programme were to promote art 

education and motivate students, teachers, planners, etc. of the North-Eastern 

States on art education, and to encourage the creative expression of children. 

Workshops on vocal music, dance and drama, painting and clay modeling, were 

also conducted as a part of the activity. 

NERIE Bulletin 

September 2010 issue (Vol. ii, No. 2) of the NERIE bulletin was brought out. The 

bulletin mainly highlights the activities of golden jubilee celebrations of NCERT, 

institutional programmes, faculty news, extension programmes and also 

incorporates articles related to education. 

International Diploma in Guidance and Counselling 

The 2nd International Diploma in Guidance and Counselling was held in the year 

2010 – 11 at NERIE, Shillong. The contact programme continued for 3 months 

from July to September. During the contact programme classes were held on the 

theoretical bases of guidance and counselling and theory related to each of the 

practical. The students conducted various activities related to guidance and 

counselling like career talk, class talk, group discussion, workshop, career 

exhibition, psychological testing and counselling for students in three schools of 

Shillong. The examinations for the 2nd batch were also held in the month of 

September 2010. Selection test and interviews for the 3rd batch were held in 

December 2010 and the new batch started form January 2011. The 3rd batch 

has a total of 12 students enrolled for the course. The tutorial has already been 

conducted for the 3rd batch. 

NCERT Memorial Lecture Series 

The fourth B.M. Pugh memorial lecture was held on 10 November 2010 in the 

North-East Council Secretariat, Shillong. The guest speaker was Shri Vinod Raina, 

member, Central Advisory Board of Education, Convenor Basic Education, Bharat 

Gyan Vigyan Samiti, and was also recently engaged in advocacy work for Right 

to Education legislation and was member of its drafting committee. Shri 

Hassibuddin Ahmed, a senior advocate of the Guwahati High Court chaired the 

session. The lecture was attended by a large number of teachers, students, writers, 

artists, NGOs, government servants and members of the local communities. Shri 

Ahmed briefly introduced the theme ‘Education and Knowledge in the Time of 

Globalisation: Inclusion, Quality and Agency’. The speaker introduced the theme 

with an elaborate historical analysis of the change and continuity in the system 

of education over periods of time to situate the question of inclusion, quality and 

agency in its correct perspective. The Right to Education was then reflected and 

touched upon, and wherein issues like inclusion, quality and agency found a 

place in it. 


� Role of NGOs in School Education at the Elementary level: Insights from NE 

India 


� Development of a module on Child Rights and Child Protection for Teacher 

Educators 

� Development of a Framework on the “Challenge and Opportunities of 

Implementing Right to Education in the North East Region” 

� Development of Materials on Constructivist Approach to Teaching of Social 

Science (Democratic Politics) at Secondary Level 

� Development of Teacher’s Manual on Continuous and Comprehensive 

Evaluation (CCE) of Social Sciences at Secondary Level 

� Documentation of Traditional and Indigenous Knowledge System Related to 

Biodiversity, Oral Tradition, and Art prevalent in Different Communities of 

North-East India. 

� Development of Teachers’ Manual on Continuous and Comprehensive 

Evaluation (CCE) of Environment Studies (EVS) at Primary Level 

� Development of a Source Book on Indigenous Practices of Conservation and 

Sustainability in North-East context. 

� Development of Syllabus on ICT for Certificate Course at NERIE 

� Development of a Source Book on Climate Change in the Context of North- 

East. 

� Developing a Manual for Teachers for Early Identification of Psycho-Emotional 

Problems of School Children 

� Development of Training Module for KRPs on Inclusive Education for North 

East Region. 

� Development of Language Database of Minor/Tribal Languages. 

� Development of Tools/Language Kits for Teaching English to Children with 

Special Needs to Promote Inclusive Education. 

� Development of Teachers’ Manual on Continuous and Comprehensive 

Evaluation (CCE) of English at Primary Level 

� Development of Teacher’s Manual on Continuous and Comprehensive 

Evaluation (CCE) of English at Secondary Level. 

� Development of Languages Primers in 10 Recognised Tribal Languages of 

Manipur for Standard II in the Light of NCF 2005. 

� Orientation on Constructivism and Critical Pedagogy 

� Training of Teacher Educators on CCE and Grading 

� Capacity Building of Secondary and Higher Secondary Teachers of NE States 

in Evaluation. 

� Training of KRPs on Vocational Education for PC Assembling, 

Troubleshooting and Networking 

� Training of KRPs on ICT Enabled Teaching-Learning of Science and 

Mathematics Networking 

� Training Of SC/ST Master Trainers On Evaluation Of Experiments/ Activities 

In Science At Secondary Stage. 

� Training of SCERT and DIET Faculty on Psychological Testing for School 

Children 




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� Training of Teacher Educators on CCE in Social Sciences at the Upper Primary 

Level 

� Orientation of KRPs of North-East States on Issues and Concerns in 

Operationalising Children Right to Free and Compulsory Education Act, 2009. 

� Tryout of the Training Module on Inclusive Education for KRPs, SCERTs/ 

DIETs/SIE etc of North-East Region. 

� Training of Teacher Educators on Continuous and Comprehensive Evaluation 

(CCE) at the Primary Level. 

� International Diploma Course in Guidance and Counselling through Distance/ 

Online Mode in Collaboration with CoL. 

� Implementation of the Scheme of Financial Assistance for Strengthening 

Education in Values by NCERT. 

� Organising Lectures on Selected Themes to Commemorate International Year 

of Chemistry. 

� Sensitisation of Key-Functionaries and NGOs of North-Eastern States on 

Implementation of Vocational Education. 

� Preliminary Preparation for Launching Certificate Course in Early Childhood 

Care and Education (ECCE). 

� Sensitisation Programme on Gender Issues in Education for the Stakeholders 

in Educational Setup 


Appendices 

� Appendix I 

NCERT Committees for the Year 2010-2011 

� Appendix II 

NCERT’s Consolidated Sanctioned Strength of Posts as on 31 March 2011 

and Reservation Position 

� Appendix III 

Receipts and Payments Account for the year ending 31 March 2011 

� Appendix IV 

Publications Released during 2010-2011 

� Appendix V 

Publication Department and its Regional Production-cum-Distribution 

Centres 

� Appendix VI 

NCERT Constituents and Faculties 



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226 

The NCERT Committees for the Year 2010-2011 

� General Body 

� Executive Committee 

� Finance Committee 

� Establishment Committee 

� Building and Works Committee 

� Programme Advisory Committee 

� Educational Research and Innovations Committee 

� Academic Committee of NIE 

� Institute Advisory Board of CIET 

� Institute Advisory Board of PSSCIVE, Bhopal 

� Managing Committee of RIE, Ajmer 

� Managing Committee of RIE, Bhopal 

� Managing Committee of RIE, Bhubaneswar 

� Managing Committee of RIE, Mysore 

� Managing Committee of NERIE, Shillong 

� Official Language Implementation Committee of NCERT 

APPENDIX I 



General Body 

(i) The Minister of Human Resource 1. Shri Kapil Sibal 

Development HRM/President, NCERT 

President (ex-officio) Ministry of Human Resource 

Development, Shastri Bhawan 

New Delhi-110 001 

(ii) Chairman of the University 2. Chairman 

Grants Commission University Grants Commission 

(ex-officio) Bahadur Shah Zafar Marg 


(iii) Secretary to the Ministry of 3. Mrs. Anshu Vaish 

Human Resource Development Secretary to the 

(Department of Education) Government of India 

(ex-officio) Ministry of HRD 

Department of School 

Education and Literacy 

Shastri Bhawan 


(iv) Four Vice Chancellors of 4. Vice Chancellor 

Universities, one from each Jamia Millia Islamia 

region, nominated by the New Delhi-110 025 

Government of India. 

5. Vice Chancellor 

North-Eastern Hill University 

NEHU Campus 

Shillong-793 022 (Meghalaya) 


University of Mysore 

Crawford Hall 

Mysore-570 005 


University of Pune 

Ganeshkhind 

Pune-411 007 

(v) One representative of each State 8. Minister for School Education 

Government and Union Territory Government of Andhra Pradesh 

with a legislature who shall be the A.P. Secretariat Building 

Education Minister of the State/ Hyderabad-500 022 

Union Territory (or his 

representative) and in the case of 

Delhi the Chief Executive Councillor 

Delhi (or his representative) 



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9. Minister for School Education 

Government of Arunachal 

Pradesh, Itanagar-791 111 


Government of Assam 

Janata Bhawan, Dispur 

Assam 


Government of Bihar 

New Secretariat Building 

Patna-800 015 


Government of Chhattisgarh 

Raipur 

Chhattisgarh 


Government of Goa 

Goa Secretariat 

Panaji-403 001 


Government of Gujarat 

Block No. 1, Sachivalaya 

Gandhi Nagar-382 010 


Government of Haryana 

Haryana Civil Secretariat 

Chandigarh-160 001 


Government of Himachal 

Pradesh, Shimla-171 002 


Government of Jharkhand 

Ranchi, Jharkhand 


Government of Jammu and 

Kashmir, Srinagar-180 001 


Government of Karnataka 

Vidhan Saudha 

Bengaluru-560 001 




Government of Kerala 

Ashoka Nanthenocode 

Thiruvananthapuram-695 001 


Government of Madhya Pradesh 

Bhopal-462 001 


Government of Maharashtra 

Mantralaya Main 

Mumbai-400 032 


Government of Manipur 

Manipur Secretariat 

Imphal-795 001 


Government of Meghalaya 

Meghalaya Secretariat 

Shillong-793 001 


Government of Mizoram 

Aizawl-796 001 


Government of Nagaland 

Kohima-797 001 


Government of Orissa 

Orissa Secretariat 

Bhubaneswar-751 001 


Government of Punjab 

Chandigarh-160 017 


Government of Rajasthan 

Government Secretariat 

Jaipur-302 001 


Government of Sikkim 

Sikkim Secretariat, Tashilling 

Gangtok-737 101 



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Government of Tamil Nadu 

Fort St. George 

Chennai-500 009 


Government of Tripura 

Civil Secretariat 

Agartala-799 001 


Government of Uttar Pradesh 

Lucknow-226 001 


Government of Uttarakhand 

Dehradun, Uttarakhand 


Government of West Bengal 

Vikas Bhawan, Salt Lake 

Kolkata-700 001 


Government of Puducherry 

Assembly Secretariat 

Victor Simonel Street 

Puducherry-605 001 


Government of National Capital 

Territory of Delhi 

Old Secretariat 

Delhi-110 054 

(vi) All Members of the Executive 38. Dr D. Purandeswari 

Committee not included Minister of State 

above; and Department of Education 

Ministry of Human Resource 



39. Professor G. Ravindra 

Director (in-chargge), NCERT 




40. (i) Professor Chandrakant Deotale, 

Writer and Scholar 

Shaskiya Awas Griha 

Rajasva Colony 

Opposite ADM Bungalow 

Ujjain-456 010 

(Up to 29.06.2010) 

(ii) Professor Furquan Qamar 

Vice Chancellor 

Central University of 

Himachal Pradesh 

Post Box 21 Dharamshala 

Distt. Kangra-176 215 

(from 12.08.2010) 

41. (i) Professor Mridula Mukherjee 

Department of History 

Jawahar Lal Nehru 

University, New Delhi 

(Up to 29.06.2010) 

(ii) Professor Krishna Kumar 

Former Director, NCERT 

33-A, Provyan Road 

Chhatra Marg 

Delhi University Campus 

Delhi-110 007 

(from 12.08.2010) 

42. (i) Professor Shantha Sinha 

Chairperson 

National Commission for 

Protection of Child Rights 

5th Floor, Chanderlok 

Building, Janpath, 


(Up to 29.06.2010) 

(ii) Professor Nayanjot Lahiri 


Faculty of Social Sciences 

University of Delhi 

Delhi-110 007 

(from 12.08.2010) 



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232 

43. (i) Mrs. S. Chitra 

Teacher 

Vadivagam, No. 446 

1st Cross Street, Devanantha 

Swamy Nagar 

Maharajapuram(P.O.) 

