Pre and post independence educational commissions and policies.pptx

1. PART-2 NTA UGC NET PAPER 1 HIGHER EDUCATION Prafullal

2. Evolution of Higher Learning and Research in Post Independence India.

3. Educationduring British period 1813 1944 1937 1936 1934 1929 1917 1913 1904 1902 1882 1854 1835 SargentCommitte Wardhaschemeof education The Abbot-Wood Report Sapru Committe HartogCommitte SaddlerUniversity Commission GovernmentResolutionon Education IndianUniversities Act IndianUniversity Commission Hunder Commission Wood’sDespatch Macaulay’sMinute ThecharterAct

4. TheCharterAct OR EastIndiaCompanyAct Firstlegislative recognitionof therightforeducation Missionaries ofanyEuropeancountrywillhavefull freedom to visit Indiatopropagate Christianity andtoexpandeducationthere Allocated Rs.1 Lakhfor Education Therevival andimprovementof literature andthe encouragement ofthelearnednatives of India andfortheintroductionandpromotionof aknowledge ofthescienceamongthe inhabitantofthe Britishterritories inIndia.

5. Orientalists andAnglicists Debate OrientalistsandAnglicistDebatewasadabatebetweenOrientalistsandAnglicists duetotheissueoflanguageforthemediumofinstructionsinIndia Orientalists Anglicists People who wanted to promote education in India through the medium of classical language such as Sanskrit, Persian and Arabic People who wanted to promote Western education in India which supported English as a medium of instruction.

6. Macaulaywasthelawmemberofgovernorgeneralscouncil Chairmanofthesocietyofpublicinstruction His observations Importanttoeducationofhigherclasses Macaulay’s Minutes 1835 Englishisthekeytomodernlanguage Englishiseminentamongwesternlanguages Englishisthelanguageofrulingclass Natives eageroflearningEnglish Englishwillhelptobringrenaissance Downwardfiltrationtheory

7. Downwardfiltration theory Importanttoeducationofhigherclasses Thereisnoneedforeducatingthemass,butbyeducatingtheupperclass,itwill befiltereddowntothelowerclasspeople,asitisthehumantendencythatthe common folkalwaystrytoimitate thepeopleofhigherstatus. TheBritishersadoptedthistheorybecausetheBritishrulersneededvarious typesofemployeestorunthebusinessandthegovernment.Thegovernment doesnothavesufficientfundsforeducatingmasses.

8. Wood’sDespatch 1854 Thedocumentisconsideredasthe “MagnaCartaofEnglishEducationinIndia”. Introduced by Charles Wood in 1854. It was the first comprehensive plan for the spread of educationin India Grade school were established in hierarchy as PrimarySchool MiddleSchool HighSchool Colleges University VernacularLanguage AnglovernacularLanguage English

9. Wood’sDespatch 1854 Curriculum PlacetoOriental LanguageandLiterature SpecialplacetoWesternknowledge&Science Limitedfreedomtoreligiouseducation EstablishedofDifferentlevelsof EducationalInstitutes EstablishedofVocationalSchools EstablishmentofUniversities Calcutta ,Bombay and Madras 1857

10. Wood’sDespatch 1854 OtherEducation Women education Education of Muslims Vocational education Teacher Education

11. HunterCommission Or IndianEducationCommission 1882 Appointed byLord Ripon Chairman:SirWilliam Hunter Mothertongue EnglishatSecondarystage Teacher–Districtauthority Curriculum:Agriculture,Science,Arithmeticandmeasurement Recommendation

12. IndianUniversityCommission 1902 LordCurzonappointed Chairman:SirThomasRaleigh NewUniversitiesshouldbeestablished Affiliatedcollegesshouldbestrictly supervisedbytheUniversity Properequipmentoflibrariesandlaboratoriesshouldbemaintained Recommendation

13. IndianUniversityAct 1904 Recommended by IndianUniversity Commission Improvetheconditionof education Universitiesaregiventheright ofteachingandconducting examination Recommendation

14. GovernmentResolutionon EducationPolicy 1913 TointroducecompulsoryprimaryeducationIndia FreeandcompulsoryEducation–Primaryeducation 35%boysreceivededucation Educationfor women SpecialCurriculumofPracticalUtilityforgirls Numberof womenteachers shouldbeincreased Recommendation

15. SaddlerUniversityCommission Or CalcuttaUniversity Commission 1917 MainlytolookintotheaffairsofCalcuttaUniversity Chairman:Dr.Michael E.Sadler School courseistobefor 12years After matriculation,Students hastopassIntermediate examination. Thedurationof degree courseshould belimited to three years. Autonomous institutions should begivenmoreencouragement. Centralised residential- teachingshould beencouraged. Establishmentof aspecialBoard ofwomenEducation Recommendation

16. HartogCommitte 1929 Theteachers foraffiliatedcolleges shouldbeappointedbytheUniversities Provision should bemadefortechnicaleducationby theUniversities. TheadmissionintheUniversities should madeonthebasisofabilitiesandaptitudesof students Recommendation Chairman:SirPhilipHartog TheCommittee isappointedtosurvey the growthofeducation inBritishIndia

17. SapruCommittee 1934 Itenquireintothecausesofunemployment in UttarPradesh Diversified courses atthe secondarystage The intermediate stage be abolished and secondary stage be extended byone year. Thevocational trainingandeducationshould begin Vocational educationshould beorganized accordingto theneeds Vocational EducationAdvisors’ Council should beestablished. Recommendation

18. TheAbbot-WoodReport 1936 Twoexperts: 1.A.Abott 2.S.H.Wood ANew typeoftechnicalinstitution calledthePolytechnichascomeinto existence Thereshouldbe2typesofschoolsforvocationaleducation 1.JuniorVocationalSchool 2. SeniorVocationalSchool Part-timeclassesshouldbeopened

19. CABE CentralAdvisoryBoardofEducation Importantadvisorybodyofthecentralandstate Itreviewstheprogressofeducationinthecountry TheideafirstputforwardbyCalcuttaUniversityCommission(1917)and Establishedin(1920) Financialcrisis,theboardabolishedin1923 After reportofHartogCommittee (1929) itisre-established Revived –1935 andcontinued -1994, reconstituted –July2014 NEP-2020 ReplacedasAdvisory Council

20. ZakirHussainCommitte– orWardhaschemeofeducation 1937 AppointedbyAllIndiaNationalEducationConference WardhaSchemeofBasic Education(1937) Alsoknown asNaiTalim/BuniyadiTalim MahatmaGandhi Chairman:Dr ZakirHussain Free andCompulsory education (8years) Self-supporting education Mothertongueshouldbethefoundationofall education Flexiblecurriculum Recommendation

21. SargentCommittee 1944 Appointedby:CABE Chairperson:SirJogindarSing,JohnSargent PostwarEducationalreconstructioninINDIA 3YEAR Degreecourse Abolishtheintermediate course Set upTrainingandtechnicalschools forthe diplomacourses Set uptrainingcolleges andinstitutions Recommendation

22. PART-2 NTA UGC NET PAPER 1 HIGHER EDUCATION Prafullal

23. EDUCATIONAL COMMISSION AFTER INDEPENDENCE

24. Educationduring Afterindependence period 1948 2020 1992 1986 1968 2009 1993 1992 1990 1964 1952 NEP-2020 NEP-1992 NEP-1986 NEP-1968 YashpalCommitte YashpalCommittee JanardhanaReddy Committe RamamurtiReview Committee KothariEducation commission SecondaryEducation Commission UniversityEducation Commission NEP Commission 2005 NationalKnowledge Commission NEP - Review

25. University Education Commission Radhakrishnan Commission 1948-1949 Chairman: Dr.SRadhakrishnan

26. Recommendations Universityeducationshouldaimattrainingfordemocracy,preservationofheritageetc Teachingstaff-Professors,Readers,lecturers,instructors 180workingdays Firstcommission afterindependentIndia AppointedbyGOI,Recommendationof CABE andinterUniversityBoard

27. SecondaryEducation Commission Mudaliar Commission 1952-1953 Chairman: Dr.L.S.Mudaliar

28. His recommendations Aimsofsecondaryeducation Democraticcitizenship Vocationalefficiency Development ofpersonality Promoteleadership Preserve andtransmitculture

29. His recommendations Three LanguageFormula Diversificationofcourse FlexibleCurriculum MultipurposeSchools Pre-serviceandIn-serviceCourses ProjectandProblemSolvingMethod GuidanceandCounselinginSchool Internaltestsandcumulativerecords

30. IndianEducation Commission 1964-1966 Kothari Commission Chairman:Dr.D.S.Kothari

31. Covers the entire levels of education Educationfor productivity National integration Modernization Cultivation of value Aims of Education 10+2+3Pattern Workexperience Neighborhoodconceptofschool Bookbanks Scholarship Threelanguageformula Indianeducationservice School complex Co –curricularactivities Continuous evaluation Residential facilities Backwardclass education Moralandreligiouseducation Common schools Correspondence courses Recommendations