Villupuram-605 602 

Tamil Nadu 

(Up to 29.06.2010) 

(ii) Professor Srinivasan Ramani 

International Institute of 

Information Technology (IIIT) 

26/C Electronic City 


(from 12.08.2010) 

44. (i) Professor Gopal Guru 

Centre for Political Studies 

School of Social Science 

Jawaharlal Nehru University 


(Up to 29.06.2010) 

(ii) Mrs. Meera Balachandran 

Director 

Education Quality 

Foundation of India 

514, Udyog Vihar Phase-III 

Gurgaon 

(from 12.08.2010) 

45. (i) Ms. G. Vinutha 

Teacher 

C/o Lalitha, No. 22 A 

SRIKRUPA, Santhoshnagar 

I Phase, Attur Layout 

Bengaluru-64 

(ii) Ms. Komal Sood 

Teacher 

Sriram School 

Gurgaon 

(from 12.08.2010) 

46. Professor G. Ravindra 

Joint Director 

NCERT 

New Delhi 



47. (i) Professor Santosh Sharma 

Head, Curriculum Group 

NCERT, New Delhi 

(Up to 29.06.2010) 

(ii) Professor Vasudha Kamat 

Joint Director CIET, NCERT 

New Delhi 

(from 12.08.2010) 

48. (i) Professor V.G. Jadhao 

Principal, 


Capt. D.P. Choudhary Marg 

Ajmer-305 004 

(Up to 29.06.2010) 

(ii) Professor J. P. Bagchi 

Principal 

North-East Regional Institute 

of Education, 

Nongrim Hills 


(from 12.08.2010) 

49. Dr Rajaram Sharma 

Head, DCETA 


(from 21.10.2010) 

50. Joint Secretary (SE) 



Ministry of HRD 



51. Financial Adviser 






(vii) (a) Chairman, 52. Chairman 

Central Board of Secondary Central Board of Secondary 

Education Education 

Delhi Shiksha Kendra 

(ex-officio) 2, Community Centre 

Preet Vihar 

Delhi-110 092 



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234 

(b) Commissioner 53. Commissioner 

Kendriya Vidyalaya Kendriya Vidyalaya Sangathan 

Sangathan 18, Institutional Area 

New Delhi Shaheed Jeet Singh Marg 

(ex-officio) New Delhi-110 016 

(c) Director 54. Director 

Central Health Education Central Health Education Bureau 

Bureau (DGHS) 

New Delhi Ministry of Health and Family 

(ex-officio) Welfare, Kotla Road 


(d) Deputy Director General 55. Deputy Director General 

Incharge of Agricultural Incharge of Agricultural 

Education Education, ICAR 

ICAR, Ministry of Agriculture Krishi Anusandhan Bhawan 

New Delhi Pusa, New Delhi-110 012 

(ex-officio) 

(e) Director of Training 56. Director of Training 

Directorate General of Directorate General of Training and 

Training and Employment Employment, Ministry of Labour 

Ministry of Labour Sharam Shakti Bhawan 

New Delhi New Delhi-110 001 

(ex-officio) 

(f) Representative of Education 57. Principal Adviser (Education) 

Division, Planning Planning Commission 

Commission, New Delhi Yojana Bhawan 

(ex-officio) New Delhi-110 001 

(viii) Such other persons not 58. Dr Jatindra Nath Das 

exceeding six as the (Former Chief Librarian-cum- 

Government of India may Senior Academic Officer, Central 

from time to time nominate. Library for Schools B.S.E., Orissa) 

Not less than four of these Editor, Pathagar Sandesh, 

shall be school teachers. At: Samanta Sahi, 

Cuttack-753 001, Orissa 

59. Ms. A. Hemavati 

Dy. Inspector of Schools, Zone-II 

Perundhalaivar Kamarajar 

Education Complex 

Anna Nagar 




60. Ms. Jyoti Rathore 

Educationist and Social Worker 

‘Paritosh’, Palod Farm 

Phase-1, Baner Road, Baner 

Pune 

61. Ms. Swati Verma 

Teacher 

Kendriya Vidyalaya 

Vigyan Vihar, NFC, Delhi 

62. Ms. Beeba Sobti 

Senior Teacher 

Modern School 

Barakhamba Road, New Delhi 

63. Mrs. B.D. Sharma 

Teacher 

Kendriya Vidyalaya, Namrup 

P.O. Parbatpur-786 623 

Distt. Dibrugarh, Assam 

Special Invitee 64. Secretary 

Council of Indian School 

Certificate Examination 

Pragati House, 3rd Floor 

47, Nehru Place 


Convener 65. Shri R.K. Singh 

Secretary, NCERT 

New Delhi 



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236 

Executive Committee 

(i) President of the Council who 1. Shri Kapil Sibal 

shall be the ex-officio President HRM/President, NCERT 

of the Executive Committee Ministry of Human Resource 



(ii) (a) The Minister of State in the 2. Dr. D. Purandeswari 

Ministry of Education who Minister of State 

shall be the ex-officio Vice- Department of Education 

President of the Executive Ministry of Human Resource 

Committee. Development, Shastri Bhawan 


(b) A Deputy Minister of 3. — 

Education nominated by the 

President of the Council. 

(c) Director of the Council 4. Professor G. Ravindra 

Director (in-charge), NCERT 


(d) Secretary, Ministry of 5. Mrs. Anshu Vaish 

Education (ex-officio) Secretary to the 

Government of India 






(iii) Chairman of the University Grants 6. Chairman 

Commission-Member (ex-officio) University Grants Commission 

Bahadur Shah Zafar Marg 


(iv) Six Educationists with known 7. (i) Professor Chandrakant Deotale 

interest in school education Writer and Scholar 

(two of whom shall be school Shaskiya Awas Griha 

teachers) nominated by the Rajasva Colony 

President. Opposite ADM Bungalow 

Ujjain-456 010 

(Up to 29.06.2010) 

(ii) Professor Furquan Qamar 

Vice Chancellor 

Central University of Himachal 

Pradesh 

Post Box 21, Dharamshala 

Distt. Kangra-176 215 

(from 12.08.2010) 



8. (i) Professor Mridula Mukherjee 


Jawahar Lal Nehru University 

New Delhi 

(Up to 29.06.2010) 

(ii) Professor Krishna Kumar 

Former Director, NCERT 

33-A, Provyan Road 

Chhatra Marg 

Delhi University Campus 

Delhi-110 007 

(from 12.08.2010) 

9. (i) Professor Shantha Sinha 

Chairperson 

National Commission for 

Protection of Child Rights 

5th Floor, Chanderlok 

Building, Janpath, 


(Up to 29.06.2010) 

(ii) Professor Nayanjot Lahiri 


Faculty of Social Sciences 

University of Delhi 

Delhi-110 007 

(from 12.08.2010) 

10. (i) Mrs. S. Chitra 

Teacher 

Vadivagam, No. 446 

1st Cross Street, Devanantha 

Swamy Nagar 

Maharajapuram(P.O.) 

Villupuram-605 602 

Tamil Nadu 

(Up to 29.06.2010) 

(ii) Professor Srinivasan Ramani 

International Institute of 

Information Technology (IIIT) 

26/C Electronic City 


(from 12.08.2010) 



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NCERT 

238 

11. (i) Professor Gopal Guru 

Centre for Political Studies 

School of Social Science 



(Up to 29.06.2010) 

(ii) Mrs. Meera Balachandran 

Director 

Education Quality 

Foundation of India 

514, Udhyog Vihar Phase-III 

Gurgaon 

(from 12.08.2010) 

12. (i) Ms. G. Vinutha 

Teacher 

C/o Lalitha, No. 22 A 

SRIKRUPA, Santhoshnagar 

I Phase, Attur Layout 

Bengaluru-64 

(Up to 29.06.2010) 

(ii) Ms. Komal Sood 

Teacher 

Sriram School 

Gurgaon 

(from 12.08.2010) 

(v) Joint Director of the Council 13. Professor G. Ravindra 


NCERT 


(vi) Three members of the faculty 14. (i) Professor Santosh Sharma 

of the Council, whom at least Head, Curriculum Group 

two shall be at the level of NCERT, New Delhi-110 016 

Professors and Heads of the (Up to 29.06.2010) 

Departments, nominated by 

the President of the Council. 


Joint Director CIET, NCERT 

New Delhi 

(from 12.08.2010) 

15. Professor Rajaram Sharma 

Head, DCETA 


(from 21.10.2010) 



16. (i) Professor V. G. Jadhao 

Principal 



Ajmer-305 004 

(Up to 29.06.2010) 

(ii) Professor J. P. Bagchi 

Principal 

North-East Regional Institute of 

Education, 

Nongrim Hills 


(from 12.08.2010) 

(vii) One representative of the 17. Joint Secretary (SE) 

Ministry of Education; and Deptt. of School Education and 

Literacy, Ministry of HRD, 



(viii) One representative of the 18. Financial Adviser 

Ministry of Finance, who Department of School 

shall be the Financial Education and Literacy, 

Adviser of the Council. Ministry of HRD 



(ix) Secretary of the Council 19. Shri R.K. Singh 

shall be the Secretary of Secretary, 

the Executive Committee. NCERT, New Delhi 



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NCERT 

240 

Finance Committee 

The Director of NCERT Chairman Professor G. Ravindra 

(ex-officio) Director, NCERT 


Joint Secretary (SE), Member Joint Secretary (SE) 

MHRD Department of School Education and 

Literacy Ministry of HRD, Shastri Bhawan 


Financial Adviser Member Financial Adviser 

MHRD Department of School Education and 

Literacy 

Ministry of HRD, Shastri Bhawan 


Member Dr Pankaj Mittal 

Secretary 

University Grants Commission 

Now Vice Chancellor 

BPS Mahila University 

Khanpur Kalan, Sonepat (Haryana) 

(Up to 21.02.2011) 

Shri G. Ramaswamy 

Vice-President 

The Institute of Chartered Accountants 

of India ICAI Bhawan, Indraprastha 

Marg New Delhi-110 002 

(from 22.02.2011) 

Member Shri. U.N. Singh 

Joint Commissioner 

Kendriya Vidyalaya Sangathan 

18, Institutional Area 

Shaheed Jeet Singh Marg 


(Up to 21.02.2011) 

Dr Dinesh Kumar 

Joint Commissioner (Academic) 

Kendriya Vidyalaya Sangathan 

18, Institutional Area 

Shaheed Jeet Singh Marg 


(from 22.02.2011) 

Secretary, NCERT Member- Shri R. K. Singh 

Convenor Secretary 




Establishment Committee 

(i) Director, NCERT 1. Professor G. Ravindra 

Chairman (ex-officio) Director, NCERT 


(ii) The Joint Director 2. Professor G. Ravindra 

NCERT (ex-officio) Joint Director 

NCERT 

New Delhi 

(iii) A nominee of the 3. Joint Secretary (SE) 