32. NEP-REVIEW 1990 RamamoorthyCommittee1990 1992 CABECommittee(JanardhanaReddy) 1993 YashpalCommittee • Reduce academicburden • Treat text book as school property • No home work in primary level • Teacherpupilratio 1:30

33. ationalKnowledgeCommission Or SamPitroda Commission June-2005 Chairman:Mr. SamPitroda

34. Blueprintforreformofour knowledgerelatedinstitutionandinfrastructure Buildexcellenceintheeducationalsystemtomeettheknowledgechallengeofthe21st century Buildanationalknowledgenetworktoconnect5000nodesacrossinstitutions

35. NEP 1968 1986 1992 2020

36. NEP 1968 1968 BasedontherecommendationofIEC1964 Thepolicyiscalled“Radicalrestructuring” Compulsoryeducation–age14 Equaliseeducationalopportunities

37. NEP 1986 1986 Nationalsystemofeducation Operationblackboard Navodayavidyalayas Delinkingdegreesfromjobs Decentralisedmanagement Nationaltestingservice Raisingofresources Vocationaleducation Qualityand Access EstablishmentofstatecouncilforHEineachstate Itenvisageacommoneducationalstructure:10+2+3

38. NEP 1992 1992 Commonentranceexaminationfor professionalandtechnicalprogrammes Universalizationofelementaryeducation Childcenteredandactivity–basedlearning EstablishmentofNCTE Recommendsincreaseingindividualcompetency andnationalproductivity

39. NEP 2020 2020

40. NEP 2020 2020

41. 2020

42. 2020

43. 2020

44. 2020

45. 2020

46. 2020

47. 2020

48. 2020

49. 2020

50. 2020

53. NTA UGC NET PAPER 1 HIGHER EDUCATION PART-3 Prafullal

54. Oriental, Conventional and Non-conventional learning programmes in India

57. Following are the characteristics of non-Conventional learning: (a) It is teacher oriented. (b) It is for improvement of quality. (c) It is cost effective. (d) It is linked to employment. (e) It is on campus. Choose the correct answer from the options given below: (A) (a), (b) and (c) only (B) (b), (c) and (d) only (C) (a), (c) and (d) only (D) (c), (d) and (e) only

58. Following are the characteristics of non-Conventional learning: (a) It is teacher oriented. (b) It is for improvement of quality. (c) It is cost effective. (d) It is linked to employment. (e) It is on campus. Choose the correct answer from the options given below: (A) (a), (b) and (c) only (B) (b), (c) and (d) only (C) (a), (c) and (d) only (D) (c), (d) and (e) only

59. Which of the following characteristics pertains to non-conventional learning? (A) On campus education with fixed time (B) Teacher centered learning (C) Requirement of regular attendance (D) No fixed curriculum

60. Which of the following characteristics pertains to non-conventional learning? (A) On campus education with fixed time (B) Teacher centered learning (C) Requirement of regular attendance (D) No fixed curriculum

61. Oriental Learning is the academic field of study that embraces Near Eastern and Far Eastern societies and cultures,languages,people,history and archaeology. Indology studies: The science of study of Indian Culture in all its aspects

62. Temples were also the centers of learning and took an interest in the promotion of knowledge of our ancient system. Students went to viharas and universities for higher knowledge. Further, they started to preserve the ancient knowledge and education system, information ,culture. Characteristics 1. The education system was in both formal and informal ways. 2. Education imparted through various platform : Temples,pathshalas and gurukuls. 3.Method of teaching: Oral and students used to learn taught lessons by meditation.

63. Theworkoftheseinstitutesconsistedchieflyincollectingandcollatingraremanuscriptsinthe orientallanguage(Pail&Sanskrit) Dealing: Religion Philosophy Literature Grammar Arts Science Editing, Publishing,Explanatorynotesandconnectedmaterialarepreservedbyusingmodern devices

64. OrientalResearchInstitutesofIndia AdayarLibrary AsiaticSociety MadrasSanskritCollege MythicSociety OrientalManuscriptLibrary SamskritaAcademy BhandarkarOrientalResearchInstitute KuppuswamiSastriResearch Institute GanganathJhaKendriyaSamskrita BhandarkarOrientalResearch Institute

65. Conventional learning

66. Conventional learning or traditional learning can be defined as the learning that take place in a class room set up.

67. Instructor initiate discussions in the classroom and focus exclusively on knowing content in textbooks and notes. FormalEducation

68. CharacteristicsofConventionalLearning Fixed timeincampus Fixed curriculum Teacher–Student Centred Assessment throughTraditionalway Learningthrough listingandobservation Attendence ismandatory

69. Non Conventional learning

70. In non-conventional learning, learning takes place using modern technologies.

71. Open universities, distance education colleges imparts non-conventional learning Non–FormalEducation

72. CharacteristicsofNon-ConventionalLearning NoFixed timeandcurriculum Focusonquality LearnerCentred Linkedtoemployment Continuous learning Experiential andexperimental learning

73. Open Universities Unable to pursue regular courses It provide the facility of distance education.

74. Open Universities Offers Ug Pg Doctoral programme Diploma and Certificate level courses.

75. 1. Indira Gandhi National Open University, New Delhi. 2. Uttarakhand Open University, Haldwani. 3. UP Rajrishi Tandon Open University, Allahabad (up raj rishi Tandon Open University, Allahabad). 4. Ambedkar Open University, Hyderabad. 5. Tamil Nadu Open University, Chennai. 6. Vardhan Mahaveer Open University, Kota. 7 Jagatguru Nanakdev Punjab State Open University, Patiala (jagatguru nanakdev punjab open university, patiala). 8. Odisha State Open University, Sambalpur. 9. Yashwant Rawat Chavan Maharashtra Open University, Nashik. 10. MP Bhoj Open University, Bhopal (MP Bhoj Open University, Bhopal). 11. Karnataka State Open University, Mysore. 12. Dr. Babasaheb Ambedkar Open University, Ahmedabad (Dr. Baba Saheb Ambedkar Open University, ahemdabad). 13. Pandit Sunderlal Sharma Open University, Bilaspur. 14. Nalanda Open University, Patna. 15. KK Handique State Open University, Guwahati. Open Universities

76. The Consortium for Education Communication UGC - CEC Addressing the needs of HE through the powerful medium of Television along with appropriate use of ICT

77. 1984 University Grants Commission (UGC) started the Countrywide Classroom Programmes MediaCentersweresetupat6universities 1984 TodayMediaCenterssetupat21 1993

78. Indira Gandhi National Open University is the world biggest university in terms of student enrollment.

79. IndiraGandhiNationalOpenUniversity

80. IndiraGandhiNationalOpenUniversity IGNOU,isapublic researchuniversitylocatedatMaidanGarhi,NewDelhi,India. Theuniversitywasestablishedin1985withabudgetof₹20million, IndiraGandhiNationalOpenUniversity Act,1985 (IGNOU Act1985), IGNOUisrunbythecentralgovernment of India. Largestuniversity intheworld.

81. GyanDarshan(TVChannel) GyanVani(FMRadio) Audio/Video Printedmaterials Promoting, coordinatinganddeterminingstandards Enhancingaccess andequity Responsibility Using-ICT

82. Darshan(TVChannel Gyan  2001  Enhanceandsupplement the teachinglearningprocess  2000  MHRD,I& BMinistry  Enhanceandsupplement the teachinglearningprocess  GD isnowpartofSwayam Prabha  2001  Enhanceandsupplement the teachinglearningprocess

83. NationalCentreforInnovationsinDistanceEducation(NCIDE) Itisafacilityforpromoting, supporting,re-engineering anddisseminating innovations inOpenandDistanceLearning(ODL)system. NCIDE isagroundfornurturingbrightandinquisitivemindswhose ideasandexplorations areexpected to develop the ODLsystem to suitthe needs ofGennext. EDUSAT(EducationalSatelite GSAT-3---- KnownasEDUSAT DistantclassroomeducationfromschoolleveltoHE LAUNCHED:20 September2004.

84. NTA UGC NET PAPER 1 HIGHER EDUCATION PART-4 Prafullal

85. Professional, Technical and Skill Based education

86. Professional Education Professional education refers to specialized training and education that prepares individuals for specific careers or professions.

87. The goal of professional education is to develop the knowledge, skills, and competencies required to excel in a particular profession.