Ministry of Education to be Department of School 

nominated by the President, Education and Literacy 

NCERT Ministry of HRD 



(iv) Four educationists to be 4. Professor Farida Abdul Khan 

nominated by the President, Professor and Head 

NCERT of whom at least Department of Educational 

one is a Scientist Studies, Faculty of Education 

Jamia Millia Islamia 


5. Professor Arvind Kumar 

Centre Director, 

Homi Bhabha Centre for 

Science Education 

V.N. Purao Marg, Mankhurd 


6. Shri Rohit Dhankar 

Director, Digantar, 

Todi, Ramzanipura, 

Khonagorian Road, 

P.O. Jagatpur, 

Jaipur-302 025 

7. Professor Ajit K. Mohanty 

Professor and Chairperson, 

Zakir Hussain Centre for 

Educational Studies 

School of Social Science, 



(v) One representative from the 8. Professor V.D. Bhatt 

Regional Institute of Education Regional Institute of Education 

to be nominated by the Mysore 

President, NCERT 



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NCERT 

242 

(vi) One representative of the 9. Professor (Ms.) Vasudha Kamat 

National Institute of Education, Joint Director, CIET 

New Delhi to be nominated by the NCERT, New Delhi-110 016 

President, NCERT 

(vii) Two representatives, one each 10. (i) Professor R.S. Sindhu 

from the regular academic and DESM, NCERT 

non-academic staff of the Council New Delhi-110 016 

elected from amongst their (Elected Representative of 

category in the manner prescribed Academic Staff) 

in appendix to the Regulations (Up to 19.07.2010) 

of the Council 

(ii) Dr Lal Chand Ram 

Assistant Professor 

NCERT 

(Elected Representative of 

Academic Staff) 

(from 20.07.2010) 

11. (i) Shri Tikam Singh 

Accounts Officer, 

NCERT 


(Representative of 

Non-Academic Staff) 

(Up to 19.07.2010) 

(ii) Shri U.K. Pati 

Under Secretary 

NCERT Headquarters 

New Delhi 

(Representative of 

Non-Academic Staff) 

(from 20.07.2010) 

(viii) Financial Adviser 12. Financial Adviser 

NCERT Government of India 

Deptt. of School 

Education and Literacy, 


Shastri Bhawan, 


(ix) Secretary, NCERT 13. Shri R. K. Singh 

Member–Convenor Secretary, 




Building and Works Committee 

(i) Director, NCERT 1. Professor G. Ravindra 

Chairman (ex-officio) Director (in-charge), NCERT 


(ii) Joint Director, NCERT 2. Professor G. Ravindra 

Vice-Chairman (ex-officio) Joint Director, NCERT 

New Delhi 

(iii) Chief Engineer, CPWD 3. Shri A.K. Sharma 

or his nominee (Member) Superintending Engineer 

CPWD, DCC XI 

Pushpa Bhawan 

Madangir 

New Delhi 

(iv) A representative of Ministry of 4. Director (Finance) 

Urban Development (Works) Ministry of Urban Development 

Finance Division 

Nirman Bhawan 

New Delhi 

(v) The Consulting Architect 5. Chief Architect 

of NCERT CPWD, Room No. 104, Ist Floor 

Sewa Bhawan 

R. K. Puram 

New Delhi 

(vi) A Civil Engineer of standing 6. Shri Kabir Vajpayi 

(nominated by the President) Principal Architect and 

Founder of VINYAS 

Centre for Architectural 

Research and Design 

C-60, Anupam Apartments 

B-13, Vasundara Enclave 


(vii) Financial Adviser of the Council 7. Financial Adviser 

or his nominee Deptt. of School Education and 

Literacy, Ministry of HRD 



(viii) An Electrical Engineer of standing 8. Shri G.K. Taneja 

(nominated by the President) Executive Engineer (Elect.) 

The Chairman E & W 

Indian Institute of Technology 

Hauz Khas 




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NCERT 

244 

(ix) A Member of Executive Committee 9. (i) Professor V.G. Jadhao 

(nominated by the President) Principal, Regional Institute of 

Education 


Ajmer-305 004 

(Up to 31.10.2010) 


Joint Director, CIET 


(from 27.11.2010) 

(x) A nominee of the Ministry of HRD 10. Joint Secretary (SE) 

Deptt. of School Education and 

Literacy 



(xi) Secretary, NCERT 11. Shri R. K. Singh 

Secretary 



The Director, NCERT Chairman 

Joint Director of 

the Council 

Vice-Chairman 


CIET 

Member 


PSSCIVE, Bhopal 

Member 

Secretary, NCERT Convener 

Five University Professors or Heads 

of Departments representing 

Education and other related Discipline 

nominated by President of the Council 

1. Professor Farida A. Khan 

Department of Foundation 

of Education 


New Delhi-110025 

2. Professor H.C. Pradhan 

Director 



Fundamental Research 

V.N. Purav Marg, Mankhurd 


3. Professor Hridya Kant Dewan 

Vidya Bhavan Society 

Dr. Mohan Singh Mehta Marg 

Fatehpura, Udaipur-313 004 

(Rajasthan) 

4. Professor Anindya Sinha 

National Institute of Advanced 

Studies (NIAS), Institute of Science 

Campus, Bengaluru-560 012 

(Karnataka) 

5. Professor Gita Sen 

Indian Institute of Management 

Bengaluru, Bannerghatta Road 

Bilekahalli, Bengaluru-560 076 

(Karnataka) 


Programme Advisory Committee 

Five Directors of State Institutes of 

Education nominated by the President 

of the Council 

1. Director 

State Council of Educational 

Research and Training (SCERT) 

DIET Campus, Raipur 

(Chhattisgarh) 

2. Director 

Department of State Educational 

Research and Training (DSERT) 

#4,100 Feet Ring Road 

BSK 3rd Stage, Hosakerehalli 


3. Director 



(Vidyabhavan) Poojappura PO 


(Kerala) 

4. Director 

Gujarat Council of Educational 

Research and Training (GCERT) 

Vidya Bhavan, Sector-12 

Gandhi Nagar, Gujarat 

5. Director 



Kohima-797 001 (Nagaland) 

Members from NCERT 

1. Principal 



Ajmer-305 004 

2. Dean of Instruction 


Capt. D.P.Choudhary Marg 

Ajmer-305 004 

3. Principal 





245

NCERT 

246 



Shyamla Hills 


5. Principal 


Sachivalaya Marg 




Sachivalaya Marg 


7. Principal 


Manas Gangotri 




Manas Gangotri 


9. Principal 

North-East Regional 

Institute of Education 

Nongrim Hills 

(Opp. D.G. Assam Rifles) 

NERIE-Shillong 


10. Dr Brajyanti Devi 



Nongrim Hills 


11. Professor Mridula 

PSSCIVE 

131, Zone–II, M. P. Nagar 


(Madhya Pradesh) 

12. Dr Anubhuti Yadav 

Central Institute of Educational 

Technology (CIET) 


13. Head 

Department of Elementary 

Education (DEE) 


14. Professor R. B. L. Soni 




15. Head 

Department of Education in 


(DESM), NCERT, New Delhi 

16. Dr Shashi Prabha 



(DESM) NCERT, New Delhi 

17. Head 

Department of Education 


Humanities (DESSH) 


18. Shri M. V. Srinivasan 



Humanities (DESSH) 


19. Head 

Department of Languages (DoL) 


20. Professor Nauman Khan 



21. Head 


Arts and Aesthetics (DEAA) 


22. Dr Jyotsna Tiwari 


Arts and Aesthetics (DEAA) 



23. Head 

Department of Education of 


(DEGSN), NCERT, New Delhi 

24. Professor Dinesh Sharma 




25. Head 

Department of Women’s 

Studies (DWS) 


26. Dr Mona Yadav 

Department of Women’s 

Studies (DWS) 


27. Head 

Department of Computer 


Aids (DCETA), NCERT 

New Delhi 

28. Dr Asha Jindal 



Aids (DCETA), NCERT 

New Delhi 

29. Head 

Department of Educational 


(DEME), NCERT 

New Delhi 

30. Dr A.D. Tiwari 



(DEME), NCERT 

New Delhi 

31. Head 


Survey and Data Processing 

(DES & DP), NCERT 

New Delhi 


32. Professor Sridhar Srivastava 




New Delhi 

33. Head 

Department of Teacher 


(DTEE), NCERT 

New Delhi 

34. Professor Santosh Sharma 



(DTEE), NCERT 

New Delhi 

35. Head 


Psychology and Foundations 

of Education (DEPFE) 


36. Professor Anjum Sibia 





37. Head 


Research and Policy Perspectives 

(DERPP) NCERT 

New Delhi 

38. Dr N. K. Gupta 



(DERPP) NCERT 

New Delhi 

39. Head 

International Relations Division 

(IRD), NCERT, New Delhi 

40. Head 

NIE Workshop 




247

NCERT 

248 

41. Head 

Department of Secondary 

Education (DSE) 


42. Dr Y. Sreekanth 




43. Head 

Planning Programming 


Division (PPMED) 


44. Dr M. Siraj Anwar 





45. Head 

Division of Library, 

Documentation and Information 

(DLDI), NCERT, New Delhi 

46. Ms. Pooja Jain 

Division of Library, 



47. Head 

Publication Department, 



1. Joint Secretary (School IV) 

Department of Education and 

Literacy, MHRD, 

Shastri Bhavan 


2. Dean (Research) 

NCERT 

3. Dean (Academic) 

NCERT 


Special Invitees 

4. Dean (Coordination) 

NCERT 

5. Chief Accounts Officer 

NCERT 

6. Asstt. Public Relations Officer 

NCERT 

7. Dr A.K. Wazalwar 

Coordinator, Group Arithmetic 

NCERT 



249

NCERT 

250 

Educational Research and Innovations Committee (ERIC) 

Dean (Research), NCERT Chairperson 

Members 

1. Professor H.C. Pradhan 

Director 


Education, 

V.N. Parav Marg, Mankhurd 


2. Professor J.B.G. Tilak 

NUEPA 


3. Professor Sharmila Rege 

Savitri Bai Phule Women’s 

Study Centre, University of Pune 

Pune-411 007 

4. Professor Aparna Basu 

Former Head 

History Department 

Delhi University 

Ex-President, All India 

Women's Conference 

6, Bhagwan Das Road 


5. Professor Ramchandra Guha 

22 A, Brunton Road 


6. Professor Hari Vasudevan 

Director, Maulana Abul Kalam 

Azad Institute of Asian Studies 

5, Ashraf Mistri Lane 


7. Professor R. Indira 

Department of Sociology 

University of Mysore 


8. Shri Rajesh Bhushan 

State Project Director 

SSA Bihar 

Beltron Bhawan 

Shastri Nagar 

Patna-800 023 

9. Joint Secretary (Secondary and 

Higher Education), Department 

of Education, Ministry of Human 

Resource Development, Shastri 

Bhawan, New Delhi-110 001 

10. Director 


Research and Training 

Shankar Nagar, DIET Campus 

Raipur-492 007, Chhattisgarh 

11. Director 


Research and Training 

Kohima-797 001, Nagaland 

12. Joint Director 

CIET, NCERT 


13. Joint Director 

Pandit Sunderlal Sharma 

Central Institute of Vocational 

Education 

131, Zone II, M.P. Nagar 


14. Professor Sharad Kumar 

Pandit Sunderlal Sharma 

Central Institute of Vocational 

Education 

131, Zone II, M.P. Nagar 


15. Principal 


Ajmer-305 004 

16. Principal 



17. Principal 




18. Principal 



19. Principal 




20. Dean 


Ajmer-305 004 

21. Dean 



22. Dean 



23. Dean 



24. Professor Manju Jain 




25. Professor B.K. Tripathi 


in Science and Mathematics 

(DESM), NCERT, New Delhi 

26. Professor S.K. Yadav 



(DTEE), NCERT, New Delhi 

27. Professor Saroj Bala Yadav 

Department of Education in Social 

Sciences and Humanities 

(DESSH), NCERT, New Delhi 

28. Professor Anita Julka 





29. Professor Anjum Sibia 





30. Professor Usha Dutta 







New Delhi 

32. Dr Sushma Jaireth 

Department of Women’s Studies 

(DWS), NCERT, New Delhi 






34. Head 



35. Head 

Department of Teacher Education 

and Extension (DTEE) 