88. List of professional education 1.Medical education 20.Libraryand information science 2.Laweducation 3.Businesseducation 4.Engineeringeducation 5.Education and teaching 6.Information technology education 7.Creative arts education 8.Architecture education 9.Accounting education 10.Social work education 11.Counseling education 12.Journalism 13.Public health education 14.Veterinary medicineeducation 15.Pharmacy 15.Nursing education 17.Physical therapy 18.Psychology 19.Environmental science

89. The Professional Councils of India are autonomous statutory bodies established by the Indian government to regulate and oversee the professional education and practice of various disciplines. Professional Councils

90. These councils are responsible for setting standards for education and professional practice, conducting accreditation and quality assurance, and regulating the conduct of professionals in their respective fields. Professional Councils

91. Medical Council of India (MCI) - 1934 DentalCouncil of India (DCI) - 1949 Pharmacy Council of India (PCI) - 1948 Indian Nursing Council (INC) - 1947 Bar Council of India (BCI) - 1961 Institute of Company Secretaries of India (ICSI) - 1980 Institute of Chartered Accountants of India (ICAI) - 1949 Institute of Cost Accountants of India (ICAI) - 1959 All India Council for TechnicalEducation (AICTE) - 1945 National Council for TeacherEducation (NCTE)- 1995 Rehabilitation Council of India (RCI) - 1992 Council of Architecture (COA) - 1972 National Council for Hotel Management andCatering Technology (NCHMCT) - 1982 Indian Council of Agricultural Research (ICAR) - 1929 National Board of Accreditation (NBA) - 1994 Central Council of Indian Medicine (CCIM) - 1971 Central Council of Homoeopathy (CCH) - 1973 Indian Institute of Architects (IIA) - 1917 Indian Institute of Town Planners (IIPT) - 1971 National Council for Vocational Training (NCVT)- 1956 Professional Councils

92. Medical Council of India (MCI) 1934 Sets standardsfor medical education in India Conducts exams like NEET, AIIMS, and JIPMER for admission to medical and dental courses Regulates medical practice in India Issues licenses to medical practitioners

93. Bar Council of India (BCI) 1961 Regulates legal education in India Conducts exams like CLAT, AIBE, and state-level law entrance exams for admission to law courses Enrolls advocates and regulates their practice Maintains standardsof professional conduct and etiquette for lawyers

94. National Council for Teacher Education (NCTE) - 1995 Regulates teacher education in India Conducts exams like CTET, TET, and state-level teacher eligibility tests for admission to teacher education courses Develops and maintains the curriculum for teacher education courses Provides continuing professional education and development to teachers

95. All India Council for Technical Education (AICTE) - 1945 Regulates technical education in India Conducts exams like GATE, CAT, and state-level engineering entrance exams for admission to technical courses Develops and maintains the curriculum for technical courses Provides research funding and grants for technical research

96. Indian Institute of Technology Joint Entrance Examination (IIT JEE) Conducts the IIT JEE exam for admission to engineering courses at Indian Institutes of Technology (IITs) Sets the exam pattern and syllabus for IIT JEE Conducts counselling and admission processes for successful candidate

97. Technical education refers to education and training that focuses on practical skills and knowledge related to a specific trade, profession or industry. It is designed to equip students with the skills and knowledge needed to enter the workforce and succeed in technical professions" Technical Education

98. All India Council for TechnicalEducation (AICTE) - 1945 Indian Institutes of Technology (IITs) - 1951 National Institutes of Technology (NITs)- 1961 Indian Institutes of Information Technology (IIITs) - 1997 Industrial Training Institutes (ITIs) - 1950 Indian Institute of ScienceEducation and Research(IISER) - 2006 Indian Institute of EngineeringScienceandTechnology(IIEST) - 1856 National Institute of TechnicalTeachersTrainingand Research (NITTTR)- 1967 National Institute of Electronics and Information Technology (NIELIT) - 1994 Central Institute of Tool Design(CITD)- 1968 National Institute of Electronics and Information Technology (NIELIT) - 1994 National Institute of Pharmaceutical Education and Research (NIPER) - 199 •National Institute of Construction Management and Research(NICMAR) - 1983 National Council for Vocational Education and Training(NCVET)- 2018" Technical Education institution

99. Indian Institutes of Technology (IITs) - 1951 Premier engineering institutes in India Offer UG, PG, and doctoral programs in engineering, science, and technology Established in 1951 (first IIT in Kharagpur) Highly competitive admission process through JEE Highly qualified faculty with doctoral degrees from reputed institutions Strong emphasis on research, with industry linkages and alumni network Extracurricular activities and student clubs available Strong reputation both in India and internationally Key role in the development of India's technology and engineering sectors"

100. Indian Institutes of Management (IIMs) - 1961 "IIMs are considered to be the premier management institutes in India, offering postgraduate and doctoral programs in management. The first IIM was established in Calcutta in 1961, and now there are a total of 20 IIMs located across the country. Admission to IIMs is highly competitive, with the Common Admission Test (CAT) being the primary entrance exam. The faculty at IIMs is highly qualified, with many of them holding doctoral degrees from reputed institutions across the world. IIMs have a strong emphasis on case-based learning, with students working on real-life business problems to develop their analytical and decision-making skills.

101. Indian Institutes of Management (IIMs) - 1961 "IIMs have strong industry linkages, with many companies actively recruiting students from these institutes for internships and full-time positions. IIMs have a strong alumni network, with many graduates going on to hold leadership positions in various industries and organizations. Many IIMs offer various extracurricular activities and student clubs, providing students with a holistic learning experience. IIMs have a strong reputation both in India and internationally, with many international students and faculty members choosing to study and work at these institutes. IIMs have played a key role in the development of India's management and business sectors, producing many successful entrepreneurs and industry leaders"

102. Indian Institutes of Science Education and Research (IISERs) 2006 IISERs are premier institutes of higher education in India, focused on interdisciplinary science education and research. There are a total of seven IISERs located across the country, with the first one established in 2006. IISERs offer undergraduate and postgraduate programs in various fields of science, including biology, chemistry, mathematics, and physics. Admission to IISERs is through a national-level entrance examination, known as the IISER Aptitude Test (IAT). The faculty at IISERs are highly qualified and renowned in their respective fields, with many of them having received prestigious awards and recognitions.

103. Indian Institutes of Science Education and Research (IISERs) IISERs have state-of-the-art research facilities and laboratories, providing students with hands-on research experience. IISERs encourage research-based learning, with students working on projects and research papers under the guidance of their professors. IISERs have collaborations with various national and international institutions, providing students with exposure to global scientific research and advancements. IISERs have a strong focus on innovation and entrepreneurship, encouraging students to develop their ideas and turn them into commercial ventures.I ISERs have produced many successful scientists and researchers, with their alumni working in various research institutions, universities, and industries across the world"

104. Indian Institutes of Science Education and Research (IISERs) IISERs have state-of-the-art research facilities and laboratories, providing students with hands-on research experience. IISERs encourage research-based learning, with students working on projects and research papers under the guidance of their professors. IISERs have collaborations with various national and international institutions, providing students with exposure to global scientific research and advancements. IISERs have a strong focus on innovation and entrepreneurship, encouraging students to develop their ideas and turn them into commercial ventures.I ISERs have produced many successful scientists and researchers, with their alumni working in various research institutions, universities, and industries across the world"

105. Indian Institute of Science (IISc) 1909 The Indian Institute of Science (IISc) is a premier institute of higher education and research located in Bangalore, India. IISc was established in 1909, with the aim of promoting scientific research and education in India. IISc offers undergraduate, postgraduate, and doctoral programs in various fields of science and engineering, including biology, chemistry, mathematics, physics, and engineering. Admission to IISc is highly competitive, with various national-level entrance exams such as JEE, JAM, and GATE being accepted for different programs. The faculty at IISc are highly qualified and experienced, with many of them holding doctoral degrees from reputed institutions across the world.

106. Indian Institute of Science (IISc) IISc has state-of-the-art research facilities and laboratories, providing students with hands-on research experience. IISc has collaborations with various national and international institutions, providing students and faculty members with exposure to global scientific research and advancements. IISc has a strong focus on innovation and entrepreneurship, with various programs and initiatives aimed at encouraging students to develop their ideas and turn them into commercial ventures. IISc has a strong alumni network, with many of its graduates holding leadership positions in various industries and organizations. IISc has played a key role in the development of science and technology in India, producing many successful scientists and researchers, and contributing significantly to the growth of the Indian economy."

107. National Institutes of Technology (NITs) "The National Institutes of Technology (NITs) are a group of premier engineering colleges in India that offer undergraduate, postgraduate, and doctoral programs in various fields of engineering and technology. There are currently 31 NITs located in different parts of India, with each institute having its own unique strengths and areas of expertise. NITs were established by the Government of India with the aim of promoting excellence in technical education and research in the country. Admission to NITs is highly competitive, with candidates required to take the Joint Entrance Examination (JEE) Main and JEE Advanced exams to secure a seat. The faculty at NITs are highly qualified and experienced, with many of them holding doctoral degrees from reputed institutions across the world.