36. Head 



(DESM) NCERT, New Delhi 

37. Head 


Social Sciences and Humanities 

(DESSH) NCERT, New Delhi 

38. Head 


Psychology and Foundation of 

Education (DEPFE), NCERT 

New Delhi 



251

NCERT 

252 

39. Head 



(DEME), NCERT, New Delhi 

40. Dean (Academic) 


41. Dean (Coordination) 


42. Head 



(DES & DP), NCERT, New Delhi 

43. Head 



Aids (DCETA) 


44. Head 

Department of Library 



45. Head 


(IRD), NCERT, New Delhi 

46. Head 

SEG, NCERT, New Delhi 

47. Head 

Publication Department 


48. Head 

Hindi Cell, NCERT 

New Delhi 

49. Head 



50. Head 




51. Head 



(DEGSN) NCERT, New Delhi 

52. Head 



Division (PPMED), NCERT 

New Delhi 

53. Head 

Department of Arts and 

Aesthetics (DEAA) 


54. Head 

NIE Workshop 


55. Head 

Convener, Department of 

Educational Research and 

Policy Perspectives (DERPP) 


56. Dr. N.K. Gupta 


Research and 



57. Dr. Sharad Sinha 


Research and 




1. Dean (Academic), Chairperson 

NCERT 

2. Head 




3. Head 

Department of Education of Groups 

with Special Needs (DEGSN) 


4. Head 



5. Head 



(DESSH) 


6. Head 


Science and Mathematics (DESM) 


7. Head 



Aids (DCETA) 


8. Head 



(DEME), NCERT, New Delhi 

9. Head 


Surveys and Data Processing 

(DES & DP), NCERT, New Delhi 

10. Head 


Education and Extension (DTEE) 



Academic Committee of NIE 

11. Head 


Psychology and Foundations of 

Education (DEPFE) 


12. Head 



(DERPP) NCERT, New Delhi 

13. Head 





14. Head 


(IRD) NCERT, New Delhi 

15. Head 

Department of Education in Arts 

and Aesthetics (DEAA) 


16. Head 



17. Head 




18. Head 

Division of Library, Documentation 

and Information (DLDI) 


19. Head 

NIE Workshop 


20. Head 

Publication Department (PD) 


21. Professor Manju Jain 

DEE, NCERT 

New Delhi 


253

NCERT 

254 

22. Professor Nauman Khan 

DoL, NCERT 

New Delhi 

23. Dr Kanan Sadhu 

DEGSN, NCERT 

New Delhi 


DWS, NCERT 

New Delhi 

25. Dr Meenu Nandrajog 

DESSH, NCERT 

New Delhi 

26. Professor R.S. Sindhu 

DESM, NCERT 

New Delhi 


DCETA, NCERT 

New Delhi 

28. Dr A. D. Tiwari 

DEME, NCERT 

New Delhi 


DES&DP, NCERT 

New Delhi 

30. Dr Saroj Pandey 

DTEE, NCERT 

New Delhi 

31. Professor Daya Pant 

DEPFE, NCERT 

New Delhi 

32. Dr N.K. Gupta 

DERPP, NCERT 

New Delhi 


DEAA, NCERT 

New Delhi 


PPMED, NCERT 

New Delhi 

35. Dr P. Vishwanathan Nair 

Faculty of Education 

University of Kerala, Thycaud, 

Thiruvananthapuram 

Kerala-695 014 

36. Dr Mrinalini Sebastain 

CSCS 466, Madhavan Park 

Jayanagar, 1st Block, 9th Cross 


37. Professor Farida A. Khan 


Studies, Faculty of Education 



38. Professor G.G. Wankhede 

Head of the Department 

Child and Youth Research 

Tata Institute of Social Sciences 


39. Professor Rajesh Sachdeva 

Central Institute of Indian 

Languages, Manasagangothri 

Hunsur Road, 



1. Joint Director, CIET Chairperson 

2. Dr Anup Kumar Rajput 

Associate Professor, 

Script Division & MRED 

CIET, NCERT, New Delhi 

3. Dr Lal Singh 


Video Production Division 


4. Dr Amarendra Behera 


Programme Monitoring Division 


5. Head 


Education (DEE), NCERT 

New Delhi 

6. Head 



7. Head 

Department of Education in Science 

and Mathematics (DESM) 


8. Head 



(DESSH), NCERT, New Delhi 

9. Head 

Department of Teacher Education 

and Extension (DTEE) 



Institute Advisory Board of CIET 

10. Head 





11. Professor M.M. Chaudhri 

Retired Joint Director (CIET) 

14, Cassia Marg, DLF Phase II, 

Gurgaon-122 002 

12. Dr Jaijit Bhattacharya 

Director, Govt. Affairs, Hewlett 

Packard India Sales Ltd. 

6th Floor, Tower D. Global 

Business Park, Mehrauli 

Gurgaon Road, Gurgaon-122 002 

13. Shri Dilip Tikle 

Dean, Hexaversity, Pune and 

Founder and Consultant 

Connect Dots, 1297 

Subhash Nagar Lane 

Bhagwant Niwas 

Shukrawar Peth 

Pune-411 002 

14. Professor Jai Chandi Ram 

Ex. Joint Director (CIET) 

D-2D, DDA Flats, Munirka 


15. Dr V. Krishan Moorthy 

Consultant 

Commonwealth Educational 

Centre for Asia (CEMCA), 

8/4, Sarvapriya Vihar, 




255

NCERT 

256 

Institute Advisory Board of PSSCIVE, Bhopal 

1. Joint Director, Chairperson 

PSSCIVE 

2. Head, PPMED 


3. Shri Saurabh Prakash 

Associate Professor 

Engineering and Technology 

Division, PSSCIVE, Bhopal 

4. Dr V. S. Mehrotra 


Agriculture Division, 

PSSCIVE, Bhopal 

5. Professor Santosh Mehrotra 

Senior Consultant 

Planning Commission, 

Yojna Bhawan 


6. Shri Ghayyur Alam 

C/o Mamta Dairy 

Rajpur Chowk 

Rajpur, Dehradun-248 009 

Uttarakhand 

7. Dr Pratibha Jolly 

Principal, Miranda House 

Delhi University 

Delhi 

8. Shri R.L. Singh 

Director (Training) 

Training DGE & T, Ministry of 

Labour and Employment 

Shram Shakti Bhawan, 

Rafi Marg 


9. Dr Rashmi Sinha 

Programme Director 

Mahila Samakhya 

4/13, Vishal Khand 

Gomti Nagar 

Lucknow-226 010 


Managing Committee of the Regional Institute of Education, Ajmer 

1. Vice Chancellor Chairman 

M.D.S. University 

Ajmer 

2. Principal Vice Chairman 


Ajmer 

3. Commissioner 

Secondary Education 

Government of Rajasthan 

Bikaner, Rajasthan 

4. Director, 

SIE 

Sector-32, Chandigarh, Punjab 

5. Director, SCERT 

Chandigarh, Punjab 


Gurgaon, Haryana 

7. Additional Director of Education 

(School) Directorate of Education 

Old Secretariat 


8. Additional Director of Education 

Government of Himachal Pradesh 

Shimla-1, Himachal Pradesh 

9. Director 

School Education 

Government of Jammu and 

Kashmir 

Jammu 



Nishatganj, Lucknow 

Uttar Pradesh 

11. Deputy Director 

(Education) 

Educational Secretariat 

2, Subhash Road, Dehradun 

Uttarakhand 

12. Dr R.C. Tripathi 

37/2 Chatam Lines 

Allahabad-211 002 

13. Professor A.K. Nadeem 


Kashmir University 

Srinagar, Jammu and Kashmir 

14. Nominee of the Director, 

NCERT 

15. Head 


RIE, Ajmer 

16. Head 



RIE, Ajmer 

17. Nominee of Vice Chancellor 

M.D.S. University 

Ajmer 



257

NCERT 

258 

Managing Committee of the Regional Institute of Education, Bhopal 

1. Vice Chancellor Chairperson 

Barkatullah University 

Bhopal 



Bhopal 

3. Commissioner of Public Instruction 

Government of Madhya Pradesh 

Bhopal 

4. Deputy Secretary 

Chhattisgarh Board of 

Secondary Education 

Raipur 

5. Director, GCERT 

Ahmedabad 

6. Director, MSCERT 

Pune, Maharashtra 

7. Deputy Director of Education 

SIE, Goa 

8. Assistant Director of Education 

UT of Dadra and Nagar Haveli 

Silvassa 

9. Assistant Director of Education 

UT of Daman and Diu, Daman 

10. Dr H.C. Pradhan 

Professor and Dean 


Education 

Tata Institute of Fundamental 

Research 

V.N. Parav Marg, Mankhurd 


11. Pratima Awasthi 

Principal, Govt. College of 

Education 

Raipur, Chhattisgarh 


NCERT 

13. Head, Department of Education 

RIE, Bhopal 

14. Head 



RIE, Bhopal 

15. Nominee of Vice Chancellor 

Barkatullah University 

Bhopal 


Managing Committee of the Regional Institute of Education, Bhubaneswar 


Utkal University 

Bhubaneswar 



Bhubaneswar 

3. Shri Kamal Lochan Das 

Joint Secretary 

Department of School and Mass 

Education 

Government of Orissa, 

Bhubaneswar 

4. Dr. Rathindra Nath De 

Director, SCERT, West Bengal 

25/3, Ballyganj Circular Road 


5. Principal 

State Institute of Education 

Shiksha Sadan, Link Road 

Port Blair, A & N Islands 

6. Shri C.K. Singh 

Deputy Director 

Directorate of Primary Education 

Department of Human Resource 

Development 

Government of Jharkhand, 

Ranchi 


7. Shri Abdul Moin 

Head, Department of Teacher 

Education, SCERT 

Government of Bihar, 

Patna 

8. Dr Sharda Jain 

Director, Sandhan 

C-196, Jaipur 

9. Dr Vimla Ramchandran 

Educational Research Unit 

XL-I Sah Vikas 

68, I.P. Extension 

Delhi-110 092 


NCERT 

11. Head 


RIE, Bhubaneswar 

12. Head 



RIE, Bhubaneswar 

13. Professor R.C. Mohapatra 

Department of P.M. & I.R. 