108. National Institutes of Technical Teachers Training and Research (NIITTTRs) The National Institutes of Technical Teachers Training and Research (NIITTTRs) are a group of institutes established by the Ministry of Education, Government of India, with the aim of improving the quality of technical education in the country. There are currently four NIITTTRs located in different regions of India, with each institute having its own unique strengths and areas of expertise.

109. National Institutes of Technical Teachers Training and Research (NIITTTRs) NIITTTRs work closely with technical education institutions at the national and state levels to develop and implement innovative teaching methodologiesand pedagogies. NIITTTRs also collaborate with international institutions to bring global best practices and advancements in technical education to India. NIITTTRs have a strong focus on entrepreneurship education and offer various programs and initiatives aimed at promoting entrepreneurship among students and faculty members.

110. National Institutes of Technical Teachers Training and Research (NIITTTRs) NIITTTRs offer various programs and courses aimed at training and developing technical teachers and faculty members, including M.Tech in Technical Education, Ph.D. in Technical Education, and various short-term courses and workshops. NIITTTRs also conduct research and development activities aimed at improving the teaching and learning process in technical education institutions across the country.

111. Skill based Education Skill-based education refers to an approach to education that focuses on developing specific skills and competencies required for particular jobs or professions..

112. Skill based Education This type of education aims to equip students with practical skills and knowledge that are directly relevant to the workplace or a particular industry, rather than just theoretical knowledge

113. The Ministry of Skill Development and Entrepreneurship (MSDE) It is the Government of India responsible for coordinating and implementing programs and policies for the development of skills and entrepreneurship in the country. It was established in 2014 with the aim of creating a skilled workforce and promoting entrepreneurship for economic growth and development.

114. The Ministry of Skill Development and Entrepreneurship (MSDE) 1) Creating a skilled workforce that is globallycompetitive and adaptable to changing technologies and market demands. 2) Promoting entrepreneurship and self-employment among the youth. 3) Increasing access to skill training and education across the country, especially in rural and remote areas. 4) Encouraging industry engagement in skill development initiatives and promoting public-private partnerships in this area. 5) Developing industry-relevant standardsand certification systems to ensure quality and standardization ofskills training. The main objectives of MSDE

115. The Ministry of Skill Development and Entrepreneurship (MSDE) MSDE implements various programs: Skill India Mission, the Pradhan Mantri Kaushal Vikas Yojana (PMKVY), the National Apprenticeship Promotion Scheme (NAPS), and the National Entrepreneurship Awards (NEA).

116. Skill India Skill India is an initiative launched by the Indian government in 2015 with the aim of providing skill development training to over 40 crore youth by 2022. The initiative is driven by the vision of creating a skilled workforce that can contribute to the country's economic growth and development

118. MSDE NSDA NSDF NSDC SSCs NSQF LMIS NQAF NSRD

119. NSDA NSQF LMIS NQAF NSRD FUNCTIONS

120. Ensurethattheskilling needsofunderprivileged sections. Establishedin2013 Governmentorganization Todevelopnationalpoliciesandstandardsforskill development. Responsible formaintainingtheNational SkillsQualification Framework(NSQF), TheNSDAconductsresearchandanalysis NationalSkillDevelopment Agency Providesfunding,accreditation,andquality assuranceservice NSDA

121. Workerswhocomplete NSQF-accredited training programsreceive acertificate Itprovidesa standardizedsystem forrecognizingand certifyingtheskills andknowledge ofworkers. TheNSQFisacompetency-basedframeworkintroducedinIndiain2013 Theframework has10levels thatrepresentdifferent stages ofa worker'scareerprogression. Promotelifelong learning NationalSkillQualiification Framework TheNSQFisdesignedtobeflexibleandadaptable NSQF

122. NationalSkillQualiification Framework

123. NationalSkillQualiification Framework

124. Helpjobseekersfindemploymentopportunitiesandmake informeddecisionsabouttheircareerpaths. LMIS isatool usedbygovernments, businesses, andjob seekers tounderstandandmakedecisionsaboutthe labour market. Referstoadata-drivenplatformthatprovidesinformationaboutthe currentstateofthelabourmarket Thesystem collectsandanalyzes dataonjob vacancies,wages, skill requirements, andother factors thataffectthe labourmarket. Toidentify trendsandlabourmarketgaps, develop hiringstrategies, andplanforfuture workforceneeds LabourMarketInformationSystem provideinformationontheeducationandtrainingneeded forspecificjobsandindustries. LMIS