Utkal University, Vani Vihar 

Bhubaneswar 



259

NCERT 

260 

Managing Committee of the Regional Institute of Education, Mysore 


Mysore University 

Mysore 



Mysore 

3. Principal Secretary to 

Government, School Education 

Department 

Hyderabad 


No.4, 100 Feet Road 

BSK III Stage 



Poojappura 

Thiruvananthapuram 

6. Secretary 

School Education Department 

Secretariat, Fort St. George 

Chennai-600 009 

7. Secretary to the Govt. (Education) 

Chief Secretariat 

Goubert Avenue 


8. Professor K.S. Sudheer Reddy 

Dean 

Faculty of Education IASF 

Osmania University 

Hyderabad 

9. Dr B. Vijay Kumar 

State Project Director, SSA 

SSA Bhawan 

Nandavam, Palayam 



NCERT 

11. Head 


RIE, Mysore 

12. Head 



RIE, Mysore 

13. Professor M. Chandra Kumar 

Deptt. of Physical Education 

and Sports Sciences 

Mysore University 

Mysore 


Managing Committee of the 

North-Eastern Regional Institute of Education, Shillong 


North Eastern Hill University 

(NEHU), Shillong 


NERIE, Shillong 

3. Director, DERT 

Government of Meghalaya 

Shillong 

4. Director, School Education 

Government of Arunachal 

Pradesh, Itanagar 


Government of Assam, 

Kahilipara, Guwahati 

6. Director, HRD 

(School Education) 

Government of Sikkim 

Tashiling, Gangtok 

7. Director of School Education 

Government of Tripura 

Agartala 

8. Director of School Education 

Government of Mizoram, Aizawal 


Government of Manipur 

Imphal 



Government of Nagaland, 

Kohima 

11. Professor Biloris Lyndem 

Former Chairperson 

Meghalaya Women’s Commission 

Sweet Cott. Upper Lunmmawrie 

Shillong 

12. Professor A.C. Bhagawati 

Former Vice-Chancellor 

Arunachal Pradesh University 

National Highway, Jhalukbari 

Guwahati-781 014 

13. Nominee of the Director, NCERT 

14. Dr F.G. Dkhar 

I/c Head of Department of 

Educational Research Extension 

and Data Management 

(DEREDM) 

15. Dr S.C. Roy 

I/c Head of Department of 

Education in Science and 

Mathematics and Information 

Technology (DESM & IT) 

16. Director, HRD, 

North-Eastern Council, 

Shillong 



261

NCERT 

262 

Official Language Implementation Committee of NCERT 

1. Director, NCERT Chairman 

2. Joint Director, NCERT Vice Chairman 

3. Joint Director, CIET Member 

4. Secretary, NCERT „ 

5. Principals, RIEs & Joint Director, PSSCIVE 

(in rotation principal from one RIE or JD, PSSCIVE) 

„ 

6. All Heads of Departments/Divisions „ 

7. All Deputy Secretaries „ 

8. Chief Accounts Officer „ 

9. V.S.O. „ 

10. P.R.O. „ 

11. Director (OL), MHRD, New Delhi „ 

12. Director (Implementation), Department of 

Official Language, Ministry of Home Affairs, 

New Delhi 

„ 

13. Incharge, Hindi Cell Member Secretary 

14. Hindi Officer, Hindi Cell Convener 


APPENDIX II 

NCERT’s Consolidated Sanctioned Strength of Posts 

as on 31 March 2011 and Reservation Position 


Group Sanctioned No. of Scheduled % of SC Scheduled % of ST OBC % of OBC Physically % of PH 

Strength Position Castes Employees Tribes Employees Employees Handicapped Employees 

A 694 415 67 16.14 17 4.09 27 6.50 06 1.44 

B 505 415 73 17.59 36 8.67 14 3.37 05 1.20 

C 1077 615 121 19.6 57 9.26 53 8.67 12 1.95 

D (Excluding 408 112 27.4 43 10.5 36 8.82 04 0.98 

Safaiwala) 

D 671 44 43 97.7 – – 01 2.27 – – 

(Safaiwala) 

Total 2947 1897 416 – 153 – 131 – 27 – 



263

NCERT 

264 

APPENDIX III 





265

NCERT 

266 


NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING 

SUNDRY DEBTORS 


Schedule 2 

As on 31.03.2011 As on 31.03.2010 

1. Credits Sales with Directorate of 

Publication Department and Urdu Academy 

4,896,684 4,896,684 

2. Credit Sales (other than DPD) 179,865 179,865 

3. Dues from J&K Govt. (PD) 310,792 310,792 

4. Royalty (PD) 42,429 42,429 

5. Books supplied to CBSE 3,659,960 3,659,960 

6. Books supplied to Bal Bhawan 483,596 483,596 

7. Credit Sales of Books to Urdu 

Academy, New Delhi 

2,968,300 3,397,588 

12,541,626 12,970,914 

LOANS AND ADVANCES 

Schedule 3 

As on 31.03.2010 As on 31.03.2009 

Motor Car/Scooter/Computer adv. 9,199,149 8,921,318 

Cycle Advance 39,264 38,064 

House Building Advance 10,181,398 11,386,863 

Contingent Advance 46,613 46,613 

Warm Clothing advance 2,100 1,200 

Deposit with DVB 115,250 115,250 

Court Attachment 23,400,000 23,400,000 

Bank Guarantee 69,696,800 12,196,800 

Specific Projects 952,076 2,417,205 

Advances/deposits with CPWD (Schedule-15) 241,736,643 329,070,943 

Deposit with Sale Tax Deptt. 1,00,000 - 

Advances/deposits with ISRO 40,000,000 40,000,000 

o/s programme advances in 2010-11 726,789 742,100 

Excess payment made to Defined 

New Pension Scheme A/C No.30004257450 

123,161 - 

Advances given to M/s Hindustan Motors 1,775,176 - 

Total 398,994,419 428,434,082 

Sd/– Sd/– 

Secretary and Chief Accounts Officer Senior Accounts Officer 

NCERT, New Delhi 110 016 NCERT, New Delhi 110 016 



267

NCERT 

268 

Publications Released during the year 2010-2011 

Textbooks 

Class I 

● Rimjhim – 1 

● Math-Magic – 1 

● Ganit Ka Jadu – 1 

● Marigold – I 

Class II 




● Marigold – II 

Class III 




● Marigold – III 

● Ass-Pass (EVS) 

● Looking Around – I 

Class IV 


● Marigold – IV 



● Ass-Pass (EVS) 

● Looking Around – II (EVS) 

Class V 


● Marigold – V 


● Ganit Ka Jadu – 5 (New book) 

● Ass-Pass (EVS) (New book) 

● Looking Around – III (EVS) 

Class VI 

● Vasant – 1 

● Doorva – 1 

● Ruchira Bhag – 1 

APPENDIX IV 

● Bal Ram Katha 

Hindi Supplementary Reader 

● Mathematics – 1 

● Ganit – 1 

● Science 

● Vigyan – 1 

● Honeysuckle 

● A Pact with the Sun : 

English Supplementary Reader 

● The Earth: Our Habitat 

● Social and Political Life 

● Our Past – I 

● Hamare Ateet – 1 

● Samajik Evam Rajnitik Jeevan 

● Prithvi: Hamara Aavas 

Class VII 


● Bal Mahabharat : 

Hindi Supplementary Reader 

● Doorva – 2 

● Ruchira – Bhag – 2 

● Honeycomb 

● An Alien Hand : 


● Mathematics 

● Ganit 

● Science 

● Vigyan 

● Our Pasts – II 

● Hamara Ateet – 2 

● Our Environment 

● Hamara Paryavaran 

● Social and Political Life – II 

● Samajik Aur Rajnitik Jeevan – 2 

Class VIII 


● Bharat Ki Khoj : 

Supplementary Reader in Hindi 


● Durva – 3 

● Ruchira – 3 

● Honeydew 

● It so Happened : 

Supplementary Reader in English 


● Ganit 

● Science 

● Vigyan 

● Resources and Development 

● Sansadhan Aur Vikas 

● Social and Political Life – III 

● Samajik Aur Rajnitik Jeevan – 3 

● Our Pasts – III Part I 

● Our Pasts – III Part II 

● Hamara Ateet – 3 Bhag – 1 

● Hamara Ateet – 3 Bhag – 2 

● Samkalin Bharat – 2 

● Understanding Economic 

Development 

● Arthik Vikas ki Samajh 

Class IX 

● Kshitij – Bhag – 1 

(Hindi ‘Core’ Course) 

● Kritika Bhag – 1 


● Sparsh Bhag – 1 

(Hindi Elective Course) 

● Sanchayan Bhag – 1 


● Beehive – English textbook 

● Moments – English 

Supplementary Reader 

● Shemushi – Bhag – 1 


● Ganit 

● Science 

● Vigyan 

● Economics 

● Arthashastra 

● Democratic Politics 

● Loktantrik Rajniti 

● India and the Contemporary 

World – I 


● Bharat Aur Samkalin Vishwa – 1 

● Contemporary India – 1 


Class X 

● Kshitij – Bhag – 2 


● Kritika Bhag – 2 


● Sparsh Bhag – 2 


● Sanchayan Bhag – 2 


● First Flight– English textbook 

● Footprints without Feet: 


● Shemushi Bhag – 2 


● Ganit 

● Science 

● Vigyan 

● India and the Contemporary 

World – II 

● Bharat Aur Samkaleen Vishwa – II 

● Democratic Politics - II 

● Loktantrik Rajniti - II 

● Contemporary India – II 


● Understanding Economic 

Development 

● Arthik Vikas Ki Samajh 

Class XI 

● Aaroh Bhag – 1 


● Vitaan Bhag – 1 



● Antra Bhag – 1 


● Antral Bhag – 1 



● Abhivyakti Aur Madhyam 

● Hornbill (English Core Course) 

● Snapshot (English Core Course) 




269

NCERT 

270 

● Woven Words 

(English Elective Course) 

● Bhaswati Bhag – 1 

● Shashwati Bhag – 1 


● Ganit 

● Biology 

● Jeev Vigyan 

● Chemistry Part I 

● Chemistry Part II 

● Rasayan Vigyan Bhag – 1 


● Physics Part – I 

● Physics Part – II 

● Bhautiki Bhag – 1 


● Themes of World History 

● Vishwa Itihas Ke Kuch Vishay 

● Fundamental of Physical 

Geography 

● Bhautik Bhugol Ke Mool Sidhant 

● India Physical Environment 

● Bharat Bhautik Paryavaran 

● Practical Work in Geography 

● Bhugol Mein Prayogatmak Karya 

● Statistics to Economics 

● Arthashastra Mein Sankhyiki 

● Indian Economic Development 

● Bhartiya Arthvyavastha Ka Vikas 

● Indian Constitution at Work 

● Bharat Ka Sanvidhan: Sidhant 

Aur Vyavhar 

● Political Theory 

● Rajniti Sidhant 

● Introducing Sociology 

● Samajshastra ka Parichay 

● Understanding Society 

● Samaj Ka Bodh 

● Business Studies 

● Vyavasaik Adhyayan 

● Accountancy Part – I 

● Lekhashastra Bhag – 1 

● Accountancy Part – II 

● Lekhashastra Bhag – 2 

● Psychology 

● Manovigyan Ka Parichaya 

Class XII 

● Aaroh Bhag – 2 


● Vitaan Bhag – 2 


● Antra Bhag – 2 


● Antral Bhag – 2 


● Flamingo (English Core Course) 

● Vistas (English Core Course) 


● Kaleidoscope 

(English Elective Course) 

● Bhaswati Bhag – 2 

● Shashwati Bhag – 2 

● Mathematics Part I 

● Mathematics Part II 

● Ganit Bhag – 1 

● Ganit Bhag – 2 

● Biology 

● Jeev Vigyan 

● Chemistry Part I 

● Chemistry Part II 



● Physics Part – I 

● Physics Part – II 



● Themes of World History Part I 

● Themes of World History Part II 

● Themes of World History Part III 


Bhag – 1 


Bhag – 2 


Bhag – 3 

● Fundamental of Human 

Geography 


● Manav Bhugol Ke Mool Sidhant 

● Practical Work in Geography 

● Bhugol Mein Prayogatmak Karya 

● Introductory Microeconomics 

● Vyasthi Arthshastra – 

Ek Parichay 

● Introductory Macroeconomics 

● Samashti Arthashastra 

Ek Parichay 

● Contemporary World Politics 

● Samkalin Vishawa Rajniti 

● Politics in India Since 

Independence 

● Swatantra Bharat Mein Rajniti 

● Social Change and Development 

in India 

● Bharat Mein Samajik Parivartan 

Aur Vikas 

● Indian Society 

● Bhartiya Samaj 

● Business Studies Part – I 

● Business Studies Part – II 

● Vyavasaik Adhyayan Bhag 1 

● Vyavasaik Adhyayan Bhag 2 

● Accountancy: Not-for-Profit 

Organisation and Partnership 

Accounts 

● Lekhashastra: Alabhkari 

Sansthayen Evam Sajhedari 

Khatey 

● Accountancy: Company Accounts 

and Analysis of Financial 

Statements 

● Lekhashastra: Company Khate 

Evam Vittiya Viverron Ka 

Vishleshan 

● Psychology 

● Manovigyan Ka Parichaya 

● Accountancy Computerised 

Accountancy 

Urdu Textbooks 

Class I 

● Riyazee Ka Jadoo – 1 


● Ibtadai Urdu – 1 

Class II 



Class III 


● Ass Pass 


Class IV 



● Ass Pass 

Class V 



● Ass Pass 

Class VI 

● Apni Zaban – 1 

● Urdu Guldasta 

(Supplementary Reader) 