126. NQAFisaset ofguidelines andstandards thataimto ensurethe qualityofeducationandtrainingprogramsinIndia. Theframework providesa setof guidelines andstandardsfor qualityassuranceacrossdifferent levels of educationandtraining,fromprimaryschoolstopostgraduateprograms.. IntroducedbytheGovernmentofIndiain2012 Theframework encouragestheuseof technology andinnovative teachingmethods Theframeworkemphasizestheimportanceofassessmentandevaluation NationalQualityAssuranceFramework NQAFisbasedonasetofcoreprinciples,includingafocusonstudent-centeredlearning,teacher empowerment,andcontinuousimprovement. NQAF

127. NSRD wasestablished in2015 NSRD alsoworksto develop andimplementtools andmethodologies formonitoringandevaluatingthe impact ofskilldevelopment programs. Thedivision'smandateistoconductresearchonskills, labourmarkettrends,andindustryneeds Itsmissionis toserve asaauthentic,qualitative andaccessible thinktankforresearchrelated to skilldevelopment Thedivision'sresearchandinsightsareusedtoinformthe designof trainingprograms,curriculumdevelopment NationalSkillResearchDivision Thedivisioncollaborateswithnationalandinternationalresearchinstitutionstoshareknowledge andbestpracticesrelatedtoskilldevelopment. NSRD

128. The primary objective of NSDF is to provide financial assistance NSDF National Skill Development Fund. Fund created by the Government of India to support skill development initiatives Established in 2009 NSDF operates through a Public-Private Partnership (PPP) model, NSDF grants financial assistance for providing training equipment, curriculum development, and capacitybuilding Thefundplaysacrucialrole intheimplementation of governmentschemes like PradhanMantri KaushalVikasYojana(PMKVY) andthe NationalApprenticeshipPromotion Scheme (NAPS).

129. Aims to enhance skills of the Indian workforce Bridges the gap between demand and supply of skilled workers NSDC National Skill Development Corporation. Public-private partnership organizationin India Established in 2009 Operates through sector skill councils (SSCs) focused on specific industries, SSCs develop industry-driven skill standards, curriculumframeworks, andassessments

130. Develop industry-driven skill standardsand qualifications SSCs Sector Skill Councils Industry-led bodies under NSDC Responsible for specific industry sectors Identify skill gaps and emerging job roles, Accreditandcertify trainingproviders andtrainers Create competency frameworks aligned with industry needs Established by NSDC

131. SSCs Sector Skill Councils Create competency frameworks aligned with industry needs

132. NCVT is a statutory body under the Ministry of Skill Development and Entrepreneurship (MSDE) in India. NationalCouncilforVocationalTraining NCVT 1956

133. NCVT conducts All India Trade Tests (AITT) and awards National Trade Certificates (NTCs) to successful candidates. NCVT

134. It develops and updates the National Council for Vocational Training (NCVT) curriculum for different trades.. NCVT

135. goal of ensuring a skilled workforce in various trades and crafts. NCVT

136. Ministry of Rural Development It focuses on the development and welfare of rural areas across the country.

137. Ministry of Rural Development The ministry formulates policies, plans, and programs for rural development

138. Ministry of Rural Development The ministry oversees the implementation of programs like the Mahatma Gandhi National Rural Employment Guarantee Act (MGNREGA) and Pradhan Mantri Awaas Yojana (PMAY).

139. Industrial Training Institutes (ITIs) Skill India Mission Pradhan Mantri Kaushal Vikas Yojana (PMKVY) National ApprenticeshipTraining Scheme (NATS) National Skill Development Corporation (NSDC) National Skill Development Agency (NSDA) National Council for Vocational Training (NCVT) IEntrepreneurship Development Institute of India (EDII) National Institute of Open Schooling (NIOS) "Deen DayalUpadhyayaGrameenKaushalya Yojana (DDU-GKY) National Urban Livelihoods Mission (DAY-NULM) Rashtriya Mahila Kosh (RMK) Pradhan Mantri Yuva UdyamitaVikas Abhiyan (PM-YUVA) National Institute of Skill Development (NISD) Udaan - SpecialIndustry Initiative for Jammu & Kashmir (J&K) National Skill Certification and Monetary Reward Scheme (STAR Scheme) Skills Acquisition and Knowledge Awareness for Livelihood Promotion (SANKALP)" Skill based initiatives

144. THANK YOU FOR WATCHING

Pre and post independence educational commissions and policies.pptx

Pre and post independence educational commissions and policies.pptx

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Pre and post independence educational commissions and policies.pptx