● Hisab 

● Science 

● Zameen Hamara Maskan 

● Hamara Maaze – 1 

● Samaji Aur Siyasi Zindagi – 1 

Class VII 

● Apni Zaban – 2 



● Hisab 

● Science 

● Hamara Mahaul 

● Hamara Maaze – 2 

● Samaji Aur Siyasi Zindagi 

● Jaan Pehchan IInd language 

Urdu textbook (New book) 

● Door Paas IIIrd language Urdu 

textbook (New book) 

Class VIII 

● Apni Zaban 





271

NCERT 

272 

● Science 

● Hisab 

● Wasail Aur Taraqqui (Geography) 

● Samaji Aur Siyasi Zindagi 

● Hamara Maaze – 3 Part – I 

● Hamara Maaze – 3 Part – II 

● Jaan Pehchan Part III 

IInd Urdu Language textbook 

● Door Pass IIIrd Urdu Language 

Textbook 

Class IX 

● Nawa-e-Urdu 

● Gulzar-e-Urdu 


● Riyazee 

● Science 

● Jamhori Siyasat – 1 

● Asri Hindustan – 1 

● Hindustan Aur Asri Duniya – 1 

● Ilm-e-Moashiyat 

● Jaan Pehchan Part IV 

2nd Urdu language textbook 

(New Book) 

● Door Pass IIIrd Urdu Language 

textbook (New book) 

Class X 

● Nawa-e-Urdu 

● Gulzar-e-Urdu 


● Riyazee 

● Science 

● Hindustan Aur Asri Duniya – 2 

● Asri Hindustan – 2 

● Jamhori Siyasat – 2 

● Moashi Taraqqui Ki Samajh 

● Jaan Pehchan Part V 

2nd Urdu Language textbook 

(New Book) 

Class XI 

● Gulistan-e-Adab 

● Khyaban-e-Urdu 


● Riyazee 

● Tabiyat Part – I 

● Tabiyat Part – II 

● Shumariyat Bre-Mashiyat 

● Hindustan: Tabi Mahaul 

● Hindustan Ki Maashi Taraqqui 

● Samajyat Ka Tarruf 

● Hindustani Aain: Usool Aur Kam 

● Syasi Nazaryah 

● Karobari Uloom 

● Nafsiyat Ka Tarruf 

● Tabi Jugraphia Ka Mubadiyat 

● Jughrafia Main Amli Kam 

● Tareekh-e-Alam per Mabni 

Mauzuaat 

● Samajiyat Ka Tarruff 

● Mutala-e-Muashra 

● Keemiya Part – I 

● Keemiya Part – II 

● Hayatyat Part – I 

● Hayatyat Part – II 

● Khatadari Part – I 

● Khatadari Part – II 

Class XII 

● Gulistan-e-Adab 

● Khyaban-e-Urdu 


● Riyazee Part – I 

● Riyazee Part – II 

● Tabiyat Part – I 

● Tabiyat Part – II 

● Keemiya Part – I 

● Keemiya Part – II 

● Hayatyat 

● Tareekh-e-Hind Ke Mouzuaat 

Part – I 


Part – II 


Part – III 

● Khatadari Part – I 

● Khatadari Part – II 

● Kulli Moashiyat Ka Tarruf 

● Juzvi Moashiyat Ka Tarruf 


● Insani Jugraphia Ke Buniyadi 

Usool 

● Jugraphia Mein Amli Kam 

● Hindustan Avam Aur Maishat 

● Hindustan Mein Samaji Tabdili 

Aur Taraqqi 

● Insani Jughrafia Ke Mubadiyat 

● Asri Alami Siyasat 

● Azadi Ke bad Hindustan Ki 

Siyasat (New Book) 

● Hindustani Samaj 

● Urdu Qawaid for Secondary and 

Senior Secondary Stage 

● Karobari Uloom Part – I 

● Karobari Uloom Part – II 

● Nafsiyaat 

Textbooks for Optional Subject 

● Exemplar Problems Mathematics 

for Class VI 


for Class XI 


for Class XII 

● Bhartiya Hastkala ki 

Paramparanyen for Class XI 

● Prashan Pradarshika Ganit for 

Class XII 

● Exploring the Craft Tradition of 

India, Field Study and 

application in Heritage crafts for 

Classes XI and XII 

● Prashan Pradarshika Vigyan for 

Class IX 

● Computer and Communication 

Technology Part-II for Class XI 

● Prayogshala Pustika Ganit : 

Madhymik star 

● Laboratory Manual Biology for 

Class XI 

● Prashan Pradarshika Ganit for 

Class X 

● Laboratory Manual Physics for 

Class XII 


● Hidayat Namah Bara-e- 

Tajurbagah, Science for Class IX 

(Laboratory Manual Science) 

● Laboratory Manual Physics for 

Class XI 

● Exemplar Problems Biology for 

Class XII 

● Laboratory Manual Mathematics 

Higher Secondary Stages 

● Prashan Pardarshika Rasayan 

for Class XII 

● Prashan Pardarshika Vigyan for 

Class X 

● Hidayat Namah Bara-e- 

Tajurbagah, Science for Class X 

(Laboratory Manual Science) 

● Mathematics Exemplar Problems 

for Class IX 

● Exempler Problems Science, 

Class X 

● Exempler Problems Mathematics, 

Class X 

● Hindustan Mein Dustakari Ki 

Zinda Rawayat for Class XI 

(Urdu) 


● Pahar Se Uncha Aadmi - Subhas 

Gatade 

● Ande Hi Ande - Kalu Ram 

Sharma 

● Dr Bhim Rao Ambedkar - 

Life and Work 

● Solar System For Everybody 

● Kamaal ka hai Mannu - Mamta 

Kalia 

● Bahuroop Gandhi (Urdu) 

● Nanha Shahzada (Urdu) 

● Bhai Sahab (Urdu) 

Textbooks for Kasturba Gandhi 

Balika Vidyalaya 

● KGBV Bridge Course Upper 

Primary Stage Mathematics 

● KGBV Bridge Course For girls 

Entering Upper Primary Stage 

History 



273

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274 

Teacher’s Guide 

● Mathematics Teachers' Manual for 

Classes I and II 

● Ways to Peace: A Resource book 

for Teachers 

● Rehnuma Kitab (Teacher Manual) 

for Primary Stage (Urdu) 

● Kaise Padhayen Rimjhim Bhag-II 

Shikshak Sadarshika 

● Rehnuma Kitab (Teacher Manual) 

for Upper Primary Stage (Urdu) 

Research Reports/Monographs 

● Science and Mathematics in NCF 

2005 Upper Primary, Secondary 

and Higher Secondary Stages 

● Barkha for Classes I and II Krimik 

Pustak Mala 

● Prashnotra: Rashtriya Pathyaharya 

ki Rooprekha 2005 Vigyan Avam 

Ganit: Uchch Prathmik Star 

● Manual of Upper Primary 

Mathematics Kit 

● Manual of Secondary Science Kit 

for Classes IX-X 

● Samajh ka Madhyam: Rashtriya 

Parisamvad-2007-2010 

Par Adharit 

● Mansoobati Kitab Mahouliyati 

Taleem for Class VII (Urdu) 


Taleem for Class VIII (Urdu) 


Taleem for Class IX (Urdu) 


Taleem for Class X (Urdu) 

● Tadrees Aur Aamozish Ke Tamiri 

Rawaiyeh: Handbook For 

● 

Teaching of Secondary Stage 

National Curriculum Framework– 

2005: A Historical Perspective 

National Focus Groups – 

Position Papers 

● National Focus Groups Ka Position 

Papers for Hindustani Zabanon Ki 

Tadrees 1.3 (Urdu) 

● Rashtriya Pathyacharya Ki Roop 

Rekha-2005-Prarambhik 

Balyavastha Shiksha: Adhar 

Patra 3.6 

● Rashtriya Pathyacharya Ki Roop 

Rekha–2005-Shanti ke Liye 

● 

Shiksha: Adhar Patra 3.4 

Rashtriya Pathyacharya Ki Roop 

Rekha-2005-Anusuchit Jati Aur 

Janjati Ke Bachchon Ki 

● 

Samsayen: Adhar Patra 3.1 


2005: Bhartiya Bhashaon 

● 

Ka Shikshan 1.3 Position Papers 


2005: Kala, Sangeet, Neratya Aur 

Rangmanch 1.7 Position Papers 

General/Unpriced Publication Books 

● Annual NCERT Accounts 2009-10 

● NCERT Varshik Lekha 2009-10 

● 8th All India School Education 

Survey: Guidelines for Survey 

Officers 

● NCERT Annual Report 2009-10 

● NCERT Varshik Report 2009-10 

● List of Exhibits of Jawaharlal 

Nehru National Science Exhibition 

for Children 2010 (Bilingual) 

● Structure and Working of Science 

Modules for Jawaharlal Nehru 

National Science Exhibition for 

Children 2010 

● Folder of Jawaharlal Nehru 

National Science Exhibition for 

Children 2009 (Bilingual) 

● Certificate and Invitation Cards of 

Jawaharlal Nehru National 

● 

Science Exhibition for Children 

2010 (Bilingual) 

Guidelines for Preparation of 

exhibits and modules and 

Organising state Level Science 

exhibition for Children 2010-2011 

● National Talent Search 

Examination Awards of Scholarship 

for Class VIII Awardees. 


Journals 

● Journal of Indian Education 

Four Issues (Quarterly) 

● The Primary Teacher 

Three Issues (Quarterly) 

● School Science 

Two Issues (Quarterly) 


● Prathamik Shikshak 

One Issue (Quarterly) 

● Bhartiya Adhunik Shiksha 

Four Issues (Quarterly) 

● Indian Educational Review 

One Issue (Half yearly) 



275

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276 

Publication Department and its Regional 

Production-cum-Distribution Centres 

Name of Centre States/UTs Covered 

APPENDIX V 

1. Publication Department, NCERT Delhi, Haryana, Uttar Pradesh 

Sri Aurobindo Marg Uttarakhand, Punjab, Chandigarh 

New Delhi-110 016 Jammu and Kashmir, Rajasthan and 

Ph.: 011-26562708 Himachal Pradesh 

2. Regional Production-cum- Gujarat, Madhya Pradesh, 

Distribution Centre, Chhattisgarh, Maharashtra and Goa 

Publication Department, NCERT 

C/o Navjivan Trust Building 

P.O. Navjivan 

Ahmedabad-380 014 

Ph.: 079-27541446 

3. Regional Production-cum- Tamil Nadu, Puducherry 

Distribution Centre, NCERT Kerala, Andhra Pradesh 

108, 100 Ft. Road Karnataka, Lakshadweep 

Hosakere Halli Extension Minicoy and Amindivi Islands 

Banashankari 3rd Stage 


Ph.: 080-26725740 

4. Regional Production-cum- West Bengal, Bihar 

Distribution Centre, Orissa, Andaman and Nicobar 

Publication Department, NCERT Islands and Jharkhand 

CWC Campus (1st Floor) 

Kishori Mohan Banerjee Road 

Opp. Dhankal Bus Stop 

P.O. Panihati 


Ph.: 033-25530454 

5. Regional Production-cum- North-Eastern States 

Distribution Centre, 

Publication Department, NCERT 

CWC Godown, Maligaon 

Guwahati-781 021 

Ph.: 0361-2674869 



NCERT Constituents and Faculty 

A. National Institute of Education (NIE) 

Department of Education in Science and Mathematics (DESM) 

Professors 

1. Dr Hukum Singh, Head 

2. Dr Jaishree Sharma 

3. Dr R.S. Sindhu 

4. Dr B.K. Tripathi 

5. Dr V.P. Srivastava 

Associate Professors 

6. Dr V.P. Singh 

7. Dr Gagan Gupta 

8. Dr Alka Mehrotra 

9. Dr A.K. Wazalwar 

10. Dr R.K. Parashar 

11. Dr R.P. Maurya 

Assistant Professors 

12. Dr Anjani Kaul 

13. Dr Shimray C. Varichung 

14. Ms. Sunita L. Varte 

15. Mrs. Shashi Prabha 

16. Dr Ruchi Verma 

17. Dr Til Prasad Sharma 

18. Dr Rachna Garg 

19. Shri R. Risoreng Koireng 

APPENDIX VI 

Department of Education in Social Sciences and Humanities (DESSH) 

Professors 

1. Dr Savita Sinha, Head 

2. Dr Anil Sethi 

3. Dr Manju Bhatt 

4. Dr Saroj Bala Yadav 


5. Dr Meenu Nandrajog 

6. Dr P.K. Mandal 

7. Dr Neeraja Rashmi 

8. Dr Ajay Singh Ruhal 


9. Shri M.V. Srinivasan 

10. Dr Seema Shukla Ojha 



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278 

11. Dr Tannu Malik 

12. Dr Aparna Pandey 

13. Dr Jaya Singh 

14. Dr Pratima Kumari 

15. Dr M.V.S.V. Prasad 

16. Dr Ashita Ravindran 

17. Shri Harish Kumar Meena 

18. Shri Bijaya Kumar Malik 

19. Dr Mily Roy Anand 

20. Dr Shankar Sharan 

21. Shri Rakesh Kumar Meena (Lien Vacancy) 

Department of Education in Arts and Aesthetics (DEAA) 

Professor 

1. Dr Pawan Sudhir, Head 




3. Dr Sarvari Banerjee 


Professors 

1. Dr R.J.R. Sharma, Head 

2. Dr Nauman Khan 

3. Dr K.C. Tripathi 

4. Dr Usha Dutta 

5. Dr Sneh Lata Prasad 


6. Dr Chandra Sadayat 

7. Dr Sandhya Singh 

8. Dr Mohd. Faruq Ansari 


9. Dr Mohd. Moazzumuddin 

10. Dr Kirti Kapoor 

11. Dr Diwan Hannan Khan 

12. Dr Chaman Ara Khan 

13. Dr Vardha Mohan Nikalje 

14. Dr Ranjit Behera 

15. Dr Sanjay Kumar Suman 

16. Shri R. Meghanathan 

17. Shri Naresh Kohli 

18. Dr P.K. Dubey 

19. Smt. Meenakshi Khar 

20. Dr Lal Chand Ram 


Department of Teacher Education and Extension (DTEE) 

Professors 

1. Dr Shakuntala Nagpal, Head 

2. Dr S.K. Yadav 


3. Dr Saroj Pandey 

4. Dr Rajrani 

5. Dr Kiran Walia 

6. Dr Brahm Prakash Bharadwaj 

7. Dr Madhulika S. Patel 


8. Dr Anupam Ahuja 

9. Dr K. Vijayan 

10. Shri Jitender Kumar Patidar 

Department of Elementary Education (DEE) 

Professors 

1. Dr Kiran Devendra, Head 

2. Dr R.B.L. Soni 

3. Dr Manju Jain 

4. Dr Santosh Sharma 

5. Dr Manjula Mathur 

6. Dr I.K. Bansal 

7. Dr Sandhya Paranjpe 


8. Dr G.C. Upadhyay 

9. Dr Yogesh Kumar 

10. Dr Lata Pandey 

11. Dr Pushpa Mandal 

12. Dr V.P. Singh 

13. Dr Usha Sharma 

14. Dr Swarna Gupta 


15. Mrs. Padma Yadav 

16. Dr Kavita Sharma 

17. Shri Ramesh Kumar 

18. Smt. Reetu Chandra 

19. Dr Romila Soni 

20. Dr Sandhya Sangai 




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NCERT 

280 

Department of Educational Measurement and Evaluation (DEME) 

Professors 

1. Dr Avtar Singh, Head 

2. Dr Mamta Agrawal 


3. Dr A.D. Tewari 

4. Dr Santosh Kumar 

5. Dr Veerpal Singh 

6. Dr Indrani Bhaduri 


7. Dr K. Chandersekhar 

Department of Educational Psychology and Foundations of Education (DEPFE) 

Professors 

1. Dr Sushma Gulati, Head 

2. Dr Daya Pant 

3. Dr Anjum Sibia 


4. Dr G.K. Juneja 


5. Dr P.K. Mishra 

6. Mrs. Shradha Dilip Dhiwal 

7. Dr Sushmita Chakraborty 

8. Mrs. Ruchi Shukla 

9. Ms. Deepmala 

Planning Programming Monitoring and Evaluation Division (PPMED) 

Professor 

1. Dr A.K. Srivastava, Head 


2. Dr Mohd. Siraj Anwar 


3. Dr P.D. Subhash 

Department of Women’s Studies (DWS) 

Professors 

1. Dr Gauri Srivastava, Head 

2. Dr Sushma Jaireth 



4. Mrs. Anita Nuna 


Department of Education of Groups with Special Needs (DEGSN) 

Professors 

1. Dr Neerja Shukla, Head 

2. Dr Anita Julka 

3. Dr D.K. Sharma 

4. Dr Janak Verma 


5. Shri Vinay Kumar Singh 

6. Dr K.K. Sadhu 


7. Dr S.C. Chauhan 

8. Mrs. Bharti 

Department of Educational Surveys and Data Processing (DES&DP) 

Professors 

1. Dr D.K. Vaid, Head 

2. Dr Sridhar Srivastava 


3. Dr Vishal D. Pajankar 

4. Shri Sukhvinder 

5. Dr Satya Bhushan 

6. Dr Gulfam 

Department of Educational Research and Policy Perspectives (DERPP) 

Professors 

1. Dr Poonam Agrawal, Head 

2. Dr D.D. Yadav 


3. Dr N.K. Gupta 

4. Dr Sharad Sinha 

International Relations Division (IRD) 

Professor 

1. Dr Poonam Agrawal, Head 

Department of Computer Education and Technological Aids (DCETA) 

Professor 

1. Dr Rajaram Sharma, Head 




3. Mrs. Pushpalata Verma 




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282 

NIE Workshop 

Professor 

1. Dr H.O. Gupta, Head 


2. Dr Kuldeep Singh 

Secondary Education Group (SEG) 

Professor 

1. Dr H.O. Gupta, Head 


2. Dr Ranjana Arora 

3. Dr Shipra Vaidya 


4. Dr Y. Sreekant 

5. Dr Praveen Kumar Chaurasia 

6. Dr Y. Nirmala 

Division of Library, Documentation and Information (DLDI) 

Deputy Librarian 

1. Dr Moorttimatti Samantaray, I/c Head 

Assistant Librarian 

2. Smt. Pooja Jain 

Publication Department 

1. Dr Neerja Shukla Professor and Head 

2. Shri Shiv Kumar Chief Production Officer 

3. Ms. Shveta Uppal Chief Editor 

4. Shri Gautam Ganguly Chief Business Manager 

B. Central Institute of Educational Technology (CIET) 

Professor 

1. Dr Vasudha Kamat, Joint Director 


2. Dr A.K. Rajput 

3. Dr Kamlesh Rai 

4. Dr Lal Singh 

5. Dr Rajender Pal 

6. Dr Jitender Singh 

7. Dr A.P. Behera 


8. Dr Kamini Bhatnagar 

9. Shri R.K. Nimesh 


10. Dr Indu Kumar 

11. Dr Anubhuti Yadav 

12. Dr Ranjan Biswas 

13. Dr Purushottam Kumar 

C. Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) 

Professors 

1. Dr K.B. Subramaniam, Joint Director (I/c) 

2. Dr P.V. Prakasa Rao 

3. Dr Sharad Kumar 

4. Dr Mridula 


5. Shri Saurabh Prakash 

6. Dr Suniti Sanwal 

7. Dr Asfa M. Yasin 

8. Dr Rajiv Pathak 

9. Dr Manoj K. Mishra 

10. Dr Vipin Kumar Jain 

11. Dr Pinki Khanna 

12. Dr V.S. Mehrotra 


13. Shri Deepak Shudhalwar 

14. Dr R. Muthuraj 

15. Dr Abhijit Nayak 

16. Dr P. Veeraiah 

17. Dr Uadal Singh 

D. Regional Institutes of Education (RIE) 

RIE Ajmer 

Professor 

1. Dr K.B. Rath, Principal 


2. Dr Nagendra Singh 

3. Dr I.B. Chughtai 

4. Dr Saryug Yadav 

5. Dr Bidhyadhar Barthakur 

6. Dr S.K. Paradhkar 

7. Dr P.C. Aggarwal 

8. Dr Sukhbir Singh 

9. Dr Sunita Farkya 

10. Dr R.K.S. Arora 

11. Dr Rajesh Mishra 

12. Dr A.R. Aggrawal 

13. Dr K.C. Sharma 




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284 


14. Shri Ayushman Goswami 

15. Ms. Meenakshi Meena 

16. Shri Muzammil Hasan 

17. Shri Albert Horo 

18. Shri O.P. Meena 

19. Dr Ram Niwas 

20. Shri J.P. Narayan 

21. Shri Anand Kumar Arya 

22. Dr Anil Kumar Nainawat 

23. Ms. Promila 

24. Dr Ram Babu Pareek 

25. Dr S.V. Sharma 

26. Dr Rana Pratap 

27. Shri Ved Prakash Arya 

28. Dr A.K. Gupta 

29. Dr R.K. Sharma 

RIE Bhopal 

Professors 

1. Dr K.B. Subarmaniam, Principal 

2. Dr Reeta Sharma 

3. Dr M.N. Bapat 

4. Dr R.K. Shukla 


5. Dr B. Ramesh Babu 

6. Dr Jaydip Mandal 

7. Dr Lallan Kumar Tiwary 

8. Dr C. Padmaja 

9. Dr Nidhi Tiwari 

10. Dr S.K. Gupta 

11. Dr K.K. Khare 

12. Dr Ramakar Raizada 

13. Dr P.K. Kulshreshtha 

14. Dr V.K. Kakaria 

15. Dr Kiran Mathur 


16. Dr Anand Valmiki 

17. Shri S.K.B. Pandagale 

18. Dr Ratnamala Arya 

19. Dr N.C. Ojha 

20. Mrs. Sarika C. Saju 

21. Shri Sudhakar Wadekar 

22. Shri Rizwan-ul-Haque 


23. Shri R.A. Singh 

24. Shri Makwana S. Kalidas 

25. Shri Premananda Sethy 

26. Dr M. Daksha Parmar 

27. Dr R. Ravichandran 

28. Dr Chitra Singh 

29. Dr Rashmi Singhai 

30. Shri R.P. Prajapati 

31. Dr K.A.S.S.V.K. Rao 

32. Dr A.K. Garg 

33. Dr D.S. Shankar 

34. Dr Rashmi Sharma 

RIE Bhubaneswar 

Professors 

1. Dr S.C. Panda, Principal 

2. Dr U.K. Nanda 

3. Dr M.K. Satapathy 

4. Dr Savita P. Patnaik 

5. Dr B.K. Parida 

6. Dr H.K. Senapati 


7. Dr B.N. Panda 

8. Dr P.C. Acharya 

9. Dr O.N. Singh 

10. Dr A.K. Mohapatara 

11. Dr S.K. Das 

12. Dr Ratanjali Das 

13. Dr A. Ramulu 

14. Dr N. Chottaray 

15. Dr J. Mohapatra 

16. Dr Madhuri Mohapatra 

17. Dr Mansi Goswami 

18. Dr P.K. Patnaik 

19. Dr Dhanlaxmi Das 

20. Dr D.G. Rao 

21. Mrs. Satrupa Palit 

22. Dr Anoop Kumar 

23. Dr P.K. Das 

24. Ms. Sampa Das 

25. Dr Sandhya Rani Sahoo 


26. Ms. Rashmirekha Sethy 

27. Shri S. Ganeswara Rao 

28. Dr Ramakant Mohalik 




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286 

29. Ms. B.R. Dkhar 

30. Shri Laxmi Dhar Behra 

31. Dr Elizabeth Gangmai 

32. Shri Y. Jajo 

33. Shri Arup Kumar Saha 

34. Dr L.K. Bhopa 

35. Dr Duryodhan Ketki 

36. Dr Basant Kumar Panda 

RIE Mysore 

Professors 

1. Dr K. Dorasami, Principal 

2. Dr T.J. Vidyapati 

3. Dr V.D. Bhatt 

4. Dr Prem Lata Sharma 

5. Dr S.Ramaa 

6. Dr C.G.V. Murthy 

7. Dr B.S. P. Raju 

8. Dr P. Veerapan 

9. Dr G. V. Gopal 

10. Dr B.S. Upadhyaya 


11. Dr N.N. Prahallada 

12. Dr U Lakshmi Narayan 

13. Dr M.U. Paily 

14. Dr A. Sukumar 

15. Dr V.V. Anand 

16. Dr G. Vishwanathappa 

17. Dr Manjula P. Rao 

18. Dr Gandhi Malli 

19. Mrs. Prema Raghvan 

20. Dr M.S. Srimathi 

21. Dr G.R. Prakash 

22. Dr N.R. Nagaraja Rao 

23. Dr S.P. Kulkarni 

24. Dr Geeta G. Nair 


25. Dr A.S.N. Rao Shinde 

26. Dr T.V. Somashekar 

27. Dr Anil Kumar K 

28. Dr K. Venugopal 

29. Ms. Asha K.V.D. Kamat 

30. Dr Swati Patra 

31. Dr Ramdas V. 


32. Dr V. Venkatachala 

33. Dr Sujata B. Hachinkar 

34. Dr V. Chandrana 

35. Ms. V. Rani Promila 

36. Dr P.R. Harinath 

37. Dr V. Prasad 

38. Dr K.K.B. Sahaji 

39. Dr Shivanand Chinnappanavar 

40. Shri P. Tamilselvan 

41. Dr V. Tampu 

42. Shri B.C. Basti 

43. Dr V.S. Prasad 

NE-RIE Shillong 

Professor 

1. Dr J.P. Bagchi, Principal 


2. Dr Ph. Brajayanti Devi 

3. Dr Subhas Chandra Roy 

4. Dr Flourette G. Dkhar 


5. Dr Tulika Dey 

6. Dr Sharad K. Pandey 

7. Dr Basansy Kharlukhi 

8. Dr Seema Saigal 

9. Dr Prachi Ghildyal 

10. Dr Khangembam Indira 

11. Ms. Melissa G. Wallang 

12. Shri Tasongwi Newmei 

13. Shri K. Bijoy Kumar Singh 

14. Dr Abhay Kumar 

15. Mrs. C. Sarajubala Devi 




287

80 

NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING 

Receipts and Payments Account for the year ending 31 March 2011 

Amount in Rs Amount in Rs 

Receipts Current Year Previous Year Payments Current Year Previous Year 

2010-11 2009-10 2010-11 2009-10 

I. Expenses 

I. Opening Balances 

(A) Establishment Expenses 

(a) Cash in Hand and at Bank 143,003,307 389,888,683 (a) Salary and Wages 

(b) Funds in transit 15,400,000 158,403,307 - 389,888,683 Non-plan 

(I) Pay of Officer 269,247,546 465,331,807 

(ii) Pay of Est. 225,138,862 323,982,471 

II. Grants Received (iii) Scholarship Fellowship 7,485,354 501,871,762 5,677,349 794,991,627 

(a) From GOI, MHRD (b) Allowances and Bonus 

(i) Non-plan 1,191,700,000 974,100,000 Non-plan 

(ii) Plan 400,000,000 1,591,700,000 250,000,0001,224,100,000 (i) Allowances and Hon. 375,761,629 285,415,659 

(ii) T.A. 5,597,658 381,359,287 5,240,427 290,656,086 

(b) From other sources 34,804,028 51,137,940 

(Specific grant) (c) Staff Welfare 

(Schedule No.-14) (i) Deposit Link Insurance Scheme 240,000 160,094 

(ii) Death Relief Scheme 320,629 560,629 289,700 449,794 

III. Income on Investments from (d) Pension and DCRG 486,890,563 524,009,394 

(a) Long Term Investments 72,441,675 36,376,811 (B) Administrative Expenses 

(b) Short Term Deposits 65,908,471 138,350,146 149,698,321 186,075,132 

(i) Other Charges 258,216,746 191,681,091 

(ii) Audit fee 240,126 - 

IV. Interest Received (iii) Advertisement 5,122,748 3,465,629 

(iv) Sale Tax 2,666,585 376,517 

(a) Interest on Loans and Advances 3,438,293 2,383,668 (v) Legal fee 112,139 266,358,344 8,477 195,531,714 

(b) Interest on Saving Bank A/c 4,369,410 7,807,703 4,242,780 6,626,448 

V. Other Income from II. Payment made against funds 43,377,373 36,453,276 

for various projects (Specific Grant) 

(a) Sale proceeds of Books 1,327,957,389 1,243,775,607 (Schedule No.14) 

(b) Income from investment 9,092,704 7,266,453 III. Investment and Deposits made 

on Properties 

(c) Fees and Charges 9,229,916 1,346,280,009 9,028,120 1,260,070,180 (i) Long Term Investment 233,848,648 136,151,007 

(ii) Short Term Investment 2,470,000,000 2,703,848,648 680,000,000 816,151,007

81 



2010-11 2009-10 2010-11 2009-10 

VI. A Other Receipts IV. Expenditure on fixed Assets 

and Capital work-in-progress 

(a) Leave Salary Pension 

Contribution 

1,517,010 1,496,709 Non-plan 

(b) Central Govt. Health Scheme 4,706,363 3,985,195 (i) Equipment and Furniture 2,210,102 2,598,825 

(c) Misc. (Receipts) 29,638,478 36,181,869 (ii) Land and Building 83,188,074 85,398,176 50,816,764 53,415,589 

(d) General Provident Fund 179,977,837 179,884,650 Plan 

(e) Contribution Provident Fund 2,280,000 3,730,592 (i) Equipment and Furniture 32,623,415 25,743,590 

(f) Earnest Money/Security Deposit 5,957,319 4,775,272 (ii) Land and Building 102,892,387 135,515,802 86,054,125 111,797,715 

(g) Caution Money 456,180 350,600 

(h) Other Deposits 1,960,065 1,584,262 V. Programmes 

(i) Science Kits Deposits 11,061,630 11,597,124 (Academic/Publication Deptt.) 

(j) MC/Scooter/Comp. Adv. 4,094,199 3,492,780 Non-plan 678,653,464 740,450,613 

(k) Cycle Advance 10,800 19,957 Plan 212,188,805 890,842,269 204,232,195 944,682,808 

(l) House Building Advance 2,965,905 3,615,024 

(m)Fan Advance - - VI. A. Other Payments 

(n) Warm Clothing Advance 2,100 - (a) Motor Car/Scooter/Comp. 4,372,030 4,091,030 

(o) Matured Long Term 101,025,000 60,950,000 (b) Leave Salary Pension Contribution1,295,204 286,231 

Investment withdrawn (c) Cycle Advance 12,000 3,000 

(p) Matured Short Term 2,330,000,000 750,000,000 (d) House Building Advance 1,760,440 1,788,860 

Investment withdrawn (e) Interest on GPF 54,751,959 48,389,840 

(q) Contingent Advance 16,500 18,000 (f) Interest on CPF & matching con. 2,832,231 2,115,718 

(r) Subs. to Death Relief Scheme 385,190 401,074 (g) Deposit with Sale Tax Dept. 1,000,000 - 

(s) RTI Act 10,011 12,183 (h) Contingent Advance 16,500 18,000 

(t) Interest on GPF 54,751,959 48,389,840 (i) Central Govt. Health Scheme 43,305,488 6,737,544 

(u) Interest on CPF and 2,832,231 2,115,718 (j) General Provident Fund 156,658,187 149,202,591 

matching con. (k) Contribution Provident Fund 3,158,598 6,652,067 

(v) Royalty 53,992,126 4,188,438 (l) Earnest money/Security Deposit 3,773,795 3,992,910 

(w) Refund from CPWD - 2,787,640,903 755,010 1,117,544,297 (m) Caution money 220,300 181,700 

(n) Other deposits 1,499,258 1,656,992 

(o) Misc. Payments 5,666,221 906,840 

VI.B Remittances (p) Council’s matching con. 

towards DNPS 

8,427,608 9,140,207 

(q) Warm Cloth Advance 3,000 - 

(r) Refund of Adv. Rpt. of Sci. Kit 15,593,496 73,091,332 

(s) Bank Guarantee 57,500,000 361,846,315 - 308,254,862 

(a) GPF/CPF 675,810 2,221,811 

(b) LIC/PLI 1,914,359 1,944,929 VII.B. Remittances 

(c) Group Link Insurance Scheme 5,509,480 2,915,331 (a) GPF/CPF 702,919 2,164,091 

(d) Income Tax 39,852,731 74,334,491 (b) PLI/LIC 1,886,282 1,925,333 

(e) Thrift and Credit Society 16,254,406 14,386,177 (c) Group Link Insurance Scheme 4,555,593 3,117,704 

(f) Misc(Remitt.) 28,438,190 29,485,280 (d) Income Tax 39,835,415 74,621,741 

(g) Sub-Office Remittances 1,345,173,281 1,316,425,502 (e) Thrift and Credit Society 16,236,906 14,385,932 

(h) Funds Received by 966,000,000 1,070,700,000 (f) Misc.Remitt. 24,287,043 29,859,585 

sub-offices (g) Remittance by Sub-Offices 1,343,755,501 1,316,290,435 

(i) Employees con. 

Under tier-I (DNPS) 

8,402,173 9,146,006 (h) Employees con. Under tier-I (DNPS) 8,427,608 9,140,207 

2,412,220,430 2,521,559,527 1,439,687,267 1,451,505,028

82 



2010-11 2009-10 2010-10 2009-10 

- -VII. Funds released to 

sub-offices (P.R.) 966,000,000 1,070,700,000 

VIII. Closing Balance 

Cash in hand and at bank 213,650,091 143,003,307 

(Schedule 4) 

Funds in Transit 213,650,091 15,400,000 158,403,307 

8,477,206,526 6,757,002,207 8,477,206,526 6,757,002,207 

Sd/– Sd/– 

Secretary and Chief Accounts Officer Sr. Accounts Officer 

NCERT, New Delhi 110 016 NCERT, New Delhi 110 016

Annual Report - National Council Of Educational Research And ...

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